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
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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
libra
ry/S
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nce P
hoto
Lib
rary
/Sid
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ould
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Shutte
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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
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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.
MACM
ILLAN
\ Raym
ond T
urv
ey (T
urv
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ooks L
td.)
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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
tockphoto
.com
/Andre
y V
olo
din
/MACM
ILLAN
\ Raym
ond T
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ey
(Turv
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td.); iS
tockphoto
.com
/Henrik
Jonsson
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Cells Understanding
Shutte
rsto
ck/Ja
ne R
ix
MACM
ILLAN
SO
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AFRIC
A
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
Shutte
rsto
ck/le
lik759
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.
Shutte
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/Monik
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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.
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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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Cells Getting practical
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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Cells Getting practical
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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Cells Getting practical
Drawing of specimen under low power objective (x4):
Drawing of specimen under high power objective (x10 or x40):
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Cells Getting practical
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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Cells Getting practical
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.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
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Cells Getting practical
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
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: 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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Cells Getting practical
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.
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Cells Getting practical
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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Cells Getting practical
Part 3
Procedure for making the wet mount of elodea leaf cells:
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Drawing of the elodea leaf cells:
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Cells Getting practical
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?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Conclusion: Write a conclusion that summarises the results and responds to the aim.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
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Cells Getting practical
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)
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Cells Getting practical
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: 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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Cells Getting practical
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.
___________________________________________________________
___________________________________________________________
___________________________________________________________
Conclusion: Write a conclusion that summarises the results and responds to the aim.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
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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
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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
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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
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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
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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’.
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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
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Cells Understanding
Word Predicted definition Researched definition Draw the word or use it in a sentence
Chlorophyll
Mitochondria
DNA
Endoplasmic
reticulum
Flagellum
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Cells Understanding
Word Predicted definition Researched definition Draw the word or use it in a sentence
Golgi
apparatus
Vacuole
Ribosomes
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