Unit A, Studying People Scientifically Table of Contents

U n it C: M ic r o- L i fe T a b le o f C on t e nts Absent Students- Page # Name of Document PH page # or internet search topic 110 Unit C Micro-life Title Page (Titled “Unit C: Micro-life”, includes 2+ colored pictures that illustrate what we will be studying) 111 Table of Contents (this sheet) 112 Index Cards (1 blank page titled, “Index Cards”) 113-116 Key Concepts (4 blank pages all titled, “Key Concepts”) 117-119 Activity #31: The Range of Diseases (2 blank pages) --- 120-121 Activity #30: It’s Catching (1 blank page) Search: infectious disease 122-125 Activity #35: A License to Learn (1 blank page) PH 2-5 pgs. 65-69 126-128 Activity #32: Who Infected Whom? (2 blank page) Search: disease carriers 129-131 Activity #33: From One to Another (2 blank pages) Search: disease vectors 132-139 Rubber Egg Lab (5 blank pages) --- 140 Activity #36: Looking for Signs of Micro-Life (Not in packet) --- 141-144 Activity #37: Germ Theory of Disease (2 blank pages) 145-147 Activity #38: Microbes, Plants, and You (2 blank pages) 148-151 Activity #39: Cells Alive! (3 blank pages) 152-154 Photosynthesis Activity (Not in packet) 155-158 Activity #40: A Cell Model (3 blank pages) 159-160 Activity #41: A Cell So Small (1 blank page) 161-164 Activity #42: A Closer Look (0 blank pages)

165-169 Activity #43: Microbes Under View (3 blank pages)

170 Classification Notes

171-174 Activity #45: The World of Microbes (3 blank pages)

175 Unit C Crossword 176 Unit C Study Guide

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r o f 111 Activity #31 The Range of Disease Challenge Question: What can cause a disease? Initial Thoughts:

Evidence:

Measles Cystic Fibrosis Polio Cold Influenza (flu)

Mumps Chickenpox Hepatitis Rabies AIDS/HIV

Tetanus Cholera Tuberculosis Mono-nuleosis Alzheimer’s (TB) (mono) disease

Strep Throat Malaria Ringworm Diarrhea Pneumonia

Heart disease Diabetes Cancer Asthma Sickle cell anemia

Summary: 1. Answer the challenge question again, make sure it is a new or expanded answer. 2. Give examples from the activity to help explain your answer. Act # 31 pg 1 of 1 117 120

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Activity #35 A License To Learn

Cha lle nge Ques tion:

Initia l Thoughts :

E v id e n ce: Objective Powers: Low = x Medium = x High = x

Total Magnification= x

“The Microscope 5 Commandments”

122 Act # 35 pg 1 of 3 How to prepare your microscope for Storage

How to Focus: Focusing Steps 1-10

Step 1: Plug in the microscope and turn on the lamp. Make sure the low po w er ob j ec t i v e is in position and turn the coa r se f ocus k nob until the stage is raised completely.

Step 2: Set the diaphragm to its largest opening (where it allows the most light through).

Step 3: Place the slide on the stage so the specimen is positioned right over the aperture. Wait to secure the slide with stage clips until after the slide is in focus.

Step 4: While looking through the eyepiece, begin to slowly turn in the coarse focus knob. T urn s l o w l y and w a t ch care f u ll y un ti l t he ob j ect i s i n f ocus.

Step 5: When the specimen is focused under low power, move the slide so that what you want to see is dead - cen t er in your field of view.

Step 6: Without touching either of the focus knobs, switch to the medium power objective. DO NOT touch the coarse focus again – you could break something!

Step 7: Using the fine focus knob, focus the slide once again. If it doesn’t work, start all over again and go back to S T EP 1.

Step 8: Once you are in focus using the medium power, move the slide so that what you want to see is dead - cen t er in your field of view.

Step 9: If you want to further magnify the slide, you may want to consider switching to high power. Without touching either of the focus knobs, switch to the high power objective while making sure it does not hit the slide.

Step 10: To focus using a high power objective, use the fine focus knob ONLY. Be sure to center your specimen before switching to a higher power objective or it may “disappear” from your field of view.

