cw mod overview - frey scientific · 2016-08-16 · of classroom-tested activities that let...

Module Overview | Program Features 1

Also included with the Inquiry Investigations™ Module Cellular World is the Curriculum Resource CD-ROM*, which includes…

Content Tutorials:

Topic-related content featuring detailed illustra-tions that cover key life science concepts.

Hyper-linked glossary of key concepts and terms.

Assessment Monitoring:

Test questions that can be accessed in either Practice or Test Mode; questions allow students to demonstrate content knowledge.

Customized tests and worksheets with five question types (essay, multiple choice, con-cept map, matching, and labeling), as well as dynamic web-deliverable multi-media tutorials and presentations.

Correlation to National and State Science Standards:

Key concepts correlated to the National Science Education Standards (NSES) and a link to the Frey Scientific website for selected State standards.

Teacher Resources:

Image gallery containing printable illustrations and images relating to a life science topic area.

Dynamic animations that reinforce key life science concepts.

Experimental results section that provides useful teacher tips for each activity as well as in-depth experimental data analysis. Where applicable, graphs, tables, and images are provided to enhance each activity.

Virtual Laboratory—Why Cells Aren’t Big

Explore the object-based virtual lab environ-ment. The virtual lab allows students to inter-actively perform every step of a lab activity by manipulating lab equipment on their virtual workbench.

Use the electronic notebook to record and analyze results.

*System Requirements: Windows 2000 or higher, VISTA-compatible, Mac 9.2 or higher (including OSX), 128 MB RAM.

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Program Features Frey’s Inquiry Investigations™ Module Cellular World engages your students in active and meaningful learn-ing. Each of the seven units in the program focuses on a different theme and contains an exciting collection of classroom-tested activities that let students experi-ence the wonders of science through direct, hands-on experience.

These standards-based units link to core science con-cepts, making them an excellent complement to your existing curriculum. Best of all, you won’t need a strong background in science to use this program—the comprehensive Curriculum Guide that comes with the module provides teacher-friendly instructions on how to teach the activities.

Each Unit includes Comprehensive investigation literature with planning and preparation tips, step-by-step instructions, expected outcomes, cross-curricular integration, and assessment strategies.

A reproducible Student Guide for each unit with complete background information, step-by-step procedures, data tables, analysis questions, and options for open-ended student-designed investigations that challenge students to use their critical thinking skills. Also included are related websites and Read More About It sources for students to obtain additional information.

A collection of safe and fun inquiry-based lab investigations with real-world applications.

Enough high-quality science materials for a class of up to 40 students working in groups.

A handy Storage Center to neatly store all materials.

The Curriculum Guide includes Comprehensive, unit-specific teacher and student guides.

Materials lists, a comprehensive Glossary, Useful Equivalents, Symbols, and Equations, Science Safety, and How to Record, Analyze, and Report Data.

Comprehensive Inquiry Activity—Developing a Biochemical Test for Catalase

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2 Inquiry Investigations Module: Cellular World

The Curriculum Guide contains the following sections – Teacher Guide, Appendix, Student Resources, and a Curriculum Resource CD-ROM. Each section has the same general format, let’s take a closer look –

Inquiry Investigations Module: Cellular World18

Science Concepts and Skills Analytical thinking

Microscopic techniques in observing cells

Measurement skills

Collecting and tabulating data

Drawing conclusions

Cell types – prokaryotic vs. eukaryotic

Making observations

Microscopic techniques in observing cells and tissues

National Science Standards Standard A – Science as Inquiry A1 Identify questions that can be answered

through scientific investigations A3 Use appropriate tools and techniques to

gather, analyze, and interpret data A4 Develop descriptions, explanations, predic-

tions, and models using evidence A5 Think critically and logically to make the rela-

tionships between evidence and explanations A9 Understandings about scientific inquiry

Safety and Disposal Instruct students to follow proper lab safety tech-niques. Have students wear safety goggles, gloves, anda lab apron to protect eyes and clothing when workingwith any chemicals. Students should keep their handsaway from their face and mouth. Have students washtheir hands before leaving the laboratory. Studentsshould take care not to work with water around electri-cal outlets or power strips.

Liquid materials may be flushed down the drain withcopious amounts of water. Solid materials may be dis-posed of in the trash.

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Curriculum Correlation See the Curriculum Resource CD-ROM for a correlationto the National Science Education Standards (NSES). Visitthe Frey Scientific website (www.freyscientific.com/inquiryinvestigations) for selected state standards.

