Cells - 8 Erin Online Classroom...

Cells

iStockphoto.com/Alexei Nastoiascii

Flexibooks 2013 9781458623942 5

Cells Understanding

PowerPoint worksheet: Cells

What is a cell? A cell is:

___________________________________________________________

Different kinds of cells The PowerPoint slides show some different types of cells. Summarise the different

kinds of animal cells in the table below.

Name of cell Photo Description of what it looks like

Description of what it does

Goblet

Sperm

CORBIS

Summarise the information about cells by

completing the following questions as you watch the slides on the PowerPoint®.

iStockphoto.com/ktsimage

Flexibooks 2013 9781458623942 6

Cells Understanding

Name of cell Photo Description of what it looks like

Description of what it does

Nerve

(neuron)

Muscle

Red blood

iStockphoto.com/Francesco Santalucia

Shutterstock/Jubal Harshaw

iStockphoto.com/Sebastian Kaulitzki

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Cells Understanding

Different cells and their jobs Identify the different cells and their functions.

Red blood cells

Carry oxygen to all the

other cells in the body

Sperm cells

Carry messages all around

the body

Nerve cells Fertilise the female egg

Muscle cells

Give us strength and help

us move

Multiple choice question 1/5 What is the name of the small dark spot indicated in this nerve

cell with the arrow?

1 Nucleus

2 Neuron

3 Dendrite

4 Eye spot

What is inside cells? ‘Organelle’ means ‘little _______________’ and just like humans have organs inside

their bodies that have particular f_______________, cells have o_______________ that

also have particular functions.

As well as a _______________ to control what happens in the cell, there are other

organelles in cells that have specific _______. On the left is a plant cell and, on the

right, is an _______________ cell. Plants cells are nearly always _______________ in

shape and animal cells are almost always _______________ in shape … but that is not

the only _______________.

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Cells Understanding

Label the organelles of the plant and animal cells.

Organelles inside cells Here are some photos of plant and animal cells taken with a camera on a light

microscope like the microscopes you have at school.

Label the organelles you can see.

Photo

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Cells Understanding

Other organelles Have a look at the electron micrographs so you can see what can be seen inside a

cell using an electron microscope, which is capable of giving much more detail.

What do organelles do? Complete this summary table on the different organelles in a cell.

Organelle Plant/Animal What it looks like What it does

Both Round ball Contains the genetic

material

Cell

membrane

Both Balloon-like skin

Cell wall Provides a rigid

structure for the cells

so they can stack tall

like bricks in a

building

Vacuole Plant A water-filled balloon

Chloroplast Plant Enables the plant to

make its own food

during photosynthesis

Flexibooks 2013 9781458623942 10

Cells Understanding

Organelle Plant/Animal What it looks like What it does

Both Large AFL football

Provides the energy

the cell needs. This is

where cellular

respiration takes

place.

Cytoplasm Both Allows all the

organelles to be

suspended inside the

cell

Endoplasmic

Reticulum

Both Transports material

around the cell

Golgi

apparatus

Both Small series of

channels

Both Small black ball with

dents in it

Contains genetic

material and makes

ribosomes

Ribosome Both Tiny round ball

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Cells Understanding

True or false Read each statement and decide whether it is true or false. Write your choice in the

table given.

Statement True or false

The cell wall is inside the cell membrane.

Vacuoles are where plant cells store water.

The nucleus inside our cells is blue.

Photosynthesis takes place in the nucleus.

The cell membrane allows only some substances into and out of

the cell.

Inside a plant’s vacuole A plant can’t go to the fridge and have a _______________ whenever it wants, so

when it rains a plant stores lots of water in its _______________. When the vacuole is

full of water the cell is said to be ‘_______________’ and stands upright. When the

vacuole does not have much water in it, the plant cell starts to collapse and is said

to be ‘_______________’. The plant starts to droop and wilt.

Label the following images from the slide.

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ILLAN

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Cells Understanding

How do things get in and out of cells? A cell has to _______________ with its immediate environment just like we do. It

exchanges _______________ and water directly across the cell _______________ and

can take in or remove larger _______________ by making a bubble-like package.