Act # 35 pg 2 of 3 123 Part 2:

Name of Specimen: Name of Specimen: Power: Power:

A na l y s i s Q ues ti ons ( ans w er i n comp l e t e sen t ences) 1. How does the microscope change the image you see? HINT: Compare the material you placed on the stage with what you see through the eyepiece.

2. Describe how the material(s) that you observed looked under low as compared to medium power. What differences did you observe? How did this compare to with what you saw with your eyes?

3. How do changes in magnification affect your field of view?

S ummar y :

After completing this activity, my improved or extended answer to the challenge question is….

Specific evidence that supports my answer includes ….. (Cite data and information from the actual activity and E v idence section)

124 Act # 35 pg 3 of 3 Activity #32 Who Infected Whom?

Challenge Question:

Initial Thoughts:

E v id e n ce: Part 1: Include dates and how the people are connected.

H y po t h es i s : I believe that is the carrier of this disease.

Pink=Positive for disease Symptoms? Disease Test Is this person a Name (yes or no) Results carrier? (yes or no)

A n a l y s is Qu es t ions ( ec ho t he qu es t ion) 1 a. Based on your test results, draw a web showing your proposed path of disease spread. In your web, identify who is infected, the dates that he or she became sick, and whether the person is a carrier and how each person is connected. 1b How does this web compare to your original hypothesis? Explain.

2. A group of Abingdon parents have demanded that the family members and close friends of all infected individuals, including students and teachers, stay home until everyone with symptoms gets better. Explain whether you agree with their demand. Support your answer with evidence and identify the trade-offs of your decision. Hint: State your opinion. Provide two or more pieces of evidence to support your answer. Then consider all sides of the issue and identify the trade-offs of your decision. S umm a r y : 1. Answer the challenge question again. Make sure it is a new or expanded answer. 2. Give examples from the activity to help explain your answer. 126 Act #32 pg 1 of 1 Activity #33 From One To Another

Cha lle nge Ques tion:

Initia l Thoughts :

Evidence:

1899 (discovery)

1900 (event)

1900 - 1906 (discovery)

1906 (event)

Complete the Venn diagram to show some of the similarities and differences between vectors and carriers.

Vector Both Carrier

A n al y sis Qu es t i on s ( a n s w er in c omp le t e se nt e n ces) 1. In 1900, people did not know how the bubonic plague was spread. What did officials do to try to stop the spread of disease? 2. a. Draw a diagram showing how the bubonic plague is spread. Add captions to explain your diagram. b. Identify the vector of this disease. 3. By 1906, officials knew how the bubonic plague was spread. What did they do this time to stop the spread of disease? S um ma r y : 1. Answer the challenge question again. Make sure it is a new or expanded answer. 2. Give examples from the reading to help explain your answer. Act # 33 pg1 of 1 129 Rubber Egg At-Home-Lab Challenge Question: How do cells move materials in and out? Initial Thoughts:

The purpose of this experiment is to use an egg as a model of a cell, and to put it in different environments (water or corn syrup) to see how it responds. We can apply what we learn in this model to understanding how cells move materials in and out.

Part 1: Removing the shell to create the model: (Complete by )

Materials: (Part 1) • 1 raw egg (you may choose to do more than 1 egg, depending on your experimental design) •a cup to hold the egg (smaller the better) Start Day/Time: •vinegar (any kind except balsamic, preferably white) End Day/Time:

Procedure: (Part 1) 1. Soak the raw egg(s) in vinegar (enough to cover the egg) for two days. The purpose of this is to chemically dissolve the shell. Vinegar, being a weak acid, chemically interacts with the calcium of the shell. This will leave just a thin membrane around the liquid egg’s insides; we do this to create a model of cell, in order to mimic the cell membrane. 2. After 2 days, remove the egg from the vinegar. GENTLY rinse the egg(s) in water. (REMEMBER, THE EGG IS RAW! IT MAY LOOK COOKED OR LIKE RUBBER, BUT IT IS NOT AND CAN BREAK VERY EASILY). 3. Put the egg in a plastic baggie or back into an empty cup and store it in the fridge to wait for instructions for P A R T 2. 4. Look in your cabinets for CORN SYRUP (it can be light or dark). Don’t do anything with it but check to see if you have it, and if not, ask your mom or dad if they can buy you some for Part 2.