See the Curriculum Resource CD-ROM to…

Prepare web deliverable contentCreate assessment questionsExplore a virtual labView content tutorialsLearn about experimental resultsLink key science concepts to selected State andNational Standards

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A Closer Look at the Teacher Guide…

Science Concepts and Skills

Overview of key concepts and skills presented in each lab

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Science Standards A list of the National Science Education Standards covered in each lab

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Safety and DisposalTips for safe disposal of waste materials and student safety

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CurriculumResource CD-ROM

Additional resources found on the Curriculum Resource CD-ROM

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Unit 1 | Lab 1: Exploring the Cellular World 19

Lab Materials List 1 Coverslips, plastic, box

10 Cups, medicine

1 Elodea, live material coupon

10 Forceps

1 Methylene blue solution (0.1%), 30 mL

1 Microscope slides, p/72

12 Pipets, plastic

10 Slides, Anabaena, wholemount

10 Slides, bacteria, mixed

10 Slides, leaf tissue, cross-section

10 Slides, liver tissue, cross-section

1 Toothpicks, flat, box

Teacher-Provided Items

Aprons (per student)

Gloves (per student)

1 Knife, kitchen

10 Microscopes, compound light (400magnification)

1 Onion

Safety goggles (per student)

1 Water, distilled (bottled), 150 mL

Time Requirements

Activity 1: Learning About Cell Types

Pre-lab Preparation:Activity:

15 minutes45 minutes

Activity 2: Learning About Cell Organization

Pre-lab Preparation:Activity:

5 minutes45 minutes

Pre-lab Preparation Activity 1A few weeks before you begin the activity, send in thecoupon for Elodea plants. Note: Sprigs of Elodea can be stored in an aquarium, or wrapped in damp paper towel-ing and placed inside a zip-closure bag. Place the bag in a refrigerator until needed.

On the day of the activity, dispense approximately 15mL of distilled water into each of 10 medicine cups.Place a sprig of Elodea in each cup.

Set up one compound microscope (400 magnifica-tion) for each of the 10 student groups. Cut a smallpiece of fresh onion for each student group.

Activity 2Set up one compound microscope for each of the 10student groups.Pre-lab Preparation

Overview of any necessary pre-lab preparation

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Time Requirements Amount of time needed for preparation and activities

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MaterialsComprehensive list of the materials needed for each lab

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Inquiry Investigations Module: Cellular World

1ACTIVITY

20

Learning About Cell TypesObjectiveIn this activity, students will observe cells and classifythem as prokaryotic or eukaryotic. They will also learnabout characteristics of prokaryotes and eukaryotes.

What you need Per Group

3 Coverslips, plastic

1 pr. Forceps

1 Medicine cup with water and sprig of Elodea

1 Microscope, compound light (400magnification)

3 Microscope slides

1 pc. Onion

1 Pipet, plastic

1 Slide, Anabaena, wholemount

1 Slide, bacteria, mixed

1 Slide, leaf tissue, cross-section

1 Slide, liver tissue, cross-section

1 Toothpick

Per Class

1 Elodea, live material coupon


Per Student

1 Apron

1 pr. Gloves

1 pr. Safety goggles

Safety and Disposal Instruct students to follow proper lab safety protocol.Students should wear gloves, a lab apron, and safetygoggles when working with any chemicals. Studentsshould wash their hands thoroughly before leaving thelaboratory.

Wash the microscope slides and coverslips with warmsoapy water. Allow to air-dry before returning to thekit. Throw the onion pieces away. Liquid waste can beflushed down a drain with copious amounts of water.

What to do STEP 1

Organism #1 – Mixed bacteria, prepared microscope slideHave students position the prepared slide on themicroscope stage. Tell them to first use 100 magnifi-cation (10 eyepiece with 10 objective) to search thestained smear for an area that shows individual cellsrather than many groups or “clumps.” (Bacteria on thisprepared microscope slide are stained so that they canbe observed more easily under the microscope.)

Have students switch to the high-power objective(40 ; total magnification 400 ) to observe individualcells or clusters of cells. To switch to a higher magni-fication, students should carefully turn the nosepieceand bring the next higher objective (40 ) into positionover the prepared sample.

Note: Remind students to never focus downward as this could drive the objective into their preparation, damaging it.

Show students how to adjust the iris or disc diaphragmin order to see crisp images. They will need more light(a wider diaphragm) at higher magnifications.