Label any other organelles you can spot in this cell and add in the annotations from

the slide. Is it a plant cell or an animal cell? How can you tell?

___________________________________________________________

___________________________________________________________

Multiple choice question 2/5 Which organelles do plant cells have that animal cells do not

have?

1 Large vacuoles

2 Cells walls

3 Chloroplasts

4 All of the above

MACMILLAN \ Raymond Turvey

(Turvey Books Ltd.)

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Cells Understanding

A few types of plant cells Like animals, plants have lots of different types of cells that do different things.

Here are two different types of plant cells.

Unicellular organisms We are called _______________ organisms because we are made up of lots and lots

of different cells that have many different jobs. But there is a huge _______________

of organisms that are made of only ________ cell. Here are a few examples.

Label each image with the name of the unicellular organism.

MACMILLAN \ Raymond Turvey (Turvey Books Ltd.)

GETTY; iS

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/Andre

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ILLAN

\ Raym

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(Turv

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td.); iS

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/Henrik

Jonsson

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Cells Understanding

Shutte

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MACM

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AFRIC

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Multiple choice question 3/5 Which of the following is NOT a job carried out by

a particular type of cell in the human body?

1 Carries gases such as oxygen around our body in the blood stream

2 Produces and secretes mucous to line the gut and lungs

3 Sends messages around our body via the brain

4 Transports water from the roots to the leaves

Multiple choice question 4/5 Which of the following is NOT a job carried out by an organelle

inside a cell?

1 Photosynthesis

2 Respiration

3 Solidification

4 Water storage

Cells that make us sick Some unicellular organisms can make us

sick, like the bacteria that live off the

sugars we do not brush off our teeth or

a disease called tuberculosis (or TB) that

affects our lungs.

TB (due to the _______________

_______________) is one of many different bacterial diseases. About ⅓ of the world’s

population is _______________ with it but it does not harm most people. For some,

the infection leaves the victim _______________ up blood and can lead to death.

After the common cold, tooth decay is one of the most

_______________ diseases. Bacteria that live on our teeth turn the

sugars from the food we eat into acid. _______________, acid and

saliva make up the white _______________ that sits in between our

teeth and erodes the tooth, eventually causing _______________ of

the tooth and damage to the gums.

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Cells Understanding

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Cells that help us Most _______________ organisms, bacteria included, actually help

us rather than harm us. Bacteria can help keep us _______________.

Lactobacillus bacteria help us make cheese and yoghurt. A

_______________ called yeast is used to make this delicious bread.

A photo of the rod-shaped _______________ that is needed to make

yoghurt and cheese

Yeast cells are added to bread and buns to make them rise and to beer and wine to

help them _______________.

Cells reproducing One of the most important jobs cells do is make more cells. When a cell makes

more cells it passes on its genetic information to the next generation.

Yeast cells grow a small ‘bud’ off to the side. The bud then gets bigger until it

becomes a new yeast cell.

Bacteria and amoeba divide by a process of binary fission where they split into two.

Bacteria are one of the most rapid reproducers. If conditions are right, they can

double in number every 15 minutes.

Mitosis But what about the cells in our _______________ bodies?

They do not bud like unicellular yeast or undergo binary

_______________ like unicellular bacteria, but divide by a

process known as _______________. We need our cells to

divide by mitosis when we have to replace or

_______________ cells, such as when we cut ourselves.

When we grow, we need to make new cells, such as when

we are _______________ as a foetus. When plants grow new

shoots they also need to make new cells by mitosis.

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Cells Understanding

Multiple choice question 5/5 Which of these is the role of the type of cell division known as

mitosis?

1 Growth and repair of body tissue in plants and animals

2 The production of cheese and yoghurt

3 The production of wine and beer

4 All of the above

True or false Read each statement and decide whether it is true or false. Write your choice in the

table below.

Statement True or false

Mitosis, binary fission and budding are types of cellular

reproduction.

Cells are said to be microscopic because they are too small to see

without a microscope.