Part 2: Testing the model: (Complete by ) Read through the procedures for Part 2 on the next page and record your ideas below: • What is the purpose of the experiment?

• What is the ‘Problem’? Record it on the next page. What is your hypothesis? Record it on the next page. • In Part 2, what variable are you testing?

• Does your experiment have a control? What could you make as a control?

Variables Variable(s) that need(s) to be controlled How to control it/them

• How many trials will you conduct? One is adequate, but can you think of how you may do more?

• How will you collect qualitative and quantitative data? How will these data help you form a conclusion?

• How will you record these data? Draw a data table in the data table section to show what kind of quantitative data you will collect. You must create you data tables before you can start Part 2. 132 Materials: (Part 2) • 1(or more) raw egg with shell removed •a cup to hold the egg •water OR corn syrup (light or dark)

Procedure: (Part 2) 1. Take the raw egg(s) from Part 1 and record your observations about the egg’s appearance after being soaked in vinegar. You should use descriptive words (at least 4 sentences!) and pictures to describe the egg. 2. Take the raw egg(s) and measure its circumference (you can do this by using a tape measure to measure the egg around it’s middle, or, use a strip of paper and then measure the paper using a ruler) and weight (only if possible; if you have a scale or kitchen balance of some kind, you can do this.). You also may choose to measure the liquid volume in the cup. 3. Record the circumference, weight and liquid volume in a Data Table for ‘Before Water’ and/or ‘Before Corn Syrup’. 4. Soak the egg in EITHER WATER OR CORN SYRUP, whichever is available to you. 5. After letting the egg(s) soak for 3 days, record observations about the egg’s appearance. 6. Next, look at the liquid your egg was soaking in and remark on how it has changed. How is it different from when you first put the egg in the liquid? 7. You are done, unless you would like to try soaking your egg in the opposite solution to see what happens next or another extension……

Name (first and last) Period, Group, Date Title: Problem:

Hypothesis:

Materials: (give exact amounts of what you will need) Part 1: Part 2:

Procedure: Should be written as numbered steps. Be VERY SPECIFIC and write them in chronological order. Be sure that your procedure includes all of the things you must do to control the variables (see table on previous page).

Procedure Part 1: On page in your notebook or you can type directly into your FDQ document, write out the steps of your procedure for Part 1. Depending on your experimental design, the exact steps will be different. For example, if you are doing both water and corn syrup for Part 2, you will need to dissolve the shell of at least 2 eggs.

Procedure Part 2. On page in your notebook or you can type directly into your FDQ document, write out the steps of your procedure for Part 2.

Depending on your experimental design, the exact steps will be different. For example, you may be choosing to do one or more of the following: -more than 1 egg for sample size -daily data -corn syrup and water -control -liquid volume measurements -weight and mass -soak the egg in water after it has been in corn syrup, or visa- versa.

133 Data: (Create this section in your notebook on pg or directly into your FDQ document)

Part 2 Qualitative Data: ( W ri tt e n a nd pi c t ur es ) Observations about the Egg’s appearance when taken out of vinegar and after soaking in water and/or corn syrup. Take notes while doing the experiment that can later be written into a paragraph (3-4 sentences) describing QUALITATIVE data in the lab FDQ. Pictures can be drawings or photo.

Part 2 Data Table: This data table should include: data (volume, mass, circumference) for each day that you collect data. If you do daily collections, be sure to also record the total gained/lost.

Notes:

Graph: Create a line graph of PART 2 DATA showing how your shell-less egg changed over time as it was soaked in water/corn syrup. Be sure to label your x and y axis and give the graph a title.

Conclusions: (Answer the questions on pg of your notebook or directly into FDQ) 1) What conclusion can you make based on the results of your experiment? (Be sure that you are answering the problem question in complete sentences.) 2) Use your data to explain how you came to this conclusion. 3) Use your data to explain whether your hypothesis was supported or disproved. (Give more than raw data here. Use analyzed data, for example: % change, differences) 4) Were there any mistakes made during your experiment or anything else that might have made your data inaccurate (sources of error)? 5) Suggest ways that you could improve the experiment. What could you do differently? 6) How could you extend this experiment further? 134 Activity #37 The History of the Germ Theory of Disease Homework

1.) Find the Activity #37 reading on your teacher’s website. (Michel: Calendar and Downloads). 2.) As you read C-31 to C-40 (you can disregard the procedures portion), fill out the “Time line of the Germ Theory of Disease” on the on the next page side. 3.) From the reading (C-31 to C-40) answer the following questions: a.) What are the 3 parts of the cell theory? (See page # in Prentice Hall textbook) 1)

b.) What is the germ theory of disease?

