Cells Gone WildProject Guidebook

__________________ High School Biology Class

Date

Student Name

How can we stop the spread of cancer cells?

Day 1

WARM-UP

1. How does the size of a mouse cell compare to the size of a whale cell?

2. Tumors are cells with abnormal growth. How do you think the size of normal cells and tumor cells compare?

ACTIVITY 1-CALCULATING SURFACE AREA AND VOLUME

Step 1: Measure the length of one side of the cube. Don’t forget your units!

SCube1= ____________ SCube2= ____________ SCube3= ____________

Step 2: Surface area measure the area of all sides of an object. For a cube, this would be the area of one side (S2) multiplied by the number of sides. Don’t forget your units!

SAcube1 = ___________ SAcube2 = ___________ SAcube3 = ___________

Step 3: The volume of an object is a measure of how much material it can hold. Calculate volume by multiplying length, width and height together. Don’t forget your units!

Vcube1= ________________ Vcube2= ________________ Vcube3= ________________

Step 4: Calculate the ratio of surface area to volume for each cube.

Cube 1_____:_____ Cube 2_____:_____ Cube 3_____:_____

What happens as the side length of the cube gets larger?

Anchor Video Notes: Use this space to identify any key ideas from the anchor video.

HOW CAN WE STOP THE SPREAD OF CANCER CELLS?Brainstorm ways YOU think we can answer this question.

Activity 2: How big is your cell?Directions: You have been given two eggs, one the size of a marble, and one whole hardboiled egg. These will represent two different cells.

1. What is homeostasis? The ability of a cell or an organism to maintain an internal environment in a changing external environment.

2. Which cell do you think would be better at maintaining homeostasis? Why? The bigger one can do more stuff and make more things, etc.

Drop the cells in the blue dye at the same time and wait for 10 minutes.3. What do you think the blue dye represents? Things coming into the cell, such as water, proteins, lipids,

carbs, etc.

After 10 minutes, take the cells out and cut them in half.4. Which cell had blue dye diffuse farther through it? The small one

5. Why would this be beneficial to a cell? The cell could move things faster. Can send signals to maintain homeostasis better.

6. We’ve seen that cells are limited on how big they can grow. How do you think tumors form then? How does a baby grow into an adult? They have to make more cells

7. The diagram to the right shows a single large cell and several small cells that together have the same volume. Which do you think is more efficient, the large cell or the clump of cells? Why?

Exit Ticket1. What is the relationship between surface area, volume and side length?

2. Which of the 3 cells pictured to the right is the most efficient? Why? Use the words transport and homeostasis.

How can we stop the spread of cancer cells?

Day 2

DAY 2

ACTIVITY 1 - COMPUTER SIMULATION: CONTROL OF THE CELL CYCLE

Directions: Choose a computer with a partner and visit the following website. First read the introduction on the site homepage and then click on the “Play” arrow and give it a try! http://nobelprize.org/educational/medicine/2001/about.html

What did you think of this simulation? _____________________________________________

____________________________________________________________________________

____________________________________________________________________________

ACTIVITY 2 – OVERVIEW OF CELL CYCLE

Directions: Take notes below as we review the information that was presented in the computer simulation.

1. List the four main phases of the cell cycle: G1 (Gap 1), S (Synthesis), G2 (Gap 2), (M) mitosis

2. What are the two key molecules that control and coordinate cell division? CDK and Cyclin

3. What is “Interphase”? A general name given to the combined G1, S, and G2 phases

Additional notes: ______________________________________________________________

____________________________________________________________________________

ACTIVITY 3 - STAGES OF THE CELL CYCLE

Directions:

1. Choose a microscope with a partner. Next to each microscope is a prepared onion root tip, scalpel, paper towel, eye dropper, glass slide, cover slip and a laptop computer.

2. Carefully cut off the bottom 1 or 2 mm of the root tip and place it on the glass slide. Add one drop of water and apply a cover slip.

3. Place the slide, cover slip down on the paper towel. Using a pencil eraser, carefully apply pressure to the cover slip area in order to squash and spread the root tip tissue.

4. Mount the slide on your microscope. Use the low power objective on your microscope to look for thin layers of cells and then use the 40X power objective to observe individual cells.