Cell structures are known as organelles.

Rocks are made up of cells.

The cell is the basic unit of life.

Summary All living things are made up of _______________, which means that a cell

is the single unit of life.

Some organisms are _______________ (made up of one cell) and others

are _______________ (made up of two or more cells).

Cells are made up of _______________ that have specific jobs.

Plant cells have large central _______________ to store water, cell walls

for strength and support, and _______________ to photosynthesise.

Animals do not have these organelles.

Both plant and animal cells have a _______________ that contains the

genetic material, a cell _______________ to hold the organelles in and to

act as a barrier to let some _______________ in or out, and cytoplasm to

hold all the organelles in place.

Cells reproduce via cell _______________.

_______________ is cell division for growth and repair of tissue.

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Cells Understanding

Activities to deepen understanding

Science as a human endeavour

Core Challenge

Nature and development of science

Create a time line of the development of

different types of microscopes from

Robert Hooke’s early microscope to

current electron microscopes. Include

information on the knowledge that was

gained about the structure and function of

cells courtesy of each microscope.

The earliest forms of life on Earth

were unicellular organisms. About

1.5 billion years ago, unicellular

organisms started to live

cooperatively in colonies. Research

how present day cells such as volvox

or algae live in colonies. Present your

research visually to show the benefits

and drawbacks of life in a colony for

a unicellular organism.

Use and influence of science

Research the use of yeast cells (unicellular

organisms) in bread and alcohol

production. Create a time line that shows

when and how people started using yeast.

OR

Choose a cell of any kind and prepare a

model or a case study to communicate

what it looks like, what it does, where it

can be found, how it might influence

human activity and any other interesting

features you can think of.

Research how a vaccination made

from a unicellular organism such as

Mycobacterium tuberculosis (which

causes tuberculosis) works. Produce

a skit to teach others how the

vaccination protects people when

they come in contact with the

organism.

OR

The use of stem cells has become

quite controversial. Produce a skit or

video documentary or write a

magazine article that outlines:

What stem cells are

How they are being used in

medicine

Arguments for their use

Arguments against their use

Which argument you support

and why

Choose one or more activities from the table provided.

Flexibooks 2013 9781458623942 18

http://en.wikipedia.org/wiki/Mycobacterium_tuberculosis

Cells Getting practical

Experiment: Getting to know your microscope Aim: To identify the parts of the microscope and their functions; view cell specimens

with low power and high power objectives; and make biological drawings of cells

seen under the microscope.

Materials: Microscope

Prepared slides of animal and plant cells

Risk analysis: Before you begin this experiment, read through the procedure, consider the

hazards of the equipment you are using and consult with your teacher in order to

prepare a risk assessment.

Risk Precaution Consequence

Procedure: Part 1: Getting to know the parts of the microscope

1 Go to <www.kbears.com/sciences/microdetails.html> to learn about the parts of

your microscope (base, light, stage, iris diaphragm, coarse focus knob, fine

focus knob, objective lenses (x4, x10 and x40), eyepiece (ocular), arm,

aperture and condenser).

2 Each microscope is different so use the information on the website as a guide

only. You might have to use your textbooks or other reference material to

help you.

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3 Complete the table in the Results section, identifying the part of the

microscope that matches the function provided.

Part 2: Focusing the microscope

1 Choose a prepared slide to observe under the microscope.

2 Place it on the stage of the microscope.

3 Centre it above the aperture.

4 Place the x4 objective (or lowest power objective) in place.

5 Move the stage so it is at its highest point.

6 Look through the eyepiece.

7 Adjust the eyepiece so it is comfortable for your eyes.

8 Slowly adjust the coarse focus knob to bring down the stage until you can see

an image of the specimen on the slide.

