Cell Projects

Honors: Creative Cell Model

Each student will create an analogy for the cell and its organelles. The “cell” must contain “organelles” that perform functions analogous to the function of the organelles they represent.

Organelles to be included are:

mitochondria endoplasmic reticulum ribosomes Golgi bodies vacuoles nucleus chromatin cell membrane

A key should be made that identifies what was used to represent the organelles. Also, include a brief description of each organelle and its function.

Organelles included 4 points each: mitochondria...... ______

ribosomes...... ______

vacuoles ...... ______

endoplasmic reticulum...... ______

Golgi apparatus...... ______

nucleus ...... ______

chromatin ...... ______

cell membrane...... ______

Items selected representative of organelle 10 points...... ______

Key included 12 points...... ______

Organelle description 15 points...... ______

Organelle function 15 points...... ______

Creativity 10 points...... ______

Neatness 10 points...... ______

Total Score...... ______Regular Biology Cell Mobile

The purpose of this activity is to build a cell model with an alteration to cell design which will allow more visualization of the cell’s inner parts. While cells are enclosed structures, this model will dangle as a mobile and demonstrate the level of intracellular organization in a more linear format. The cell body and cell (plasma) membrane functions as the main support structure for the mobile. All other parts are directly or indirectly carried by the cell body. The nucleus is a secondary platform to support other organelles. Grading: You will initially start with a 100 for your project grade. You will lose points for the following items:  Missing an organelle (deduct 4 points for each organelle)  Missing a label on an organelle (deduct 4 points for each label)  Organelle is mislabeled (deduct 4 points for each mistake)  No name on project (deduct 4 points)  Plant cell is not square (deduct 20 points)  Project is sloppy (deduct up to 8 points)  Project is late (deducted: 10 points per day: after 5 days project grade is a 0)  Project is not three-dimensional (deduct 30 points)

Remember: Your project grade is worth 100 points total. It is intended to help you better understand the cell and improve your grade. Please take this seriously and turn it in on time.

Organelle Present Label Total Cell Wall Cell Membrane Cytoplasm Nucleus Nucleolus Smooth ER Rough ER Ribosomes Golgi Complex Vacuoles Mitochondria Chloroplasts

General Project Guidelines Total No name on project Plant cell is not square Sloppiness Not 3-dimensional Late: Date turned in: ______# of days late:______

Final Grade: ______/100__

Comments: Introduction to Biology

Purpose: The purpose of this project is to make a 3D model of a cell in order to better understand the parts and workings of a cell.

Using household items make a three-dimensional model of a plant or animal cell that meets the criteria listed below.

Choose what type of cell you will build, a typical plant or animal cell. Include this label somewhere on your model

Create a KEY or label in some way each part on your model and its function. Use the following rubric as a guide to making your cell.

Cell Project Rubric Satisfactory Needs Work Category Scoring Criteria Excellent (3 pts) (2 pts) (1 pt) Model cell is creative and shows effort

Craftsmanship The model is 3 dimensional Model stays together, is not too messy or cumbersome to move around Type of cell and student name are found on both the key and the model Key, legend, or labeling easy to use to identify the parts on your model Cell Parts Accurate description of the function of each cell part is provided Appropriate material is used (item looks like the cell part) Shape corresponds to the type of cell: plant or animal Written word Grammar, spelling Score Total Points (out of 30) Biome Projects

Honors Biology

Biome-in-a-Box Project Biome-in-a-Box Diorama: (50 points) You may chose from the following biomes: 1. Tundra 2. Taiga (Coniferous Forest) 3. Desert 4. Temperate Deciduous Forest 5. Tropical Rain Forest 6. Grassland

 The box for the project should be shoebox size or larger.  The diorama should contain: o At least 3 animal species found in your chosen biome. o At least 3 plant species found in your chosen biome. o The biome should be realistically represented with geographical features such as mountains, streams, rivers, etc. o You may use clay, paint, papier-mâché, small plastic trees or animals, or anything else that you can think of to portray your biome correctly. BE CREATIVE!! o A background on the back and sides of the box . The background may be painted, drawn and colored, or made of a neat collage of pictures cut from magazines