5. Choose one section of the onion root with a variety of different cells and attach the microscope camera to the microscope. Connect the camera to a computer and print out the photo.

6. Cut out 25 adjoining cells along their cell walls. Lay the cell pieces on the table and look them over. How are they the same? How are they different?

7. Come up with your own classification system for these cells. Try to sort the cells by dividing them into five or six categories with similar cells in each category.

ACTIVITY 4 - STAGES OF THE CELL CYCLE

The teacher will display the “official” cell cycle stages to the class. How do your categories compare with the “official” cell cycle stages? _____________________________________________________

___________________________________________________________________________________

Below is a list of the parts of the cell cycle. Define and describe what is occurring at each stage.

Interphase: General name for combined G1, S, and G2 period

Cytokinesis: Division of cytoplasm during cell division

G1/S Checkpoint: Checkpoint to determine if cell is appropriate size to divide.

S: Part of interphase in which DNA replicates itself

Telophase: Fourth and final phase of mitosis; chromosomes disperse

Mitosis: Part of cell division during which the cell nucleus divides

Anaphase: Third phase of mitosis; chromosome pairs separate and move toward opposite poles

G1: Gap 1 phase of interphase; cell grows and prepares to divide

Metaphase Checkpoint: Checkpoint to assure that chromosomes are attached to spindle apparatus

Prophase: First phase of mitosis; chromosomes become visible, centrioles separate and take up positions on the opposite sides of the nucleus

G2: Gap 2 phase of interphase; cell accumulates materials needed for nuclear and cell division

G2 Checkpoint: Checkpoint to check for DNA damage prior to mitosis phase

Metaphase: Second phase of mitosis; chromosomes line up across the center of the cell

Day 2 Exit Ticket

The teacher will draw a diagram on the board for the exit quiz. Copy it below. Label the parts of the diagram using the word bank from Activity 4 and describe what is occurring at each label.

How can we stop the spread of cancer cells?

Day 3

WARM UPPut the following stages of the cell cycle in order and describe what is happening in each stage.

Prophase, G2, S, Metaphase, Cytokinesis, G1, Anaphase, G0, Telophase

MITOSIS MANIPULATIVES

As you go use the manipulatives, draw what the CHROMOSOMES and NUCLEAR ENVELOPE are doing in each stage of the cell cycle.

Prophase

Metaphase

Anaphase

Telophase

Cytokinesis

MITOTIC INDEX IN TISSUE SAMPLES

(Normal vs. Cancerous)Directions:

1. Identify which phase each cell is in.2. Count the number of cells in each phase and record in data table below. Continue

until you have recorded data for all 6 tissue samples.3. Calculate percentage of cell diving (# dividing/total cells x 100) and at rest (# at rest/total

cells x 100).4. Answer analysis questions.

Data Table:

Interphase

Prophase

Metaphase

Anaphase

Telophase

% dividin

g%

restNormalLung

Cancerous LungNormal

StomachCancerou

s StomachNormalOvary

Cancerous Ovary

Analysis Questions:

1. Based on your data and observations, what are some of the differences between normal cells and cancer cells?

2. Which type of cancer shows the most aggressive growth? Explain.

3. When studying cell division in tissue samples, scientists often calculate a mitotic index, which is the ratio of dividing cells to the total number of cells in the sample. Scientists often calculate the mitotic index to compare the growth rates of different types of tissue. Which type of tissue would have a higher mitotic index, normal tissue or cancerous tissue? Explain.

How can we stop the spread of cancer cells?

Day 4

DAY 4 - FINAL PROJECT INSTRUCTIONS:

Now that you have learned about the cell cycle and its checkpoints, it is time to use that knowledge to address the driving question. You will research a specific type of cancer, develop a short power point presentation explaining how it circumvents the normal cell cycle, and summarize the methods currently being used to treat the cancer. We will devote a day and a half to this project, and then you will share your results with the class as well as invited guests from the American Cancer Society and the Central Austin Relay for Life.

Remember, your mission is to try to earn 3 points for each of the 7 categories listed in the attached “Cells Gone Wild Evaluation Rubric”.

Here is a check list task sheet to help guide you through the project:

CANCER RESEARCH PROJECT TASK SHEET

Type of cancer: _________________________________________________________________________

Members of Research Team: ______________________________________________________________

______________________________________________________________

□ Research: Three (3) resources are researched (list below):1.2.3.