4.) Read the information contained in the orange box on page C39-40. 5.) What is the theory of spontaneous generation?

6.) How was the theory of spontaneous generation proved or disproved? (Fill out the following chart to explain the experiments that were done) Francesco Redi Lazzaro Spallanzani Louis Pasteur Scientists

Describe their experiment

Use Illustrations to help explain. (Does not need to be colored)

How did the experiment prove or disprove spontaneous generation?

Act #37 pg 1 of 2 141 142 Act #37 pg 2 of 2 Activity #38 Microbes, Plants, and You Ch a ll e nge Qu es t ion:

Ini t i a l Though t s :

E v id e n ce:

Name of specimen: Name of specimen: Power: Power:

A n a l y s is Qu es t ions ( a n s w er in c ompl e t e se n t e n ces) 1. Compare the four kinds of cells you have just observed. a. What do they have in common? (give general and specific comparisons) b. How are the cells different? Explain using general and specific terms from the lab. 2. Did you find evidence in this activity that the human body is made up of cells? Explain. 3. Do you think there are small structures (organelles) inside your cheek cell other than the nucleus? What evidence do you have to support your answer? S umm a r y : 1. Answer the challenge question again. Make sure it is a new or expanded answer. 2. Give examples from the activity to help explain your answer. Act #38 pg 1 of 1 145 Activity #39 Cells Alive!

Cha lle nge Ques tion:

Initia l Thoughts :

E v id e n ce: Notes on Unicellular vs Multicellular, What is Cellular Respiration, and Why does Bread rise? (see page )

Color of BTB Blue Lime-Green Yellow Level of CO2

Observations Cup 2 Cup 3 Cup 4 Large Oval Cup Cup 8 Cup Contents

Initial Observation

Prediction

Final Observation

A n a l y s is Qu es t ions 2. Describe your results. Explain how your results do or do not provide evidence that yeast cells respire. (Discuss cups 2,3, 4, and the oval cup) 3. Think about the needs of multicellular organisms such as humans. What purpose did the sugar serve for the yeast? 4a. What was the purpose of Cup 2?

S ummar y : 1. Answer the challenge question again. Make sure it is a new or expanded answer. 2. Give examples from the activity to help explain your answer.

148 Act # 39 pg 1 of 1 Activity #40 A Cell Model

Cha lle nge Ques tion:

Initia l Thoughts :

E v id e n ce: Notes on concentration (with examples), diffusion, selectively permeable. Osmosis and cell drawing example see pg ( )

Observations: Ingredients Mixed Together What does it look like? Cornstarch + water Lugol’s + water Cornstarch +lugols+ water Inside solution Outside solution Initial Prediction Final Initial Prediction Final Cup 1

Cup 2

In the space below, draw the set-up for cups 1 and 2. Label the contents of the liquid inside and outside the “cell”. Cup 1 In itial Cup 1 Fina l Cup 2 In itia l Cup2 Final

A n a l y s is Qu es t ions ( a n s w er in c ompl e t e se n t e n ces) 1.a. Draw a diagram of the cell model used in this activity. b. Label the part of the cell model that represents the cell membrane and the part that represents cytoplasm. c. Label the part of the model that represents the environment outside the cell.

3. Summarize your results by answering the following questions: a. Which particles-starch or Lugol’s-were able to cross the model cell membrane? Explain how the experimental evidence supports your answer. b. Which particles-starch or Lugol’s-were unable to cross the model cell membrane? Explain how the experimental evidence supports your answer. S ummar y : 1. Answer the challenge question again. Make sure it is a new or expanded answer. 2. Give examples from the activity to help explain your answer.

Act # 40 pg 1 of 1 155 Activity #41: A Cell So Small

Cha lle nge Ques tion: Why are cells so small?