In the Recording Observations section, students shoulddraw what they observe under the microscope. Remindthem to label all the cell parts they can see. Then havethem complete the information for Organism #1 inData Table #1.


Extensions and Challenges The metric system is a decimal system that uses unitswhich are based on the number ten. The metric refer-ence unit for length is the meter (m). To become morefamiliar with the metric system and conversions, havestudents convert the length of various objects intomicrometers (μm). Have students measure the lengthor width of common objects such as the width of apenny, the length of a pin, or the length of a pencil.Students should convert between centimeters (cm),millimeters (mm), and micrometers (μm).

Did the microscope change the world? Have studentsresearch the origins of the microscope and discuss theimpact the microscope had on the scientific commu-nity. Have students discuss what advancements weremade possible with the advent of the microscope.

Cross-Curricular Integration HistoryHave students research the following scientists andnaturalists:

Robert Hooke (1635 – 1703) English naturalist first todescribe the “cell.”

Matthias Schleiden (1804 – 1881) and TheodorSchwann (1810 – 1882) German scientists who firstrecognized the fundamental “sameness” betweentwo cell types acknowledged at the time — plantand animal. In 1838 they proposed the “cell theory.”

Robert Brown (1773 - 1858) First to describe thenucleus.

Charles Sedillot (1848 – 1892) French surgeon whofirst coined the term microbe.

Robert Koch (1843 – 1910) German physician; authorof Koch’s postulates.

Louis Pasteur (1822 – 1895) French chemist;experiments confirmed the germ theory of disease.

Christain de Duve (1917 – present) Belgiancytologist; work on cell fractionalization providedinsight into cellular organelles.

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Link key science concepts toselected State and NationalStandardsPrepare web deliverable contentExplore a virtual lab

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Recording Observations


Learn more about experimentalresults and useful teacher tips Enhance each activity by accessinggraphs, tables, and images

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Questions

Use the following questions to assess student under-standing of the concepts introduced in the activity.

1. What do you suppose caused the color changein the indicator solution when your team blewinto it? (Hint: It is a product of respiration.)Carbon dioxide (CO2) caused the change. Carbondioxide is a byproduct of respiration. I exhaledcarbon dioxide into the indicator solution. It musthave caused the color change.

2. What do you suppose caused the colorchange in the indicator solution when youput the Elodea plant in it and sat it in sun-light? (Hint: What do plants use up when theyphotosynthesize?)As the Elodea plant underwent photosynthesis, itused up carbon dioxide in the solution. With lesscarbon dioxide in the solution, it started changingback to green.

3. What kind of gas do you think formed thebubbles you saw on the Elodea leaves?Explain your answer.It must have been bubbles of oxygen gas (O2)since plants make oxygen as a byproduct ofphotosynthesis.

4. How did the processes of respiration andphotosynthesis cycle carbon dioxide in thisexperiment?When I respired, I produced carbon dioxide, whichentered the water when I blew into it. When theplant was put in the solution and left in sunlight,it underwent photosynthesis and pulled carbondioxide out of the water.


Create more assessment questions Customize worksheets and testswith five question types (essay,multiple choice, concept map, matching,and labeling)

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1. Observations of Indicator SolutionInitial color of indicator solution

green

Color of indicator solution after blowing into it

pale yellow

Color of indicator solution after sitting withElodea sprig for 15 minutes

light blue

2. Observations of Elodea Leaves after Sitting InSunlightSmall bubbles formed on the surfaces of thesubmerged leaves.

A Closer Look at the Teacher Guide…

ObjectiveSpecific student goals of the activity

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What to doTeacher friendly step-by-step procedures for each activity

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What you needSpecific materials used in each activity

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Extensions and Challenges

Additional activity sug-gestions to reinforce the key concepts presented in the lab

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Cross-Curricular Integration

Suggestions of how to relate the key con-cepts of the lab to other disciplines

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Safety and DisposalImportant safety information specifically related to each activity

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Recording

ObservationsSample student data for each activity

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QuestionsQuestions to assess student understand-ing of the activity

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A Closer Look at the Appendix…

116 Inquiry Investigations Module: Physical Science Series I

Data sets are unbiased information gathered through the scientific process that can lead to knowledge and understanding. To be useful, data must be recorded, organized, graphed, analyzed, and reported.

Recording Data Science deals with verifiable observations. All scientists must keep clear and accurate records of their observa-tions. It is critical that these notebook recordings are made at the time of observation.

