Now we are looking at a coronal section of the forebrain of a chimpanzee.

What is the outer groove-like material? What are the inner structures? Does this look different from what you saw in the human forebrain? What is similar? What is different? Compare this with the human forebrain. Are there differences in the amount of cortex? If you remember, the midsagittal views of the five brains showed a relative decrease in cortex. Can you see that difference here in the section slide?

These Teacher Notes present key concepts and suggest learning activities that engage students in active learning and counteract some common student misconceptions. Students often think of a cell as a static structure consisting of multiple independent parts. They often do not understand how the parts of the cell work together to accomplish the multiple functions of a dynamic living cell. All of the suggested learning activities will help students to meet the Next Generation Science Standards (NGSS).

Section I presents key concepts and learning activities concerning cell structure and function, including differences between prokaryotic and eukaryotic cells and different types of eukaryotic cells. Section II presents key concepts and learning activities concerning the structure and function of cell membranes. The cell membrane is a particularly clear example of how the structure and function of a cell part can be understood in terms of the types and organization of its component molecules. The structure and function of mitochondria and chloroplasts are discussed further in the overview of cellular respiration and photosynthesis (https://serendipstudio.org/exchange/bioactivities#energy). Nucleus and ribosome function is discussed further in the overview of molecular biology (https://serendipstudio.org/exchange/bioactivities#molecbio).

This analysis and discussion activity helps students understand that cell size is limited by the very slow rate of diffusion over any substantial distance and the insufficient surface-area-to-volume ratio for larger cells.  In addition, students calculate why these problems do not apply to long slender cells or parts of cells (e.g. the axons of neurons that extend from your spinal cord to your foot).

The first attached file has the Student Handout and the second attached file has the Teacher Notes.

This activity has been replaced by Structure and Function of Molecules and Cells and other activities listed in Cell Structure and Function – Major Concepts and Learning Activities.

This game helps students to enjoy reviewing vocabulary related to cells, organelles, and the plasma membrane.  Each card in the deck has a target vocabulary word and two related taboo words that the student may not use as he/she gives clues so the other students in his/her small group can guess the target word.  Many students have trouble learning the substantial new vocabulary required for biology, and this game lets students have fun while reinforcing their understanding of key terms. 

The first file below provides the master copy for creating the card decks for this game, and the second file below provides the teacher notes, including instructions for playing the game.

Suzy and the Alligator
Words & Music Copyright Dick Tarier.

ONE NIGHT WHEN LITTLE SUZY CRAWLED BETWEEN THE SHEETS

SHE HEARD A FUNNY NOISE JUST BEFORE SHE WENT TO SLEEP

SHE STUCK HER HEAD BENEATH THE BED AND MUCH TO HER SURPRISE

A GREAT BIG ALLIGATOR AND IT LOOKED HER IN THE EYES

SO SUZY CALLED HER MOM SHE SAID MOMMA COME HERE QUICK

THERE'S AN ALLIGATOR UNDER MY BED I THINK I'M GONNA BE SICK

April 27, 2007

On the occasion of the election of a new Director of the
Center for Science in Society--
in honor of the old one

The Ballad of Grobsteinman

I

The wind was a torrent of darkness among the gusty trees,

The moon a ghostly galleon tossed upon cloudy seas,

The road was a ribbon of moonlight, the semester was the fall.

When Grobsteinman came striding--striding—striding—