Biome Letter: (50 Points) You have been chosen to join a scientific expedition to the biome you have chosen. While you are there you write a letter to your science teacher describing your biome. Your letter to me to your should include:  An accurate description of your biome including what the seasons are like and how long they last.  Descriptions of at least 3 plant and 3 animal species shown in your diorama o Descriptions should include adaptations to life in your biome.  The average temperature.  The average yearly rainfall.  Approximate longitude and latitude of your biome.  The type of soil that can be found in your biome.  A description of what life is like in your biome.  Descriptions of unique conditions in your biome such as, permafrost, length of night and day, any other aspect of your biome that is interesting to you.  Bibliography of sources using proper bibliography style.  The paper must be typed and double-spaced. Sources: You may use your textbook, class notes, encyclopedias, and the following Internet websites: http://www.ucmp.berkeley.edu/glossary/gloss5/biome/ http://www.enchantedlearning.com/biomes/ http://www.cotf.edu/ete/modules/msese/earthsysflr/biomes.html http://www.fcasd.edu/schools/dms/Biome.htm

Use only the websites listed. You can find all of the information that you need using them.

***Plagiarism is unacceptable!! Do not cut and paste information from the Internet directly into your paper. Put the information into your own words. I have read all of these websites and I will double-check them with your paper.***

******************************************************** The Biome-in-a-Box diorama is worth a maximum of 50 points. The Biome Letter is worth a maximum of 50 points.

Together a maximum of 100 points is available.

Use the rubrics provided to help you with designing and writing your project. I will use the rubrics to grade your diorama and your letter. You must turn in your rubric with your project.

Both the Biome-in-a-Box and the Biome Letter are: Biome Letter Rubric NAME:______Category 10 8 6 5 Paper is at Paper is at Paper is not Paper is not Amount of least 1.5 typed least 1.5 typed 1.5 typed 1.5 typed Information pages and all pages and all pages but all pages and one topics are topics are topics are or more topics addressed with addressed with addressed with were not at least 2 at least 1 1 sentence addressed. sentences sentence about each. about each. about each. All information Most Most Most Quality of is accurate to information is information is information is Information chosen biome accurate to accurate to inaccurate to and is clearly chosen biome chosen biome. chosen biome organized. and is clearly Organization is and organized. unclear. organization is unclear. All sources are All sources are All sources are Some sources Sources: accurately accurately accurately are not Bibliography documented in documented, documented, accurately the desired but a few are but many are documented. format. not in the not in the desired format. desired format. Successfully Moderately Successful to Needs Internet Use uses successful at moderately assistance or suggested using successful at supervision to internet links to suggested using use suggested find internet links to suggested internet links information find internet links to and/or was and worked information find disruptive to well during and worked information but others during time allotted. well during was off task time allotted. time allotted. during the time allotted. No Almost no A few Many Mechanics grammatical, grammatical, grammatical grammatical, spelling or spelling or spelling, or spelling, or punctuation punctuation punctuation punctuation errors. errors. errors. errors. Points earned: ______Total points for Biome Letter: ______Biome in a Box Diorama Rubric NAME:______

Category 10 8 6 5 Display box is Display box is Display box is Display box is Attractiveness very attractive very somewhat messy and and Creativity and creativity attractive. attractive. unattractive. is evident. More than 3 At least 3 One animal is More than Accuracy of animals are animals are inaccurately one animal is Animals accurately accurately shown. inaccurately shown. shown. shown. More than 3 At least 3 One plant is More than Accuracy of plants are plants are inaccurately one plant is Plants accurately accurately shown. inaccurately shown. shown. shown. Background is Background is Background is Background is Background very neatly neatly present on all not present on depicted and depicted and three sides. all three present on all present on all sides. three sides. three sides. All Most (1 item Some (2 to 3 Few (more Completeness components missing) items than 3 items of assignment components missing) missing) are present. of assignment components components are present. of assignment of assignment are present. are present.

Points earned: ______

Points from Diorama:______

Points from Letter:______

FINAL GRADE: ______Regular Biology Name______Class ______Date______

Biome Brochure

1. Choose from one of the following biomes: Tundra, Coniferous Forest (Taiga), Deciduous Forest, Tropical Rain Forest, Grassland, Savanna, Chaparral, and Desert.