9 Use the fine focus objective to make the image clearer.

Part 3: Making a biological drawing

1 Make a biological drawing of your specimen under the low power

magnification. There are some rules that scientists follow when making

biological drawings. These include:

a Use clear, unlined paper.

b Always use a pencil.

c Do not make the drawings too small. Aim for at least 10 cm by 10 cm

or ⅓ of your page.

d Place the drawings in the centre of the page.

e Use clear, simple lines to outline the most important parts of the

specimen. Do not include the internal parts of the specimen unless they

are clearly observable.

f No cross-hatching or shading.

g Write all labels horizontally and print clearly.

h Do not cross over the label lines.

i Create titles for the drawings (usually the name of the specimen) at

the top of the page and print in capital letters.

j Include the magnification you observed the specimen under (e.g. x4 or

x10) or include a scale, if appropriate.

k Print your name, date and details in the upper right-hand corner.

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This is an example of a clear biological drawing

Results: Part of microscope Function

Holds the parts of the microscope together

Illuminates the specimen

Holds the specimen in place

Adjusts the amount of light shining up through the

specimen. Can be opened and closed.

Coarsely focuses the light on the specimen. Should

only be used after the stage is in its highest position.

Finely focuses the light on the specimen after the

initial coarse focus is used

Magnify the image of the specimen by x4, x10, x40

or x100

Magnifies the image of the specimen by x10

Attaches the base to the lens and eyepiece

Hole that lets light shine up from the light to the

objective lenses

Focuses the light on the specimen

Name: __________________________ Date: __________________________

Class: __________________________ Description: ________________________

Magnification x10

a

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Drawing of specimen under low power objective (x4):

Drawing of specimen under high power objective (x10 or x40):

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Discussion questions: 1 Go to <www.biologycorner.com/microquiz/#> and take the microscope labeling

quiz.

2 Label the diagram of the microscope.

3 Which aspect of using the microscope did you find the most challenging and

why?

___________________________________________________________

___________________________________________________________

___________________________________________________________

4 Pretend you have to teach someone else how to use a microscope. What is the

main thing you would tell them to be careful of when learning how to use it?

___________________________________________________________

___________________________________________________________

___________________________________________________________

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5 Go to <www.kbears.com/sciences/microscope.html> to have a look at some more

images under the microscope. List some of the advantages of using

microscopes.

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

Conclusion: Write a conclusion that summarises the results and responds to the aim.

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

Flexibooks 2013 9781458623942 24

http://www.kbears.com/sciences/microscope.html


Experiment: Preparing a wet mount Aim: To prepare specimens for viewing under the microscope.

Materials: Newsprint

Onion

Elodea leaf

3 x microscope slides

3 x cover slips

Forceps

Iodine

Pipette

Beaker of water

Paper towel





Procedure: Part 1: Making a wet mount of newsprint

1 Cut out the smallest word from the newsprint that contains the letter ‘e’ or

simply cut out the smallest letter ‘e’ you can find.

2 Using the forceps, carefully place the newsprint word or letter in the centre of

the microscope slide.

3 Use the pipette to place one drop of water on top of the newsprint.

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4 Use the forceps to place the cover slip at the edge of the water drop.

5 Lower the cover slip at a 45 angle so no air bubbles get trapped underneath

it.

6 Use the paper towel to soak up any excess water on the slide.

7 Place the specimen under the microscope.

8 Observe the word or letter under the low power objective.

9 In the Results section, draw what the letter ‘e’ looks like under the

microscope.

Part 2: Making a wet mount of onion skin

1 Peel off a very thin layer of onion skin.

2 Place it in the centre of the microscope slide.

3 Use the pipette to place one drop of iodine solution on top of the specimen.

4 Use the forceps to place the cover slip at the edge of the iodine drop.

5 Lower the cover slip at a 45 angle so no air bubbles get trapped underneath

it.

6 Use the paper towel to soak up any excess water on the slide.

7 Place the specimen under the microscope.

8 Focus the microscope so you can see the cells of the onion.

9 Record what they look like in the Results section.

10 In the Results section, draw what an onion cell looks like under the high

power objective lens and label the cell wall, nucleus and cytoplasm.

Part 3: Making a wet mount of elodea leaf cells

1 In the Results section, write out the steps that you would take to make a wet

mount of the elodea leaf then make it and examine the specimen under the

microscope.