Recording data can be done manually through the reading of an instrument, such as a thermometer, and writing down measurements in a lab notebook or data book. Some data measurement probes and instruments (temperature, balance, pH, dissolved oxygen to name a few) can sample and transmit data to a computer for storage in a data table.

At times, your investigation may require the use of a video or photo camera to record visual information. Try to include some dimensional reference (a ruler or other feature) in your shots to provide the correct per-spective. Digital photo cameras and scanners allow an investigator to capture experimental results.

Organizing Data Make sure data sets are presented in tables listed in correct relation to each other. Sometimes your inves-tigations may call for the collection of very large data sets. One way to manage this pile of data is through a database—a large, complex list of facts and informa-tion. A database can be a card file or an electronic pro-gram that can both recall and merge data. FileMaker Pro (by FileMaker, Inc) or Excel (by Microsoft) are powerful database programs that combine database management and desktop-to-Web network publishing capabilities.

Understanding Data Collecting and organizing data is important but it is also important to fully understand the data. Data can be precise or accurate. Often, there is some confusion with these terms. Precision describes the

reproducibility of a result. For example, if you mea-sure a quantity several times and the values agree closely with one another, your measurement is precise. Accuracy describes how close a measured value is to the true or known value. The closer a measured value is to the true value, the more accurate it is. Let’s investi-gate this further.

For example, examine the data sets below.

Procedure 1: 20.1 20.1 20.2 20.0

Procedure 2: 24.5 25.6 26.1 25.1

If the true value is 25.3, then data collected from proce-dure 2 is more accurate but less precise than the data collected from procedure 1. In this case the precision is poor but the accuracy is good. An ideal procedure is both accurate and precise.

Data Books The best method of record-keeping is to record obser-vations in a laboratory notebook or data book. Ideally, this should be a stiff-covered book, permanently bound, not loose-leaf, preferably with square grid pages.

Keep records in a diary form, recording the date first. If you make observations for two or more investigations on the same day, use numbers or abbreviations of the titles as subheadings.

Data may be recorded as words. In the laboratory, time is short. Make notes as brief as possible—but to the point. You may choose to sketch your observations. Drawings, digital images, and digital video are all useful data recording techniques.

The Laboratory Notebook: Recording, Analyzing, and Reporting Data

Appendix | The Laboratory Notebook 117

Graphing Data When you make a graph, the first step is to determinewhich kind to create. What you want to show and thekind of data you have will determine which graph typeis most useful:

Circle graph – useful in showing parts or proportions ofa whole.

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14%

11%

Bar graph – useful for comparing quantities and chang-es over time.

percentincrease

in sales

salesmen

Jerry BarbJohn

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Line graph – useful for comparing two sets of data orshowing changes and trends over time.

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98765432112 10

months

sales inthousands

Analyzing Data When you analyze data you look for trends or patterns.You also look to see whether or not your data supportsyour reasoned guess—your hypothesis. If you haveaccess to a computer, special analysis programs orspreadsheets (e.g., Microsoft Excel®) allow you to tabu-late, manipulate (perform mathematical calculations),and graph your data.

Laboratory Reports Discoveries become a part of science only if they arereported to others. In writing, scientists must expressthemselves clearly so that others can repeat their pro-cedures exactly. Scientific reports usually follow thefollowing form:

Title

Introduction: how the problem arose and a summaryof past investigative work.

Materials and equipment

Procedure: complete and exact account of what wasdone in gathering the data.

Results: data obtained from the procedure, often inthe form of tables and graphs.

Discussion: points out the relationship between thedata and the purpose of the investigation.

Conclusion: summary of the meaning of the results,often suggesting further work that might be done toclarify issues that the data may have uncovered.

References: published scientific reports that havebeen specifically mentioned in the report.

