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1. Dashefsky H S Microbiology 49 science fair projects New York TAB Books Division of McGraw Hill Inc 1994 Experiments with microbes Dekruif Paul Microbe Hunters New York Harcourt Brace 1996 Well written source for young people Levy Stuart B The Antibiotic Paradox How Miracle Drugs Are Destroying the Miracle New York Plenum Press 1992 The over use of antibiotics is discussed Video Bacteria 14 minutes with teachers guide Chicago Clearvue eav Up to date information on bacteria Software Viruses and Bacteria CD ROM Macintosh amp Windows Chicago Clearvue eav Up to date information on bacteria Community Resources Microbiology laboratory at a hospital or clinic Biology department at a local college university 8 Antibiotics Background What s going around at your school lately A nasty cold Strep throat There always seems to be something out there waiting to get you Contagious illnesses are caused by many different types of germs Colds and many sore throats are caused by viruses but bacteria are respon sible for illnesses such as strep throat and pink eye If you ve gone to the doctor with a sore throat a medical technician probably took a throat culture to identify the germs causing your illness If a bacterium the germ streptococci was the culprit you were probably given antibiotics to kill the germs Modern medicine does not have drugs to cure most vir
2. Teacher s Guide s Table of Multimedia Contents Introduction 3 How to use the CD ROM _ 4 biotics So Unit Overview and Bibliography o7 Background _ 8 Video Segments 9 Multimedia Resources 9 Unit Assessment Answer Key 9 Unit Assessment 10 Activity One Bacteria Galore __ 11 Lesson Plan 12 Activity Sheet _ 14 Activity Two Antibiotic Power 15 Lesson Plan 16 Activity Sheet _ 18 Activity Three Germ Wars _ 19 Lesson Plan 20 Activity Sheet _ o 2 Cancer Unit Overview and Bibliography E Background _ 24 Video Segments o 25 Multimedia Resources o 25 Unit Assessment Answer Key o 25 Unit Assessment 26 Activity One Building Blocks of Life _ 27 Lesson Plan 28 Activity Sheet _ 30 Activity Two A Look At DNA 31 Lesson Plan ee Activity Sheet 34 Activity Three Cells Gone Wild 35 Lesson Plan 36 Introduction Welcome to the Newton s Apple Multimedia Collection Drawing from material shown on public television s Emmy award winning science series the multime dia collection covers a wide variety of topics in earth and space science physical science life science and health The Newton s Apple Multime dia Collection contains a CD ROM a printed Teacher s Guide a video with two Newton s Apple seg ments and a scientist profile and a tutorial video The Teacher s Guide provides three inquiry based activities for each of the topics background information asse
3. bacteria that we could not get along without Bacteria in the human body help us digest food for example Ask students if they know of any foods that cannot be produced without bacteria Yogurt cheese and sour cream are a few Show Video Clip 1 1 44 30 to 1 46 42 David Heil and Dr Margaret Hostetter discuss bacteria Be sure students understand what bacteria are and where they live Ask students if anyone has ever seen bacteria Explain that a single bacterium can only be seen through a micro scope but colonies of bacteria and the effect of bacteria can be ob served without a microscope For example bacteria infecting the respiratory system can turn the mucus green Spoiled milk smells and tastes sour Ask students whether they would rather be given 10 a day for one month or one penny the first day of a month and double that amount on the next day with subsequent doubling every day for the whole month After students have chosen ask them if they d rather have 300 or 10 737 418 Have students do the math to verify this amount Ask students how fast a single bacterium could develop into 10 737 418 new bacteria if each offspring divided every minute and none died It would take a half hour Ask them what they think keeps bacteria from taking over the world at this rate of reproduction Accept all answers Activity 1 Explore Approx 40 minutes Day 1 Tell students that they are going to use bacteria to produce a popular fo
4. tions If the bacterial colonies growing on the plate are susceptible to the antibiotic there will TZ be a zone of inhibition d f around the antibiotic Mea plate With a third clean swab sure any zones of inhibition daily dab the same amount of nonantibiotic first aid cream on the other side of the plate Dispose of the swabs properly Cover the agar plate and seal it with tape Label the lid with your name Mark the location and type of the two creams Wash your hands well with warm soapy water WHAT DID YOU FIND OUT Describe the characteristics of the bacteria and fungi you observed on your agar plate Compare the bacterial growth on your agar plate with that of your classmates Can you observe any differences What might ac count for any differences Compare zones of inhibition Which antibi otic appears to be the most effective Which nonantibiotic first aid cream appears to be most effective by placing a ruler on the lid of the plate Measure from the edge of the cream to the outer edge of the zone Fungi may also appear as a fuzzy spot Record information about any fungi you observe RECORD YOUR DATA Set up a data table in your science journal and record your observations Include the follow ing information Antibiotic cream Nonantibiotic cream Size of inhibition zone Day One Day Four Day Two Day Five Day Three Day Six Other observations Copyright Twin Cities Public