□ Research: Notes on each resource are legible and accurate.

□ Power Point: ContentContent is current and accurate, with clear information, and logical organization.1. Slide 1 summarizes location of tissue, organ system affected, and function of organ system2. Slide 2 summarizes how the cancer affects the cell cycle in that tissue3. Slide 3 summarizes treatment options with respect to the cell cycle

□ Power Point: Layout, Text, and Graphics1. Layout is visually pleasing with appropriate spacing2. Text is readable and to the point3. Graphics/sound/animation enhance understanding of information

□ Power Point: Citations 1. Citations are included for all information resources, photographs, and graphics

□ Power Point: Delivery 1. Student speaks at a reasonable rate with good volume and grammar

□ Team Collaboration: 1. Student contributes proportionately to project research and presentation

CELLS GONE WILD RESEARCH OPTIONS

Choose one of the following cancers to research. Use all three websites to gather information about that cancer.

Take notes on the next page of the Project Guidebook. Use additional paper if necessary.

Be sure to gather the following information about the cancer so you can incorporate it into your three power point slides.

Slide 1: Location of tissue, organ system affected, and function of organ systemSlide 2: How the cancer affects the cell cycle in that tissueSlide 3: Treatment options with respect to the cell cycle

CANCERS

Breast Cancer Liver Cancer Lung Cancer Skin Cancer Cervical Cancer Lymphoma

WEBSITES

http://www.cancer.gov/cancertopics

www.Mayoclinic.org

http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/C/Cancer.html

CELLS GONE WILD RESEARCH NOTES

RESOURCE #1 _______________________________________________________________________________

RESOURCE #3 _______________________________________________________________________________

RESOURCE #2 _______________________________________________________________________________

CELLS GONE WILD FINAL PROJECT RUBRIC:

FINAL PROJECT

Day 4 / 5 Research and Project Presentations

3 2 1 0

Research: Note-Taking Notes in Project Guidebook indicate student accurately researched three resources.

Notes in Project Guidebook indicate student researched two resources.

Notes in Project Guidebook indicate student researched one resource.

No notes in Project Guidebook. Student did not perform research.

Research: Content Notes are legible and content is accurate.

Notes are predominantly legible and accurate.

Notes are generally legible and accurate, with several minor content errors.

Notes are non-existent, illegible or contain numerous content inaccuracies.

Power Point: Content Power point content is current and accurate. All information is clearly and logically organized.

Power point content is predominantly accurate.

Most information is clearly and logically organized.

Power point content is generally accurate, with several minor errors. Some information out of place.

Power point content contains numerous inaccuracies. No clear plan of organization.

Power Point: Layout, Text, and Graphics

Layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is readable and to the point. Graphics, sound and/or animation enhance understanding of concept.

Layout is structured and text is readable but they contain occasional distracting elements. Graphics, sound and/or animation are helpful but occasionally off target.

Layout shows some structure but is cluttered. Text is lengthy and difficult to read. Some graphics, sound and/or animation are not helpful or do not relate to the content.

Layout is cluttered and confusing. Text is very difficult to read and distracting. Graphics, sound and animation are unrelated to the content.

Power Point: Citations Citations included for all information resources, photos, and graphics.

Citations included for most information resources, photos, and graphics.

Some information, photos, or graphics do not include citations.

No citations included. Cannot check validity of information.

Power Point: Delivery Student speaks at a reasonable rate, with good volume and good grammar.

Student sometimes speaks faster or slower than necessary and relies on notes.

Student speaks fast or slow, uses poor grammar, or relies heavily on notes.

Student inattentive to rate, volume or grammar and reads from notes.

Team Collaboration Student contributes proportionately to research and presentation.

Student generally contributes proportionately to research and presentation; occasionally off task.

Student lets other team member do most of the research and presentation work.

Student is uncooperative; does not contribute to research or presentation.

How can we stop the spread of cancer cells?

Day 5

Venn Diagram

Cancer 1:___________________ Cancer 2:___________________

Cancer Group Members Organ system and Function

How cancer exits cell cycle.

How that treatment is effective.

Noticings and Wonderings

Presentation Observations

Kathy Coonan & Shana KingMay 2011