Initia l Ideas :

E vide nce:

The Model carbon powder= carbon pieces= blue dye=

2 large pieces= big cells Powder= small cells Initial color Prediction Final color

A n a l y s is Qu es t ion s: 1. What happened to the blue dye when poured through small (powdered) pieces?

2. What happened to the blue dye when poured through big pieces?

3. According to the model, which cells-large or small-are most efficient at taking up oxygen and nutrients from the environment? Explain.

4. Name at least 2 reasons multicellular organisms, such as people, are made up of many small cells instead of one large cell?

5. How is this an example of Form Following Function?

6. WHY ARE CELLS SO SMALL? No Summary Act # 41 pg 1 of 1 159 Activity #42 A Closer Look

Ch a ll e nge Qu es t io n :

Ini t i a l Though t s :

E v id e n ce: Levels of Organization:

T ab l e I ns t ru c ti on s : In the table below, match each cell from the pictures of cells in Figure 2, “Animal Cells” with one of the following descriptions. Based on its description, which of the four cells described in Questions 1 is a nerve cell? a red blood cell? a white blood cell? a skin cell? Explain how you were able to match the type of cell with its function.

Description Pictures that Type of Cell What does the structure tell you about is matched its function? with a. These cells have long branching parts that send signals to distant parts of the body.

b. These cells form an even covering on the surface of areas like the inside of the mouth. c. These round human cells are unusual because they do not have a nucleus. They are full of a protein that carries oxygen to all parts of the body. d. These cells are able to crawl around the body to attack bacteria and other foreign material. Ruffles on the cell membrane lead the way as the cells moves.

4. Explain why membranes are so important to cells.

C e l l A na l o g y P os t er H om e w o rk A ss i gnmen t : Create an 8.5 x 11 sized poster that draws an analogy between a plant or animal cell and the theme of your choice. Example: You might compare a cell to a school with the principal symbolizing the nucleus and other members of the school representing other organelles.

Requirements: → Explains how the structures in the model are analogous to the parts of the cell. (For example, the label for the nucleus might say: “The nucleus is analogous to the principal of a school, because it controls everything that takes place in a cell, and a principal is in control of making sure that the school functions correctly.” → Explains the function of each structure. →Is neat and complete (name, title, labels, easy to understand, logical analogy).

Act # 42 pg 1 of 4 161 Instructions: Color each organelle the correct color. Vacuole=Light blue Ribosomes = black Cell Wall= Red Nucleus=Pink Chloroplast = Green Cell Membrane = Dark Blue Genetic Material =Purple Mitochondria = Red Cytoplasm = Yellow

Bacteria

Genetic Material

Cell Membrane

Ribosomes

Cytoplasm Cell Wall

Protist Vacuoles Nucleus Ribosomes

Cytoplasm

Cell Membrane Genetic Material Mitochondria Fungus Virus Protein Coat

Genetic Material

Ribosomes Cytoplasm Genetic Outer Membrane Material Proteins

162 Act # 42 pg 2 of 4 Plant Ribosomes

Cytoplasm

Vacuole Nucleus

Genetic Material Chloroplasts

Cell Wall Mitochondria

Cell Membrane

Animal Cell Membrane Ribosomes Vacuole Mitochondria

Genetic Material

Cytoplasm

Nucleus Act # 42 pg 3 of 4 163 g

Living n i v i c l i - t n o o y r N c a

Cell Structures & Functions i t k o o r y r P a k t u s l n t E u a s a i a

see PH pages 88-95 and 325-343) r Structure Function ( s l I i u r t m g P e V i o t n r n c u P a A F B Cell (plasma) membrane Cytoplasm

Nucleus

Genetic Material

Ribosome

Chloroplast

Mitochondria

Cell Wall

Vacuole(water/con- tractile vacuole, food vacuole) Protein Coat 1. Which structures do all cells and viruses have in common? (List all similarities)

2. Which structures are unique to plant cells?

3. Which structures are unique to animal cells?

4. Which structures are unique to bacteria?

5. Which structures are unique to viruses?

164 Act # 42 pg 4 of 4 Activity #43 Microbes Under View

Cha lle nge Ques tion:

Initia l Thoughts :

Evidence: Name of specimen: Name of specimen: Power: Power:

Drawing Checklist:  Detail  Labels  Parallel label lines  Label lines with straight edge  Color (as you saw it)

Name of specimen: Name of specimen: Power: Power: Act # 43 pg 1 of 2 165 A n a l y s is Qu es t ions ( ec ho t he qu es t ion) (Discuss questions 1, 2, and 3 with your table, answer them in your science notebook; be sure you see each different slides) 1. When you compare the different protists, what differences do you observe? 2. When you compare the different bacteria, what differences do you observe? 3. When you compare all of the different microbes, what similarities and differences do you observe? S um ma r y : After completing this activity, my improved or extended answer to the challenge question is….