2. Create a travel brochure for your biome. The brochure will be graded with the following rubric. 1a. ______15 pts. The brochure is neat in appearance (Lines are straight, writing/typing is legible, information is laid out in an organized manner). 1b. ______10 pts. The brochure is creative and colorful. 2c. ______5 pts. The average summer and winter temperatures are included. 3d. ______10 pts. The average amount of precipitation, the type of dominant precipitation, and the season when most of the precipitation falls are included. 1e. ______10 pts. A map that indicates where the biome is found in the world is included. 2f. ______10 pts. List 5 different types of plants found in your biome. 3g. ______5 pts. List 2 adaptations of plants found living in your biome. 4h. ______10 pts. List 5 different types of animals found in your biome. 5i. ______5 pts. List 2 adaptations of animals found living in your biome. 6j. ______5 pts. List the major type of soil found in your biome. 7k. ______10 pts. List 3 interesting facts about your biome. 8l. ______10 pts. You have at least 2 illustrations (not including your map) in your brochure. 9m. ______5 pts. You have used at least 4 sources. 10n. ______5 pts. You have included a bibliography that is completed properly. 11o. ______10 pts. You have turned in this rubric with your brochure and your name is on the brochure. ______Total points out of 125 Total Possible Points

3. Please make sure that you do not plagiarize!!! Put all information into your own words and make sure that you cite any facts, maps, illustrations, etc. that you use in your brochure. Failure to put items into your own words and/or failure to cite your information will result in a major loss of points.

4. Please make sure that you take your time with this project!!! Use the rubric as a guide and think about the aspects of a neat, organized, creative, colorful and informative brochure. If you allocate your time wisely and take pride in your work, you should get a very high grade on this project. Good luck and have fun!!! Introduction to Biology

Name: ______Date: _____ Period: _____ World’s Major Biomes: A poster-presentation . You are a member of the Traveling Biome Tourists Association (TBTA) and enjoys going on expeditions through the world’s major biomes! Even though you and the group have seen the majority of the planet, there are still biomes that the Association has not yet discovered fully. It is your job and responsibility to discover what this new biome is, gather facts that support and describe your biome, and report about your newly discovered biome to other members of the Association.

. After you have gathered all the data that supports the biome you researched, all information must be mounted and displayed on the poster board—colorfully, creatively, neatly, and easy to understand. You may use your book, the Internet, newspapers, and the magazines to help you along your journey.

. You are responsible for gathering data concerning abiotic factors, biotic factors, and geographic distribution. After all of your research is done, a poster board display must accompany your research. All questions are to be turned in separately in complete sentences. A current event will be included.

Name of Biome: ______Abiotic Factors: . You are responsible for gathering information on all of the abiotic factors of your biome. This will include information on the climate such as the temperature, precipitation, and humidity; it will also include nutrient availability, soil type, climate zone, and any other abiotic factor you can think of that supports your biome. . You must include: o Information on the climate: Average temperature, rainfall, in the various seasons. o A description of the soil. o A visual of any of the other physical factors. Biotic Factors: . You are responsible for gathering information on all of the biotic factors of your biome. This will include information on all of the living organisms found in your biome. You must include information on the dominant plant life, wildlife, etc. . You must include: o Description of 5 plants and 1 picture of the dominant plant life. o Description of 5 animals and 1 picture of the wildlife. o A food web, which includes more than 6 organisms (not a food chain!) Geographic Distribution: . You are responsible for gathering and collecting information on the global location of your biome. You must include a map of where your biome is located. Other information should include human impact, endangered species and countries or states that the biome includes. . You must include: o A colored map of where the Biome is located with a list of at least 5 countries or states found in the biome. o Information and a picture on an endangered species of your choice—a description and cause of its endangered status. o Information concerning human impact of the area.

Bibliography: . You must have at least 3 sources properly cited. Also you may NOT simply print out other sources to add to your poster. You must interpret information and add it yourself! Rubric for Poster Poster Requirements Points Available Points Earned Proper set-up of poster 2.5 General Description 2.5 Information on the climate: average temp., rainfall, etc. 5 A graph that displays the average temperature. 2.5 A visual and description of any of the other physical factors (a picture, 5 chart, graph, or other). Description of at least 5 plants (include at least 1 picture). 5 Description of at least 5 animals (animals, birds, insects). Include at least 5 1 picture. A food web which includes more than 6 organisms. (Not a food chain) 5 A colored map of where the biome is located. 5 Information and a picture on an endangered species of your choice. 5 Information concerning human impact of the area. 5 List of 5 countries or states found in the biome. 2.5 Bibliography with at least 3 sources (1 book, not an Encyclopedia), 5 in the correct format. Neat, colorful, creative 5 Bonus Points: going above and beyond what is expected TOTAL POINTS 60 **10 PTS. WILL BE DEDUCTED FOR EACH DAY POSTER IS LATE**

You may NOT simply print out/copy material (plagiarism!)!