2 In the Results section, draw what an elodea leaf cell looks like under the

microscope.

Flexibooks 2013 9781458623942 26


Results: Part 1

Drawing of the letter ‘e’ under the microscope:

Part 2

Observations of the onion cells:

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

Drawing of the onion cells:

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Part 3

Procedure for making the wet mount of elodea leaf cells:

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

Drawing of the elodea leaf cells:

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Discussion questions:

1 What did the microscope do to the image of the letter ‘e’?

___________________________________________________________

___________________________________________________________

2 Why does the specimen have to be very thin?

___________________________________________________________

___________________________________________________________

3 Why does the specimen have to be mounted in water?

___________________________________________________________

___________________________________________________________

4 Why do we use iodine to stain some of the specimens?

___________________________________________________________

___________________________________________________________

5 What did you find the most challenging about making wet mounts and why?

How could you make this easier in the future?

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________


___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

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Experiment: Why are cells so small? Background information: A single cell needs to take in water, nutrients and gases across its cell membrane

and distribute them around the body of the cell. Cells do not have blood vessels to

transport these substances around their bodies; therefore, they must diffuse them.

Diffusion is the process that allows chemicals to move from a place where they are

high in concentration to a place where they are low in concentration. For example,

if your teacher sprayed some perfume at the front of the class, the students sitting

at the front would smell it before the students at the back because the chemicals

take time to move (or diffuse).

Aim: To examine how the size of a cell has an effect on the diffusion of chemicals into

and around the cell.

Hypothesis: The larger the cell, the easier/harder (circle your choice) it will be for chemicals to

diffuse around the cell.

Materials: Safety goggles

Stopwatch

450 mL of 0.1M sulfuric acid

250 mL beaker

Teaspoon

Scalpel

Clear plastic ruler

Petri dish

Latex gloves

Agar phenolphthalein jelly ‘cells’

cut into three different sized

cubes (2x2x2 cm, 1x1x1 cm and

0.5x0.5x0.5 cm)

Flexibooks 2013 9781458623942 30






Procedure: 1 Wearing safety goggles and gloves, pour 150 mL of sulfuric acid into the

beaker.

2 Using the teaspoon, carefully place the three cubes into the sulfuric acid and

start the stopwatch. These cubes represent cells.

3 Leave the cubes in the acid and time how long it takes each cube to turn

clear. Record these times in the Results section.

Results: Complete the table provided.

‘Cell’ size Time taken to turn clear (minutes) ‘Cell’ number 1: 0.5 cm

3

‘Cell’ number 2: 1 cm3

‘Cell’ number 3: 2 cm3

Discussion questions:

1 In which cube did the acid diffuse to every part of the cube the quickest? Why

do you think this happened?

___________________________________________________________

___________________________________________________________

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2 In which cube did the acid diffuse to every part of the cube the slowest? Why

do you think this happened?

___________________________________________________________

___________________________________________________________

3 Did the acid diffuse into the three different sized ‘cells’ at the same rate? Why

or why not?

___________________________________________________________

___________________________________________________________

___________________________________________________________

4 List any difficulties you encountered during this experiment and explain how

you overcame them.

___________________________________________________________

___________________________________________________________

___________________________________________________________

5 Use what you have learned from this experiment to explain why cells need to

be so small.

___________________________________________________________

___________________________________________________________

___________________________________________________________


___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

Flexibooks 2013 9781458623942 32

Cells Assessment

Topic test Part one: Multiple choice

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

1 Cells are called ‘the unit of life’ because:

a Cells live forever

b All living things are made of cells

c Humans are made of cells

d We would be dead without them

2 The nucleus is an example of:

a An organ

b An organelle

c A cell

d A unicellular organism

3 Which cell component is found in both plant and

animal cells?

