Unit 2: The Cell
Time line: 6 weeks
1. Relate the relationship of current cell knowledge to the methods of microscope development.
2. Criticize the development of the cell theory.
3. Compare and contrast the prokaryotic and eukaryotic cells.
4. Relate the form and function of the nucleus to its component and the cell in general.
5. Compare and contrast plant and animal cellular organelles
6. Evaluate the reasons why the chloroplasts and mitochondria are the only cellular organelles able to transform matter into energy.
7. Analyze the form and function of the cellular cytoskeleton.
8. Evaluate the form and function of the various intercellular junctions used by plant and animal cells to form functional tissue.
9. Describe the form of the plasma membrane and relate it to its semi permeability.
10. Compare and contrast hypoosmotic, hyperosomtic, and isosmotic solutions.
11. Develop a working knowledge of the cause and effect of active and passive transport in a cell.
12. Distinguish between prokaryotic and eukaryotic cellular reproduction.
13. Analyze the form and function of an eukaryotic chromosome.
14. Rearrange the complete cell cycle of an animal cell from a series of disorganized pictures and descriptions.
15. Criticize the first and second laws of thermodynamics, by explaining how organisms carry out endergonic reactions.
16. Analyze the form and function of ATP.
17. Recognize the structure of enzymes. Be able to evaluate their function as related to pH, temperature, and substrate availability.
18. Clarify the importance of coenzymes to their relationship to enzyme reactions.
19. Rearrange the process of glycolysis into its original form from a series of altered steps.
20. Be able to integrate the Krebs Cycle and the ETS to glycolysis and explain the net result of aerobic respiration.
21. Compare and contrast the process of fermentation in animals and plants.
22. Relate how the light spectrum and the photosynthetic pigments combine in order for the plant to carry on photosynthesis.
23. Compare and contrast the light reaction and the Calvin cycle in C3, C4, and CAM plants.
1. Microscope Lab: Students will learn the correct usage of the compound microscope and apply the theory to living and nonliving specimens.
2. Teacher created worksheet: Independent Practice on the comparison of eukaryotic and prokaryotic cells. http://www.sc2000.net/~czaremba /worksheets
3. Discussion on the Cell Theory and the need for its modification.
4. Student Lab: Student will complete the lab It's Cytological. http://www.sc2000.net/~czaremba /labs
5. Complete the AP Lab on Enzyme Catalysis.
6. Students will complete the AP Lab Diffusion and Osmosis.
7. Student Activity: Create note cards of each step of glycolysis. On one side draw the chemical reaction, while on the other describe its function or functions. Keep and review regularly. http://www.sc2000.net/~czaremba /worksheets
8. Complete the AP Lab Cellular Respiration
9. Student Activity: Teacher constructed work sheet on Cellular respiration. http://www.sc2000.net/~czaremba /worksheets
10. Discussion on process of Photosynthesis. Have students create note cards depicting the steps of the light and dark reactions of photosynthesis.
11. Complete the AP Lab on Plant Pigmentation and Photosynthesis.
1. Teacher Labs are guided practice and will not be counted in the grading process.
2. Pop quizzes are formative assessments and will not be counted in the grading process.
3. Major Test: Summative and will follow the A P Exam format.
4. AP Labs are summative and will be counted in the grading process.