Concept Mapping of Cell Division

In class students created concept maps using the following terms:

cell cycle
interphase
cytokinesis
mitosis
growth
prometaphase
prophase
cytokinesis
telophase
metaphase
anaphase
microtubules
centromere
nuclear envelope
spindle
synthesis
replicated chromosomes

We spent some time discussing these diagrams and where we still had lack of clarity. 
Following this activity I distributed a strategy guide to reading nonfiction texts using SQR3 (survey, question, read, recite, review) and we completed a survey of the chapter of Rediscovering Biology titled "Cell Biology and Cancer."  

There was no homework.

The Cell Cycle and Mitosis

We started the class with a warmup.  I asked students to describe the connections between facilitated diffusion, mitochondria and carbohydrates.  Additionally there was  challenge question asking you to connect chloroplast, protein and cleavage furrow.  We discussed the possible answers to these two questions, but of course there are multiple ways that these terms can be connected.

Next we went through last night's homework to see if there were any questions.  This led to an activity that simulated the stages of mitosis using paper strips (chromosomes), paper clips (centromeres) and chalk (to draw spindle and membranes).  This activity is actually Lab 3A of the 12 AP Biology labs.  This activity was followed with a brief explanation of binary fission in bacteria.

HOMEWORK:
The OPTIONAL homework assignment is to familiarize yourself with what cancer is and how it relates to cell division.  One of the best sites for this is a site we will be using in class entitled "Inside Cancer." From here you can select any of the slide shows in Hallmarks of Cancer, Causes and Prevention, Diagnosis and Treatment or Pathways to Cancer.  There is no required homework.

Making Connections

Today in class we took some time to step back and think about how the topics we have covered in the units of Ecology, Biochemistry, Cell Structure, Cell Transport and Cell Communication all connect.  Students created diagrams in small groups discussing the connections between at least 3 topics from within 3 different units that we have covered.  We will continue trying to make these connections as new material is introduced. 

Tomorrow we are going to focus on cell division through mitosis and cytokinesis and the causes and impacts of cancer on cell division. 

Homework:  This is a pasted version of the word document I EMAILED TO YOU at 11:00 this morning!!
Several images are missing from below, so please consult the version in your email.

Name: ______________________________________________

Define the following terms:

Chromosome:

Somatic cell:

Gamete:

Mitotic spindle:

Centrosome:

Kinetochore:

12.1 Cell Division results in genetically identical daughter cells

1.  How many chromosomes are in each of your somatic cells?  _____  How many chromosomes are in each human gamete? ____

2.  You are going to have to learn the difference between a number of similar-sounding terms. The sketch that looks like an X represents a replicated chromosome that has two sister chromatids. The narrow “waist” represents the location of the centromere. Students often get all these terms confused, so take time now to label the indicated areas of the figure and then define each of the terms below.

chromosome

chromatid

centromere

chromatin

3. What is mitosis?  How is it different from cytokinesis?

4.  Select either mitosis or meiosis to answer the following questions.

___________________ By what process are the damaged cells in a wound replaced?

___________________ By what process are eggs formed?

___________________ By what process does a zygote develop into a multicellular organism?

___________________ In which process are identical daughter cells produced?

___________________ Which process reduces chromosome number of daughter cells?

5.  A hedgehog has 90 chromosomes in its somatic cells.

a. How many chromosomes did the hedgehog inherit from each parent? _____

b. How many chromosomes are in each of the hedgehog’s gametes? _____

c. How many chromosomes will be in each somatic cell of the hedgehog’s offspring? _____

12.2 The mitotic phase alternates with interphase in the cell cycle.

6.  Label each of the parts of the cell cycle listed below, and give a brief explanation of what happens in each phase.

G1
S
G2
M

7.  You will need to spend some serious time with Figure 12.6. Use it to help you label the figure below. (1)  Label each phase by name,   (2) label the structures in the picture, (3) make 2 or 3 summary statements that indicate important features to note about the phase.

Label	Phase	Important Features

8.  After reading through the section titled Mitotic Spindle (beginning on p. 221 and ending on 224) paraphrase how the mitotic spindle accomplishes the separation of chromosomes.

9.  Compare cytokinesis in a plant and an animal cell.

Only true of animal cell cytokinesis	True of both plant and animal cell cytokinesis	Only true of plant cell cytokinesis

10.  Summarize the process of binary fission.

Cell Communication

Wow, I did a LOT of talking today! 