You must interpret information and write it yourself! Possible biomes to research: 1. Tundra (arctic, alpine) 2. Coniferous Forest 3. Deciduous Forest 4. Grasslands 5. Desert 6. Rainforest 7. Wetlands 8. Taiga 9. Estuaries 10. Open Ocean 11. Coastal Oceans 12. Freshwater Ecosystems 13. Intertidal Zone 14. Chaparral Honors Take-Home Labs

Spontaneous Generation lab Problem: Is spontaneous generation possible?

Science Process Skills observing, comparing, inferring

Background Information Until the late nineteenth century, most scientists accepted the theory of spontaneous generation. Spontaneous generation was the idea that living things developed from nonliving materials. In 1668, an Italian physician Francesco Redi, questioned the theory of spontaneous generation. Redi tested his hypothesis.

Materials 3 pieces of raw chopped meat piece of plastic wrap 3 jars 2 rubber bands piece of cheesecloth hand lens

Procedure

1. Place some meat in each of the jars.

2. Leave one jar uncovered.

3. Put cheesecloth over the second jar. Place plastic wrap over the third jar. Secure the cheesecloth and plastic wrap tightly with a rubber band.

4. Place all three jars in an open area where flies will be attracted by the odor of the meat.

5. Using the hand lens, observe carefully for the next five days the meat in the uncovered jar and the top of the cheesecloth and plastic wrap on the other jars. Record your daily observations.

Day 1 ______

______

Day 2 ______

______

Day 3 ______

______

Day 4 ______

______Day 5 ______

______

Observations

1. Which jars attracted flies? ______

2. a. In which jar did flies come in contact with the meat?______

b. Which jar contained maggots on the meat? ______

3. Which jar was the control? ______

Conclusions

1. a. Why were there no maggots in two of the jars? ______

______

b. Where did the maggots come from? ______

______

2. a. Were your results the same as Redi’s results? ______

______

b. Why is important to repeat experiments? ______

______

3. How do the results of this experiment disprove the theory of spontaneous generation? ______

______

______

______

Modified from Globe Fearson, Inc. Enzyme Lab

Mello Jello Lab Mello Jell-O™ Lab Objective: Review the scientific method including experimental design, independent and dependent variables, constants, the use of a control, multiple trials, and experimental error; review the concepts of enzymes

Introduction: Foods are not only important nutrients for cells, they are also the cause of some stains in clothes. Since some of the large complex molecules in food do not dissolve well in water, they are often left in clothes after washing. Enzymes are proteins that break down complex molecules in food to produce smaller molecules that are more soluble in water. For example, enzymes can break down the protein gelatin, a major part of JELL-O™. Manufacturers take advantage of the ability of enzymes to break down food by adding them to detergents to enhance stain removal.

Pre-Lab Activities 1. Define the following: a. enzyme

b. substrate

c. enzyme-substrate complex

d. active site

e. activation energy

f. denaturation

2. Explain how enzymes lower the activation energy of a chemical reaction.

3. Describe 3 general properties of enzymes.

4. Give 3 examples of enzymes found in the human body.

5. How does temperature generally affect enzyme activity?

6. Describe and give a cause of enzyme denaturation. 7. How does pH affect enzyme activity?

Materials: Jell-O™ Petri Dish Various detergents Straws Pipette

Introduction: In this lab, you will compare the effects of different types of detergents in digesting proteins in Jell-O™.

Day 1:

 Place the Petri plate on white paper  Using a straw punch holes in the Jell-O™ to create holding wells (space them out).  Label each well A, B, C, etc. on the bottom of the Petri plate  Measure and record the diameter of each well in the data table  Using a pipette, add different detergents to each well; leave one well empty  Wait 24 hours

1. Hypothesis: ______

______

Day 2: Measure and record the diameter of each well in the data table.

