Biology 2101A The Cell - Department of Advanced Education and ...

Table of ContentsTo the Instructor...............................................................vIntroduction to Biology 2101A .............................................vCurriculum Guides.......................................................vStudy Guides .......................................................... viResources ............................................................. viRecommended Evaluation ............................................... viiUnit 1 - The Micro-universe of the Cell ....................................... Page 2Unit 2 - Interaction of Cell Structures ......................................... Page 8Unit 3 - Photosynthesis and Respiration ...................................... Page 10Appendix A ............................................................ Page 13

To the InstructorI. Introduction to Biology 2101ABiology 2101A is a pre-requisite for all remaining Biology courses in the Biologyconcentration. It covers the proper use of the microscope. It also includes a detailed studyof the structure and functioning of both plant and animal cells. Finally, it introduces twoof the important chemical processes , photosynthesis and respiration, that occur in cells.Biology 2101A is the first of 3 courses (the others are Biology 2101B and Biology2101C) that are equivalent to Biology 2201 in the current high school program.II.Curriculum GuidesEach new ABE Science course has a Curriculum Guide for the instructor and a StudyGuide for the student. The Curriculum Guide includes the specific curriculum outcomesfor the course. Suggestions for teaching, learning, and assessment are provided to supportstudent achievement of the outcomes. Each course is divided into units. Each unitcomprises a two-page layout of four columns as illustrated in the figure below. In somecases the four-column spread continues to the next two-page layout.Curriculum Guide Organization:The Two-Page, Four-Column SpreadUnit Number - Unit TitleUnit Number - Unit TitleOutcomesSpecificcurriculumoutcomes forthe unit.Notes for Teaching andLearningSuggested activities,elaboration of outcomes, andbackground information.Suggestions for AssessmentSuggestions for assessingstudents’ achievement ofoutcomes.ResourcesAuthorized andrecommendedresources thataddressoutcomes.Curriculum GuidevBiology 2101A

To the InstructorV. Recommended EvaluationWritten Notes 10%Labs/Assignments 20%Test(s) 20%Final Exam (entire course) 50%100%The overall pass mark for the course is 50%.Curriculum GuideviiBiology 2101A

The Cell

Unit 1 - The Micro-universe of the CellOutcomes1.1 Explain the cell theory.1.1.1 State the fourhypotheses of the celltheory.1.1.2 Define biogenesisand abiogenesis.1.2 Select and use apparatus andmaterials safely.1.2.1 Identify themicroscope as an importanttool for biological research.1.3 Use instruments effectivelyand accurately for collecting data.1.3.1 Identify microscopeparts and their function.1.3.2 Demonstrate generalcare, focusing techniquesand safety concerns.1.3.3 Prepare, stain, andobserve a wet mount of aspecimen.Notes for Teaching and LearningStudents will be introduced to many new termsthroughout this course. Instructors could suggest thatstudents start a vocabulary list and add to it regularly asthey work through the unit.Students will go to the lab for the first time in this courseto fulfill the requirements for this section. Instructorsshould review “Safety in the Lab”, (Appendix A of thetext), with students before they start to work in the lab.Students should develop the techniques and skills requiredfor a microscope’s efficient use. Students will arrive inBiology 2101A with varying levels of competency in theuse of the microscope and accommodations will need tobe made for this.If both a compound microscope and dissecting (stereo)microscope are available, a look at the contrasts anddifferent uses for these two instruments would bevaluable.Instructors should demonstrate the proper preparation andstaining of a temporary, or wet mount slide, in order tominimize air bubbles and distractions to viewing.Students could be provided with blank copies of amicroscope diagram to use for practice.Curriculum GuidePage 2Biology 2101A

Unit 1 - The Micro-universe of the CellSuggestions for AssessmentQuestions 1.1 - 1.2 in the Study Guide should be assigned tocover Outcome 1.1. Students will find the answers to thesequestions in Section 1.1.Question 1.4 in the Study Guide and the Core Lab should beassigned to cover Outcomes 1.2 and 1.3. Students will find theanswers to these questions in Section 1.2 (including Investigation1.A).Instructors should assess the student’s level of understanding byreading student answers to questions from the Study Guide andproviding feedback.Instructors should ensure that all necessary terms are being addedto the student’s vocabulary list and provide students with ideasabout how to successfully remember definitions.ResourcesMcGraw-Hill RyersonBiology, pages 6, 12 - 22.McGraw-Hill RyersonBiology, Teacher’sResource.McGraw-Hill RyersonBiology, Teacher’sResource CD-ROM.Core Lab: Investigation1.A, “Caring for and Usinga Microscope”, pages 15 -19.www.gov.nl.ca/edu/science_ref/main.htmhttp://www.mcgrawhill.ca/school/booksites/biology/Curriculum GuidePage 3Biology 2101A