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Laboratory Notebook

Useful tips on how to record, organize, and understand data

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Graphing DataExamples of ways to graphically present data

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Laboratory Reports

General outline for scientific reports

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A Closer Look at the Appendix…

120 Inquiry Investigations Module: Physical Science Series I

Equivalents and Symbols Mass1 kilogram (kg) = 1,000 grams (g)1 gram (g) = 0.001 kg1 milligram (mg) = 0.001 g1 microgram (μg) = 0.000001 g

Liquid Volume1 kiloliter (kL) = 1,000 L1 milliliter (mL) = 0.001 L1 mL = 1 cm3

Length1 kilometer (km) = 1,000 m1 centimeter (cm) = 0.01 m1 millimeter (mm) = 0.001 m1 micrometer (μm) = 0.000001 m

TemperatureTFahrenheit (9/5 * TCelsius ) 32TCelsius

5/9(TFahrenheit 32)

Table 1: Common Symbols Quantity Common Symbol SI Unit

Temperature T oCVolume V cm3

Generation Time GTime tNumber of Generations n

Table 2: Common Equations Quantity Formula SI Unit

Generation time = t/n N/AVolume (of a cube) = length x width x height cm3Slope = (Δy)/(Δx) N/AEquation of a line y = mx + b N/A% Error = (|exp value – true value| / true value) 100 N/A

Useful Equivalents, Symbols,and Equations


GlossaryAAccessory pigment Any pigment other than chlorophyll a that assists in photosynthesis.

Active transport Movement of a molecule through a membrane against its concentration gradient, using a carrierprotein and energy from ATP.

Adsorption The tendency of a molecule to form bonds with a surface, such as some pigments forming hydrogenbonds with the fibers in chromatography paper.

Aerobic process Biological process that does require oxygen.

Anaerobic process Biological process that does not require oxygen.

Anaphase Third phase of mitosis, in which sister chromatids are pulled to opposite poles of the cell by the spindlefibers.

Asexual reproduction A type of reproduction involving only one parent that produces genetically identical off-spring by budding or by the division of a single cell or the entire organism into two or more parts.

ATP The energy molecule of cells, synthesized mainly in mitochondria and chloroplasts. Energy from the break-down of ATP drives many important reactions in the cell.

Autotroph An organism that makes its own food from light energy or chemical energy without eating. Autotrophsare producers and include plants, many protists, and most bacteria.

BBacteria (bacterium – singular) Small, single-celled organisms that are members of kingdom Monera or domainEubacteria. They are prokaryotic and they reproduce by simple binary fission.

Binary fission A method of asexual reproduction in which an organism divides into two or more parts.

Body cell A plant or animal cell that does not participate in the production of sex cells.

Budding Formation of a small progeny cell from a parent cell.

CCapillarity The interaction between the surfaces of a liquid and a solid that make contact. It is also called capillaryaction.

Carbohydrates The group of organic molecules that includes sugars and starches and serves as a major energysource in the diet of animals. They contain carbon, hydrogen, and oxygen, in a 1:2:1 ratio.

Carotene One of the accessory pigments commonly found in the leaves and other parts of higher plants. Itreflects light wavelengths of yellow and orange, and is the main pigment visible in carrot roots.

Catabolism Metabolic degradation reactions that release energy.

Catalase An enzyme found in many types of living cells that breaks down the toxic metabolic by-producthydrogen peroxide into water and oxygen.

Catalyst A substance that increases the rate of a chemical reaction without itself being permanently changed.

Cell The fundamental unit of which all organisms are composed. Contains cytoplasm and organelles enclosedwithin a cell membrane.

Cell cycle The “life cycle” of a cell; begins with the formation of the cell, and ends with the division of the cell.

Cell division A reproductive and growth process by which a cell divides to form daughter cells.

GlossaryComprehensive glossary of key terms

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Useful Equivalents, Symbols, and Equations

Quick reference guide of common conver-sions, symbols, and equations

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Unit 1 | Lab 1: Exploring the Cellular World 139

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Student Guide

Unit 1 | Lab 1

Exploring the Cellular World

ObjectivesObserve cells and classify them as prokaryotic or eukaryotic

Observe cells in tissues

Measure the size of cells and cell organelles

Understand that cells in tissues are specialized

Safety and Disposal Follow proper lab safety techniques as directed byyour teacher. Always wear safety goggles, gloves, anda lab apron to protect eyes and clothing when workingwith any chemicals. Keep your hands away from yourface and mouth. Wash your hands before leaving thelaboratory. Take care not to work with water aroundelectrical outlets or power strips.

Dispose of any waste materials at the end of the activ-ity as directed by your teacher.

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BackgroundLearning About Cell TypesAll living things are made of one or more cells. Cellsare the basic units of structure and function. Cells areproduced from existing cells.

All cells share certain characteristics. Cells have a cellmembrane that separates their internal contents fromthe outside environment. All cells have cytoplasm, ajelly-like material in which the smaller cell parts calledorganelles float. The cytoplasm of all cells is filled withfree-floating ribosomes, where proteins are made. Allcells have genetic material (DNA) in one form or anoth-er. DNA contains the instructions for making proteinsthe organism needs to survive.