Specific evidence that supports my answer includes ….. (Cite data and information from the actual activity and Evi den c e section)

D o #5 i n F DQ and t u r n i n t o y our t eacher on t he ass i g ned due da t e. U se t h i s sheet as a r ou g h d r a f t . 5. Create a larger version of the diagram shown below (known as a Venn Diagram). Record unique features of cells of each group of organisms in the appropriate space (either “protists”, “bacteria”, or “human cells”). Record common features between groups in the space that overlaps. HINT: Think about what you have learned about cells in the last few activities. Look again at your notes from those and this activity.

Protists BBaacctteerriiaa

Animal Cells

Notes on what to include:

 Eukaryotic (complex cell with membrane bound  Round/Rod/Spiral Shape organelles)  Differentiated Cells  Prokaryotic (simple cells, no membrane bound  Can cause disease organelles)  Microbe  Usually mobile (flagella or cilia present on most cells)  Unicellular  Cell membrane  multicellular  Ribosomes  Can see well with the school microscope  Nucleus  Autotrophic (makes own food through  Genetic material (not in a nucleus) photosynthesis)  Living 166  Heterotrophic (must eat or absorb its food) Activity #45 The World of Microbes

Cha lle nge Ques tion:

Initia l Thoughts :

E vide nce: Figure 1: The 5 Kingdoms

Answer STT#1, STT#2 and STT 3a, 3b, and 3c on the next piece of lined paper . Page A n a l y s is Qu es t ions 1.You have read how microbes can be both helpful and harmful to humans. Do you think a microbe can be neither helpful or harmful? Explain. 2.You decide to examine some pond water under a microscope. With a magnification of 40x (using the 4x objective), you observe a long, cylindrical organism moving across your field of view. As you look more closely, you notice what appears to be a round structure inside of it. Is this organism more likely a protist, bacterium, or virus? Explain how you arrived at your conclusion. 5. Record unique features of each group of microbes in the appropriate space. Create Venn diagram like the one below on the lined paper following this activity. Record common features among groups in the spaces that overlap. HINT: Think about what you have learned about cells in the last few activities.

Include the following in your venn diagram: Protists Bacteria • Cell membrane • Cell wall • Cytoplasm • Genetic material • Genetic material not in nucleus • Living organisms • Microbes • Not a cell • Not living • Nucleus • Organelles Viruses • Unicellular • Largest • Small • smallest

S umm a r y : 1. Answer the challenge question again, make sure it is a new or expanded answer. 2. Give examples from the activity to help explain your answer. Act # 45 pg 1 of 1 171 Unit C Microlife Vocabulary WORD & -Handwritten- Write the Word in Sentence Descriptive, detailed & COLORED DEFINITION (underline the word) Give an example of the word in a sentence. If an example does drawing explaining the word’s (from the SALI book, Prentice Hall textbook, or not apply, write a thoughtful sentence using the vocabulary word in definition. teacher’s website) context (showing that you know its definition). 30 infectious

31 disease

32 epidemiologist

32 carrier

33 vector

33 quarantine

35 field of view

35 magnification

Pg 1 of 4 Stapled to Back Cardboard Cover of your Notebook 35 stage

35 base

35 objective lense

35 optical lense/ eyepiece

35 diaphragm

35 coarse adjustment knob

35 fine focus knob

35 total magnification

Pg 2 of 4 38 microbes

38 cell

39 multicellular

Unicellular

39 cellular respiration Definition: Equation:

photosynthesis Definition: Equation:

40 cell membrane

40 cytoplasm

Pg 3 of 4 40 diffusion

40 osmosis

40 selectively permeable

43 bacteria

43 protist

45 virus

45 Classification

Pg 4 of 4