2. Data Table Wells Detergent Day 1 Day 2 (A, B, C, etc.) Diameter (cm) Diameter (cm)

3. Draw a bar graph on the graph paper provided depicting the results: (dependent variable on y-axis, independent on x-axis)

4. Write a conclusion describing the experimental results. ______

______Analysis Questions:

5. Identify the independent variable. ______

6. Identify the dependent variable. ______

7. Identify the control group. ______

8. Identify the variables held constant. ______

______

9. Based on your observation and the information supplied in this lab, what ingredient in JELL-O™ do you think was changed? ______

10. What ingredient in the detergent is probably responsible for the breakdown of the protein, gelatin? ______

11. Enzyme names often end in “ase”. For example, lactase is the enzyme that breaks down the milk sugar, lactose. Suggest a name for the enzyme that breaks down the protein, gelatin. ______

12. What do the findings from this lab indicate about the detergents that we used in our experiment? ______

______

______

13. Based on the findings, what are 2 other questions we could ask concerning detergents? ______

______

______

BONUS: Choose one of the questions above and design an experiment to answer the question. Write a hypothesis and procedure; identify the dependent variable, independent variable, control group, and variables to be held constant. Modified from: http://www.ncrrsepa.org/curriculum/PDF/BSEP/Microbiology%20lab/Micro%20lab %20protocols.pdf TRANSFORMATIONAL MASK PROJECT

INTRODUCTION:

In traditional cultures, the animal mask is a transformational object that enables the wearer to ceremonially become an animal by adopting its characteristics, which can include stealth, cunning, agility, flight, and intelligence. Masks are worn in hopes of acquiring information, conquering enemies, and predicting the future. Commonly, animals and various animal characteristics are used by many cultures for imagery. An example is the Pacific Northwest Native American totem pole, which may contain carved images of bears, ravens, or killer whales. The mask is a component of culture, not just an art object.

LINK TO BIOLOGY:

Creating representational artwork such as a mask helps develop observation skills and an appreciation for the diverse ways organisms have adapted to life on Earth. Throughout this project, you will develop an understanding of different animal species with specific adaptation. At the same time, you will learn how masks have been and are currently being used in different cultures.

THE PROJECT:

You will design a “mask creature” that incorporates adaptations that will allow it to travel through a fictional island “Gorff” that has a variety of geological features and conditions. The idea is that the mask creature can transform into different animals at various points during its trek across the island. For example, to get across the island, the mask at one point will need to cross “Magma Canyon.” For this you might want to incorporate on your mask some sort of animal that flies. At another point on the island, the mask creature must cross “Willow Lake;” therefore, you might include on your mask adaptations of an animal that can submerge itself in water for a long period of time. The second aspect of the project is to write a creative story describing your adventure across the island. Include in the story the different animal adaptations that helped you in your journey. PROJECT INSTRUCTIONS

STEP 1—THE MASK

 The base of the mask may be made from any material that will support different craft items (paper plate, poster board, cardboard, or a purchased blank mask)

 You must select a minimum of 5 different animals to incorporate on your mask.

 A variety of materials such as artificial fur, coat hangers, beads, fabric, construction paper, paint, etc. should be used to create texture, color, contrast, and various shapes and forms.

 Craftsmanship is important—the masks must be wearable and hold together for display.

STEP 2—THE STORY

 To accompany your mask, you will write a creative story about the mask creature’s adventure on the imaginary island.

 Your story must be a minimum of 1 page—typed and double spaces (1 inch margins and no larger than 12 point font).

 In your story, you must name and describe your animal’s adaptations that allow it to successfully face challenges of survival while traversing the island.

 Include in your travels the presence of predators, difficult topography, and challenging environmental conditions.

STEP 3—THE PRESENTATION  You will read your story aloud to the class describing your adventure.

 After reading the story, you will present your mask—describing the animals you used and why you chose those adaptations. TRANSFORMATIONAL MASK RUBRIC

Name:______

Date:______

Score:______

MASK—50 pts.

Mask consists of 5 animals (25 pts)...... ______

All animals have adaptations necessary during your Journey (15 pts)...... ______

Craftsmanship (5 pts)...... ______

Creativity (5 pts)...... ______

STORY—50 pts.

Story tells of adventure through Gorff (25 pts)...... ______

Story is a minimum of 1 page (5 pts)...... ______

All instructions were followed (10 pts)...... ______

Read story aloud and presented mask (10 pts)...... ______START

Desert of Despair Magma Canyon

Perilous Dark Plains Forest

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Willow Lake