Our cell communication lesson went like this:
1. Analogy of BHS as a community of populations that each perform specific roles, which increases efficiency.  However, clear communication is vital to the smooth functioning of the community.
2.  Multicellular organisms are like communities as well with different organs performing specific functions and communicating with other organs.
3.  Cell communication can occur at three different distances
     - Direct cell-to-cell contact: cells physically connect.  Examples are antigen-presenting cells of the immune system, plasmodesmata in plants and gap junctions in animals.
     - Local communication: cells release signals that act on target cells in the immediate vicinity.  Examples are interleukin released by some immune cells, neurons using neurotransmitters, mating in yeast, quorum sensing in bacteria.
     - Long-distance communication: signal molecules are released by a gland and travel through the bloodstream to a target.  Example is hormones.
4.  The three stages of signal transduction are:

1. Reception - a target cell must have a specific protein receptor for the signal molecule.  This protein may be in the cell membrane to receive a protein or amine-based signal or in the cytoplasm to receive a hydrophobic signal.
2. Signal Transduction - links signal reception with cellular response.  Signaling cascades relay signals from receptors to cell targets, often amplifying the incoming signals, with the result of appropriate responses by the cell.  Second messengers are often essential to the function of the cascade.
3. Response - may be a change in gene expression, protein activity, or cell death.

Some important things to remember:

• because each cell uses different molecules in its signal transduction pathway different cells can have very different responses to the same signal.
• changes to the signaling transduction pathway can lead to disease.  Examples are diabetes, heart disease, multiple sclerosis, Parkinson's, alzheimers, AIDS, lupus, cancer, cholera

There is no homework tonight, but remember that test corrections are due tomorrow at 3:05!

Friday Wrap Up

I started class with a few questions about water potential.  My impression was that in general students felt comfortable with the topic at the end of our discussion.  Please see me soon if you still have questions!

In 3rd and 5th period we went over the Membranes and Transport Quiz from Monday (2nd and 6th did this Wednesday).  Based on our conversations I have decided to add a point to each student's score on this quiz.  You should see the change in the Gradebook by Monday. 

In 2nd and 6th period we started a conversation about cell communication by using an analogy of BHS as a community, much like the community of cells in our own bodies. 

At the end of all classes I collected last night's homework.

There is no homework over the weekend.   Enjoy it!

Water Potential!

Today in class we discussed water potential.  I have attached GIF images of the powerpoint I showed in class today below.  (Thanks to Mr. Wellington who suggested a way I could do this :)).  See below the water potential notes for more, including tonight's HOMEWORK!

Following the Water potential notes we went through the chapter 7 quiz from Monday. 

HOMEWORK FOR FRIDAY:

Watch the 14 minute Cell Signals animation at http://www.dnalc.org/resources/3d/index.html and answer the following questions:

1. How does signal reception happen?
2. How is the signal transferred through the cell membrane?
3. How is the message relayed through the cytoplasm of the cell?
4. What does the signal do in the nucleus of the cell?
5. What kind of response is produced by the fibroblast?
6. What is a fibroblast? (you may need to look this one up)

I look forward to seeing you on Friday!

Test Corrections

Today we went over last week's test and started test corrections.  Those corrections are due next Tuesday at 3:05. You may attend tutorial to work on these.  Don't wait until the last minute!

The requirements for test corrections are below.

You may earn up to ½ point for each missed question. 

Test Corrections are due at 3:05 ONE WEEK from the first day test corrections are available. Test corrections are done on your own time: during tutorial, A lunch or before school. 

Tests and Scantron forms are not allowed to leave the classroom.  Parts A and B (below) must be written down in the AP Bio classroom, but Part C may be completed at home.

A.      Record the number of the missed question and the exact wording of the question.

B.      Write the wording of the CORRECT answer (do NOT write the incorrect answer).

C.      Find a source for the information.  This can be in your textbook, review book, or a reliable on-line source.  Your friends will not be accepted as a source, nor will I.

a.       Provide a quote or excerpt from the source that has the necessary information

b.      Reference the source.  I must be able to find it myself.

All parts listed above must be included to receive any points back for your test corrections!

Ramblings about Vaccines and Discussions of the Cell Membrane

Please take my survey!

In all classes I collected the homework Review Guide for Ch. 7.
In 2nd period today groups of students created Venn Diagrams comparing: Active vs. Passive Transport, Facilitated Diffusion vs. Simple Diffusion, Channel Proteins vs. Carrier Proteins, Endocytosis vs. Receptor-Mediated Endocytosis.

In 3rd period we had a discussion of the flu vaccine (I got mine today, have you gotten yours?).  In the last 10 minutes we, began the Venn diagrams that are described above.

In both 5th and 6th period I spent most of the period expounding on the joys of flu vaccines.

HOMEWORK:
1.  Link to http://www.phschool.com/science/biology_place/labbench/lab1/intro.html
Read from the Introduction through Concept 5: Types of Solutions Based on Solute Concentrations.  After reading you should be able to:

• Predict the direction of water movement during osmosis
• Describe net movement of molecules according to concentration gradient
• Explain how dialysis tubing can be used to simulate movement across a cell membrane
• Correctly label hypertonic, isotonic and hypotonic solutions

2.  On the textbook web site go to Chapter 7 and select the Bioflix: Mebrane Transport animation in 7.2
This will be an excellent review of the concepts learned in the textbook.  After viewing you should be able to draw and describe diffusion, facilitated diffusion, active transport, endocytosis and exocytosis.