All known organisms can be placed into one of twolarge groups, depending on the types of cells they aremade of. The first group is prokaryotic. Organismsmade up of prokaryotic cells are called prokaryotes.Prokaryotes have their genetic material (DNA) orga-nized as a single, simple chromosome that floatsabout inside the cell. The second cell type group iseukaryotic. Organisms made up of eukaryotic cellsare called eukaryotes. Eukaryotes have their DNAorganized into a number of complex chromosomesinside a membrane sac called a nucleus. They alsohave specialized organelles such as mitochondria,chloroplasts, and vacuoles.

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A Closer Look at the Student Guide…

ObjectivesKey concepts and student goals for the lab

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Inquiry Investigations Module: Cellular World

1ACTIVITY

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Student Guide

ObjectiveIn this activity, you will observe cells and classify themas prokaryotic or eukaryotic. You will also learn aboutcharacteristics of prokaryotes and eukaryotes.

What you need Per Group

3 Coverslips, plastic

1 pr. Forceps

1 Medicine cup with water and sprig of Elodea

1 Microscope, compound light (400magnification)

3 Microscope slides

1 pc. Onion

1 Pipet, plastic

1 Slide, Anabaena, wholemount

1 Slide, bacteria, mixed

1 Slide, leaf tissue, cross-section

1 Slide, liver tissue, cross-section

1 Toothpick

Per Class


Per Student

1 Apron

1 pr. Gloves

1 pr. Safety goggles

What to do STEP 1

Organism #1 – Mixed bacteria, prepared microscope slidePosition the prepared slide on the microscope stage.First use 100 magnification (10 eyepiece with 10objective) to search the stained smear for an area thatshows individual cells rather than many groups or“clumps.” (Bacteria on this prepared microscope slideare stained so that they can be observed more easilyunder the microscope.)

Switch to the high-power objective (40 ; total mag-nification 400 ) to observe individual cells or clustersof cells. To switch to a higher magnification, carefullyturn the nosepiece and bring the next higher objec-tive (40 ) into position over the prepared sample.Remember to never focus downward as this coulddrive the objective into your preparation, damaging it.

Adjust the iris or disc diaphragm in order to see crispimages. You will need more light (a wider diaphragm)at higher magnifications.

In the Recording Observations section, draw whatyou observe under the microscope. Label all the cellparts you can see. Then complete the information forOrganism #1 in Data Table #1.

STEP 2

Organism #2 – Anabaena, prepared microscope slidePosition the prepared slide on the microscope stage.Use the low-power (4 ) objective for the largest field-of-view. Anabaena will look like tiny strings of pearls.

Can you observe individual cells that make up thepearl string (colony)? Switch to high-power magnifica-tion (400 ) to observe cellular detail.

In the Recording Observations section, draw whatyou observe under the microscope. Label all the cell

Learning About Cell Types

BackgroundScience information related to the lab topic

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What to doStep-by-step procedures for each activity

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A Closer Look at the

Curriculum Resource CD-ROM*…

Content TutorialsComprehensive tutorials offering self-paced, individualized lessons through illustrations and animations

Hyper-linked glossary of key concepts and terms

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Assessment MonitoringAccess test questions in either Practice or Test Mode to provide students with exam experience

Create customized tests and worksheets with various question types, as well as dynamic multimedia tutorials and presentations—saving them on a disk or in web-ready format for easy Internet access

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*CD-ROM System Requirements: Windows 2000 or higher, VISTA-compatible, Mac 9.2 or higher (including OSX), 128 MB RAM

Correlations to National and selected State Standards

Key concepts correlated to the National Science Education Standards and 25 selected State standards linked to the Frey Scientific website(www.freyscientific.com/inquiryinvestigations)

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Virtual LaboratoryExplore the object-based virtual lab environment. The virtual lab allows students to interactively perform every step of a lab activity by manipulating lab equipment on their virtual lab workbench.

The electronic notebook allows students to record and analyze data.

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Experimental ResultsUseful teacher tips for each activity, as well as in-depth experimental data analysis

Graphs, tables, and images are provided to enhance each activity.

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C U R R I C U L U M R E S O U R C EC D

Cellular World

cw mod overview - frey scientific · 2016-08-16 · of classroom-tested activities that let...

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