A lab experiment on the identification of cellular division in plant and animal cells

December 8, NASA: Life with arsenic December 7, Last week, in a much publicized news conference, NASA announced the discovery of a bacterium that can use arsenic instead of phosphorus. The news media covered it with a flourish -- and produced much nonsense.

A lab experiment on the identification of cellular division in plant and animal cells

There are three cellular regions near the tip of an onion root. 1. The root cap contains cells that cover and protect the underlying growth region as the root pushed through the soil. 2. The region of cell division (or meristem) is where cells are actively dividing but not increasing significantly in size. 3. Because of this, the root tip is an excellent system in which to study the process of cell division (cytokinesis)and nuclear division (mitosis) Furthermore, the chromosomes are fairly large and distinct, and this species has a relatively small number of chromosomes. Title: To examine an animal and cheek cell using a compound microscope Date: 25th September Lab Partner: xxxxxxxxxxxxx Objective: The main aim of this experiment was to prepare a wet mount of human cheek cells and a wet mount of plant cells and examine them both under a .

A cell biologist is someone who studies the activities, functions, properties, and structures of cells. They must observe, record what they see and ask questions about what they find.

A lab experiment on the identification of cellular division in plant and animal cells

Show movies from http: We recommend turning off the sound, as the narration is too complext for 5th grade level. See the pages below for links and click on "Access this item" to actually watch the video.

Have the class rotate between the four stations for approximately 8 minutes at each station.

Procedures

Have students record observations at each, and circulate around the room to make sure everything is working smoothly. Critically - do not emphasize or point out what the student should be seeing in the microscope.

Let them view for themselves what is there, and draw any observations or questions they have. Checking for student understanding: Teacher should rotate through the differnt stations to check in on students' understanding. Ask students to describe the most interesting or surprising thing they saw, write down the observations on the whiteboard.

Ask students to share questions that they might have about what they saw. For example, "Why do red blood cells look smooth?

Recent Posts

Maybe no one will have any idea, and that's ok! Extensions and Reflections Reflections: It doesn't have to be any more complicated than just one or two slides and slide viewers to look at. It may seem like a simplistic lesson, and a lot of extra work, to have students look at pictures in a slide viewer instead of on a poster or in a textbook.

But there was great excitement from the students getting to be hands on with "tools" that scientists use, and not being told explicitly what they were looking at in a labeled diagram. They seemed to get a lot of excitement and a deeper understanding of what it meant to be a "cell" after this lesson This serves as a bridging lesson to add more focus to the idea of what a "single cell" is.

The FOSS curriculum, Living Systems, does not focus much on a single cell, and simply shows a couple of pictures in the book. By exposing students to the diversity of cells that make up our body, it helps them to understand the features of multicellularity which come up throughout the unit.Conversely, when animal cells are placed in a hypotonic solution (lower concentration of solutes than the cell), water moves into the cell, and unlike plant or bacteria cells that have a sturdy cell wall, the animal cell swells and may explode.

This is why a nurse can't give someone an IV drip of pure water. Ultrastructure of cells ∑ = Understandings: The next two understandings point are basically asking to compare and contrast prokaryotes and eukaryotes (previous syllabus) but with a focus on compartmentalization.

Lab 3 Mitosis & Meiosis Introduction All cells come from other cells. New cells are formed during cell division which involves both the replication of the cell’s nucleus and division of the cytoplasm. The two kinds of cellular division are mitosis and meiosis.

Mitosis usually makes body cells, somatic cells. Mitosis is used in adult . At least one author of an abstract must be registered for the Congress in order to be included in the abstract book.

One author can present only ONE abstract. In this experiment, you will create and utilize a dichotomous key to classify a variety of fruits. No • a variety of fruits *Activity: Keying. RNA degradation from cells embedded in gels - (reply: 4) anti-HA immunofluorescence on HEK cells - (reply: 4) restoring melanocyte stem cells in gray hair - (reply: 10) Normalise cell count for protein analysis - (reply: 3) Blockage of cadherin bindings of MCFA cells without harming hydrogels and cal - (reply: 2) T cells not able to attach well after passage - (reply: 1).

Cell Biology: From HeLa Cells to the Polio Vaccine