Unit 1 - The Micro-universe of the CellOutcomes1.4 Compile and display, usingline diagrams and/or digitalimagery, evidence and informationcollected through the use of themicroscope.1.4.1 Draw a biologicaldrawing which includes theconcept of field of view andcalculation of specimensize.1.4.2 Define depth of field.1.4.3 Define resolution.1.5 Using different types of cellsas examples, compare and contrastprokaryotic and eukaryotic cells.1.5.1 Describe thestructural differencesbetween prokaryotic andeukaryotic cells.Notes for Teaching and LearningOutcome 1.4 is covered by doing Investigation 1.A.Instructors should review “How to Make BiologicalDrawings” (found in Appendix E of the text), withstudents before they complete Part D of the lab.Instructors should refer to the Teacher’s Resource forinformation to help with Investigation 1.A.The Teacher’s Resource also provides answers to all thequestions in the text.The Mini Lab, “Observing Stained Cells”, page 24, maybe used as practice for preparing and observing stainedslides.The Teacher’s Resource CD-ROM contains BlacklineMasters (BLM’s), Labs, Additional Investigations andAssessment Checklists.The figures throughout Section 1.3 of the text (anddiagrams from other sources) may be used to achieveoutcome 1.5.2.1.5.2 Observe features ofprokaryotic and eukaryoticcells using microscopetechnology and/or diagrams.Curriculum GuidePage 4Biology 2101A

Unit 1 - The Micro-universe of the CellSuggestions for AssessmentBLM 1-1, “Using a Microscope”, can be copied and distributed tostudents for review and reinforcement.ResourcesBLM 1-1, “Using aMicroscope”.A Microscope Diagram should be provided to students andcompleted and passed in with their lab report. Students should beprepared to complete a similar diagram for the exam on thiscourse. Instructors may use various resources to choose anappropriate diagram.Instructors should assess the student’s lab report. A mark shouldbe assigned for lab work and used as part of the evaluation for thecourse.Curriculum GuidePage 5Biology 2101A

Unit 1 - The Micro-universe of the CellOutcomes1.6 Describe the appearance andfunction of cell organelles.1.6.1 Define organelle.1.6.2 Describe the role ofthe following cellularstructures:(i) cell membrane(ii) cytoplasm(iii) nucleus(iv) nucleolus(v) endoplasmic reticulum(vi) ribosome(vii) mitochondria(viii) chloroplast(ix) vacuole(x) vesicle(xi) golgi apparatus(xii) microtubules /filaments(xiii) cilia(xiv) lysosome(xv) flagella(xvi) cell wallNotes for Teaching and LearningMany students have difficulty with spellings andpronunciations of cell organelles. If available, anaudiotape or videotape could be very useful to help withthat. Encourage students to break each word into syllablesto help them learn.Physical models, charts of cells, and/or Internet websitesgraphically illustrate structures of cells and distinguishfeatures predominant in plant or animal cells.Comparison of diagrams on pages 25 and 32 of textbookcan aid in highlighting these differences.Instructors should provide students with unlabelleddiagrams of plant and animal cells to use for practice inrecognizing organelles.1.6.3 Compare plant andanimal cells in terms of typeof organelles presentCurriculum GuidePage 6Biology 2101A

Unit 1 - The Micro-universe of the CellSuggestions for AssessmentInstructors should check the diagrams that have been provided tostudents to ensure they are being labelled properly.Questions 1.5 - 1.9 in the Study Guide should be assigned tocover Outcomes 1.5 and 1.6. Students will find the answers tothese questions in Section 1.3.This is the end of Unit 1. Instructors may assign questions fromthe Section Reviews and/or the Chapter Review, and assessstudent answers.ResourcesAudio and/or video tapes ofparts of the cell.Cell Diagrams from variousresources.Biology 11/12Computerized AssessmentBanks.Answers for all questions in the text are provided in the Teacher’sResource.Students should practice labelling cell diagrams until they areable to label them accurately without referring to the text.Instructors may also give a chapter quiz that may be used as partof the final mark for the course.Curriculum GuidePage 7Biology 2101A