Test Day!

Today we tested Biochemistry, Enzymes and Cell Parts.  Please see me Thursday to make up the test if you were absent.

HW: Chapter 7 Reading Guide.  You should have either picked it up in class or received it in an email from me.  The entire packet is due on Thursday at the start of class.

Block Day - 2nd Verse Same as the First

Look back at yesterday's blog to see what we did in class today.  Don't forget that on Monday I will be checking to see if you have learned the functions of the cell parts! 
Test Tuesday
No class on Wednesday for school-wide testing (seniors do not need to be here, others need to be at school BY 9:00!)

Here is the link to that Harvard animation I showed to 6th, 3rd and 5th (sorry 2nd - I will show you on Monday).  http://www.youtube.com/watch?v=CpTmXz8VQF8&feature=related

Today in class we watched the above animation (except 2nd period) to see how some of the parts of the cell tie together, both physically and functionally.  Following that we discussed the Endomembrane system in the process of secreting a protein.  The steps are

1. NUCLEUS: holds the information for how to make the protein.  This information is copied and brought out of the nucleus by mRNA
2. RIBOSOME: joins with ER and is the site where amino acids are linked together using instructions from mRNA to build the protein.
3. ROUGH ENDOPLASMIC RETICULUM (RER): the protein is modified by the addition of chemical groups as it travels through the lumen (inside) of the channel.  Once it is modified some of the phospholipids of the ER membrane pinch off to form a transport vesicle.  This vesicle travels along a microtubule and is carried by a motor protein.
4. GOLGI APPARATUS: enzymes modify the protein further as it travels through the layers of the golgi.  The protein is "tagged" for its destination and packaged into another transport vesicle, this one derived from the membrane phospholipids of the golgi.  Once again the vesicle travels along another microtubule.
5. PLASMA MEMBRANE: The vesicle's membrane fuses with the plasma membrane.  The contents of the vesicle are released to the extracellular environment.  Our protein can now be carried to the location where it will perform its function.

In 6th period I did a check of last night's homework, notes from 6.6 and 6.7.  We then discussed the parts of the cytoskeleton and the functions of each.
In 2nd period we had time to construct a model of the 9+2 arrangement found in cilia.

Reminder that the test on Biomolecules, Enzymes and Cells will be on Tuesday!  Your homework is to STUDY.  You should know your cell parts and functions by Monday.

The Scale of Life

Today in class:
1.  Students turned in the Enzyme FRQ
2.  Students completed an activity entitled "carbon atom to coffee bean" where they attempted to arrange 18 items from smallest to largest.  This was followed by an interactive animation zooming in from a coffee bean down to a water molecule.  The animation can be found at http://learn.genetics.utah.edu/content/begin/cells/scale/
3.  We discussed the front of the Chapter 6 worksheet and the roles of various cellular structures.

HOMEWORK
Read 6.6 and 6.7.  Take notes in either Cornell or Outline format.

NEXT TEST
Will be on Tuesday.   It will cover Biomolecules (Ch. 5), Enzymes (sections 8.4 and 8.5) and Cells (Ch. 6)

What Makes a Cell Alive?

Today in class we wrapped up enzymes by going over allosteric regulation, including the roles of activators and inhibitors in enzyme activity.  Homework is a free response question on enzymes.  See me for this if you were absent.

Students then completed a worksheet titled "Ch. 6 A Tour of the Cell." See me for this if you were absent. The first part of the worksheet listed the roles of different cell parts in making up a functional cell.  The second part described the journey of a secretory protein through the endomembrane system.  A list of terms from this section that students must know was also provided on the back of the worksheet.  If worksheet was not completed in class then it, too, became homework.

Next Wednesday is Super-Wednesday!  There will be an optional morning tutorial from 7:30 until 8:45.  Students do not need to be at school until testing begins at 9:00.

Catalyzing Like Crazy!

Today we did our competitive lab.  The goal was to get catalase to break down hydrogen peroxide at the fastest rate.  Each class had a winning team that received AMAZING prizes from the Grab Bag of Science!  The winning combination in all classes seemed to be a pH around 9 and a substrate temperature between 42 and 50 degrees Celsius.  This was unexpected since our enzyme came from potatoes that have a pH around 6 and a temperature of about 19 C, but that was what our data showed.

Hopefully you spent time in lab thinking about enzyme function and the ideal range of temperature and pH for enzyme activity.  I also enjoyed overhearing conversations about potentially denaturing the enzymes and how that would affect its functionality. 

On Monday we will analyze what we have learned about enzymes and discuss allosteric regulation in those classes where it did not come up on block day.

There is no assigned homework, but I recommend that you get out and enjoy the nice weather on Saturday.  How about checking out the Issaquah Salmon Days?