a Vacuole

b Chloroplast

c Cell membrane

d Cell wall

4 A vacuole contains:

a Air

b Nothing

c Nutrients

d Water

5 The unicellular organisms shown here are

both types of:

a Virus cells

b Bacteria

c Sausage cells

d Dust cells

6 The nucleus of a cell:

a Contains genetic material

b Allows substances in and out of the cell

c Makes food for the cell

d Stores water

iStockphoto.com/Henrik Jonsson/Andrey Volodin

Flexibooks 2013 9781458623942 33

Cells Assessment

7 The type of cell shown here is a:

a Sperm cell

b Nerve cell

c Red blood cell

d Goblet cell

8 All cells exchange gases and water through the:

a Cell membrane

b Stomata

c Guard cells

d Nucleus

9 Guard cells are types of:

a Animal cells

b Organelles

c Microorganisms

d Plant cells

10 Which of the following is not made up of cells?

a Butterflies

b Mushrooms

c Plastic

d Grass

11 All unicellular organisms:

a Can make us sick

b Have a cell wall

c Have lungs to breathe

d Are visible to the naked eye

12 We need our body cells to reproduce and multiply:

a When we cut ourselves

b As we grow from childhood to adulthood

c When we need to replace dead cells

d All of the above

13 An example of a unicellular organism used in the dairy food industry is:

a Tuberculosis

b Lactobacillus

c Yeast

d Plankton

Flexibooks 2013 9781458623942 34

Cells Assessment

14 What is the function of the red blood cells shown

here?

a To carry oxygen around our bodies

b To fight invading cells that can make us sick

c To carry messages from organ to organ

d To give us strength to move

15 Types of cells found in the human body include:

a Blood cells

b Nerve cells

c Muscle cells

d All of the above

Part two: Short answer

1 Complete the table provided.

Part of cell Function

Provides a rigid structure for the cell

Chloroplast

Cytoplasm

Cell membrane

2 List three structures that are found in plant cells but not animal cells.

___________________________________________________________

3 Shown here is a stylised diagram of an animal cell. Add the three missing

labels to show the parts of the cell.

iStockphoto.com/Sebastian Kaulitzki

Flexibooks 2013 9781458623942 35

Cells Assessment

4 Shown here is a stylised diagram of a plant cell. Add the three missing labels

to show the parts of the cell.

5 A bacteria cell reproduces by splitting in two. The table provided shows how

many bacteria can be produced over time. In the space provided, construct a

line graph to represent this information.

Time (minutes) Number of bacteria cells

0 1

20 2

40 4

60 8

80 16

100 32

120 64

Flexibooks 2013 9781458623942 36

Cells Assessment

6 Choose a type of cell and explain its function.

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

7 Explain how microscopes have helped us learn about cells.

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

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Cells Assessment

Part three: True or false

True False 1 All animals are made up of many cells.

2 Cells reproduce via cell division.

3 The word ‘organelle’ means ‘little organ’.

4 All cells contain the same set of organelles.

5 A microscope is needed to see single cells.

6 Neurons are cells that are part of the nervous system.

7 You need a telescope to see cells.

8 Animal cells are usually angular in shape while plant

cells are rounded.

9 The organelles of cells are suspended in a jelly-like

substance called the cytoplasm.

10 A cell that is full of water is said to be ‘turgid’.

Flexibooks 2013 9781458623942 38

Cells Understanding

Literacy activity: Glossary

Word Predicted definition Researched definition Draw the word or use it in a

sentence

Cell

Organelle

Unicellular

Multicellular

Predict definitions for the words in the table

provided. Check your predictions by looking up

the words in a dictionary, science textbook or

reputable website. Then have a go at drawing

pictures to represent the words or using them in sentences.

Flexibooks 2013 9781458623942 39

Cells Understanding

Word Predicted definition Researched definition Draw the word or use it in a sentence

Nucleus

Cell wall

Cytoplasm

Nucleolus

Chloroplast

Flexibooks 2013 9781458623942 40

Cells Understanding


Chlorophyll

Mitochondria

DNA

Endoplasmic

reticulum

Flagellum

Flexibooks 2013 9781458623942 41

Cells Understanding


Golgi

apparatus

Vacuole

Ribosomes

Flexibooks 2013 9781458623942 42

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