Unit 2 - Interaction of Cell StructuresOutcomes2.1 Explain how materials are ableto move into and out of cellsthrough a selectively permeablemembrane.2.1.1 Define homeostasis.2.1.2 Explain the termselectively permeable.2.1.3 Describe forms of passivetransport (includediffusion and osmosis).Notes for Teaching and LearningOutcome 2.2 is covered by doing Investigation 2.B. Thelab is written so that students determine their ownexperimental plan. Instructors may substitute a similarlaboratory activity for this one to achieve the sameoutcome.Instructors should encourage students to add the newterms that they are learning in this unit to the vocabularylist that they started in Unit 1.2.1.4 Define the termshypotonic, hypertonic andisotonic.2.1.5 Distinguish betweenactive and passivetransport.2.1.6 Explain the processes ofendocytosis ( includepinocytosis andphagocytosis) andexocytosis.2.2 Determine how thecomposition of extracellular fluidsaffects osmosis.Curriculum GuidePage 8Biology 2101A

Unit 2 - Interaction of Cell StructuresSuggestions for AssessmentQuestions 2.1 - 2.5 in the Study Guide should be assigned tocover Outcome 2.1.1 - 2.1 5. Students will find the answers tothese questions in Section 2.2 of the text.Questions 2.7 - 2.8 in the Study Guide should be assigned tocover Outcome 2.1.6. Students will find the answers to thesequestions in Section 2.3 of the text.Instructors should assess the student’s ‘lab report’. A mark couldbe assigned for lab work and used as part of the evaluation for thecourse.ResourcesMcGraw-Hill RyersonBiology, pages 38 - 67.BLM 2-2, “IllustratingConcentration Gradients”.Core Lab: Investigation2.B, “Osmosis in a ModelCell”, pages 56-57.BLM 2-2, “Illustrating Concentration Gradients”, may be used toassess the student’s understanding of the direction of osmosis.Curriculum GuidePage 9Biology 2101A

Unit 3 - Photosynthesis and RespirationOutcomes3.1 Compare and contrast matterand energy transformationsassociated with the processes ofphotosynthesis and aerobicrespiration.3.1.1 Explain the importance ofthe processes ofphotosynthesis andaerobic respiration forindividual organisms.3.1.2 Demonstrate, usingequations, thatphotosynthesis andaerobic respiration arecomplementary processes.Notes for Teaching and LearningThe emphasis of outcome 3.1 is the difference betweenaerobic processes and photosynthetic processes. It is notintended for students to investigate biochemical processes(such as Kreb Cycle, glycolysis, fermentation, and so on)or light and dark reactions associated with plant growth.Students should understand that photosyntheticorganisms, using light as an energy source, remove CO 2,water and other materials from their environment in orderto assemble more complex organic compounds andrelease, as a by-product, oxygen gas. Students shouldunderstand that respiration is a chemical process utilizedby all organisms to extract energy from organicmolecules. These organic substances are broken downinto their components of CO 2 and water. The energyreleased is utilized by the organism for its own purposesor released to the environment.Students who have recently completed Biology 1101 willbe familiar with the concepts covered in this unit. Theyshould be reminded of what they have already learned.Instructors could assign selected questions from theSection Review, Chapter Review and/or Unit Review forreview and reinforcement. Instructor prepared reviewsheets could also be provided.Curriculum GuidePage 10Biology 2101A

Unit 3 - Photosynthesis and RespirationSuggestions for AssessmentInstructors should assess the student’s level of understanding byreading student answers to questions from the Study Guide andproviding feedback.Student answers for review questions should be assessed todetermine their readiness for a final exam.Instructors should give a final examination at the end of thecourse which covers all units of the course.ResourcesMcGraw-Hill RyersonBiology, pages 68, 70, 73,82.Biology 11/12Computerized AssessmentBanks.Curriculum GuidePage 11Biology 2101A

Appendix ADiagrams

11.Generalized Structure of a Plant CellCurriculum GuidePage 15Biology 2101A

Generalized Structure of an Animal CellCurriculum GuidePage 16Biology 2101A

Answer Sheets

central vacuoleribosomesendoplasmic reticulumnucleolus11.golgi bodynucleuscell wallcell membranemitochondrionnuclear envelopechloroplastsGeneralized Structure of a Plant Cell - ANSWER SHEETCurriculum GuidePage 19Biology 2101A

smooth endoplasmicreticulumvacuolerough endoplasmicreticulummitochondrionribosomesnuclear poresnucleoluscell membraneribosomenucleuslysosomegolgi apparatuscentriolesnuclear envelopeGeneralized Structure of an Animal Cell - ANSWER SHEETCurriculum GuidePage 20Biology 2101A

Curriculum GuidePage 21Biology 2101A