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Main Curriculum Tie:
Background For Teachers:
Each person began life as a single cell. That cell divided and became two and then four. The four became eight, and so on until a person's body (at about 12 years of age) contains about 30 trillion cells. (See transparency AMOEBA DIVIDING.)
An amoeba is a single-cell animal and the way it grows and divides illustrates the way all cells grow and divide. First the nucleus divides into two nuclei then the cell itself divides into two cells with a nucleus in each one.
Whenever cells are injured, by cuts or bruises for example, they must be repaired. Body cells also wear out when attacked by germs and infections. Cells use chemicals to carry on growth and repair. New cells are made faster than old cells are lost, but growth and repair cannot take place unless body cells are provided with the chemicals they need and those chemicals come from the food people eat and drink.
Intended Learning Outcomes:
The teacher may show samples of slides found on the CELL MAGNIFICATION transparency.
The teacher will ask the following questions about the microscope:
The students can also synthesize words from the chart, such as osteoporosis and homeostasis.
As the teacher demonstrates, the students will observe RAPID AND SLOW OXIDATION and discuss the results.
The students will practice using the scientific method. Before participating in the experiments, students should read sections in their texts that specifically describe the conditions necessary for the cause/prevention of enzymatic browning in fruit. The students or teacher can perform the experiment during which students observe, generalize, theorize, and test on the worksheet ENZYMATIC BROWNING EXPERIMENT. During a class discussion of student responses, volunteers will diagram and explain their models on the board.
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