5. 15 minutes Find out what your students know about cancer Ask for a show of hands from students who know someone a friend or a relative who has or had cancer The number of students who have a friend or relative with cancer may be an indication of the frequency of the disease Ask students if they think cancer is curable Is cancer catching Is there only one kind of cancer that affects all parts of the body or are there different types of cancer Ask students if they have any idea how many kinds of cancer there are Are some types more serious than others What is the most common type Accept all answers Show Video Clip 1 27 05 to 28 22 in which Dr Bruce Dan and David Heil discuss the cell and cancer Then ask students if they can tell you what kind of disease cancer is It is a cellular disease What does it affect It affects cells the building blocks of an organism Ask students what a cell is Have they ever seen a human cell View the still of normal lung cells Resource Button A on the CD ROM Ask students to point out the nucleus and cell membrane Ask students to explain the purpose of the cell membrane The cell membrane controls what goes into and out of the cell it also helps keep the shape of the cell Ask students to explain the role of the nucleus The nucleus is the control center of the cell it is in charge of cell regulation growth and reproduc tion Show the still of the cancerous lung cells Resource B
6. Why is it important for scientists to know about the structure of different cellular parts in order to separate DNA from cells Differ ent parts of the cell are made of different materials Scientists can make up experimental procedures that destroy one part of the cell but leave other parts unaffected Try This Repeat the activity using other plant or animal cells such as dried peas soaked liver spinach or baker s yeast Compare the characteristics of the DNA you extract from different types of foods All samples should produce long strands of DNA material You may have to filter some materials through a sieve rather than filter paper There is a great range in the number of chromosomes in the DNA of different organisms For example humans have 3 billion base pairs while corn has 4 5 billion and a salimander has 79 billion Research the number of base pairs in different plants and animals Present your findings to the class Educational materials developed under a grant from the National Science Foundation 33 pe A Look AT DNA Activity Sheet 2 NAME CLASS PERIOD WHAT YOU RE GOING TO DO You re going to isolate and observe DNA molecules from onion cells How TO dO IT 5 Measure an amount of alcohol equal to the I Work in small groups Wear protective amount of the filtered onion solution goggles The cell mixture you receive from Slowly pour the alcohol into your teacher contains onion cells that have the g
7. amp Bartlett Publishers 1993 Excellent background informa tion on cancer VanCleave Janice The Human Body for Every Kid New York John Wiley and Sons 1995 Additional activities on cells the lungs and smoking Community Resources Local chapters of the American Cancer Society provide speakers and have many educational materials available National Cancer Institute Medical doctors and clinics that specialize in cancer treatment Local college and university pre med programs and biology departments 24 Cancer Cancer Background Cancer perhaps the most devastating word a doctor can say toa patient is one of the most deadly and difficult diseases to treat despite modern medicine Cancer is a cellular disease which is one reason it is so difficult to fight The human body has more than a hundred different types of cells all of which can form cancers unique to themselves The cell is the basic building block of living things and cells almost all share the same characteristics All cells have a cell membrane that functions as a protective wall controlling what goes into and out of the cell Inside almost all cells is a nucleus the control center that contains deoxyribonucleic acid a genetic material known as DNA This DNA contains the blueprint or formula for a particular organism The nucleus regulates cell processes cell growth and cell reproduction When a cell divides the DNA is replicated a
8. cards on the chair The group with the most cards wins the game RECORDING YOUR DATA At the end of round seven Number of antibiotic cards Number of bacterium cards WHAT DID you FIND out What happened to the bacteria in Bacterial Invaders How was round four different from the other rounds What do the results of the game tell you about the use of antibiotics Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use gt NEWTON S APPLE ultimedia Cells in Chaos What is cancer How is a cancer cell different from a normal cell What causes cancer Can it be prevented What is DNA and where can you find it in a cell Themes and Concepts e the human cell e personal health and disease e reproduction and heredity National Science Education Content Standards Content Standard A Students should develop abilities necessary to do scientific inquiry Content Standard C Students should develop an understanding of structure and function in living systems Content Standard F Students should develop an understanding of personal health Activities 1 Building Blocks of Life Approx 20 min prep 60 min class time Students examine normal human cells under a microscope to acquire a basic understanding of these building blocks of life Students also compare normal cells with cancerous cells 2 A Look at DNA Approx 20 min prep 95 min class ti
9. nose and wound and signals the beginning of the round An exception is round four Round Four The teacher distributes to the mouth nose and wound the set of cards that consists only of 7 bacterium cards Students should not be made aware of the difference in this round Because there are no antibiotic cards the number of bacteria in the body do not decrease during the third round illustrating the effect of a discontinua tion of antibiotics The procedure for playing the round is the same as the other rounds Deciding the Winner The game ends after seven rounds At the end of the last round count the bacterium and antibiotic cards on the chair The group with the most cards wins the game Evaluate 1 How do bacteria enter your body Through the nose mouth or an open wound 2 Why can t one antibiotic pill make you well Bacteria are able to multiply too quickly for only one antibiotic dosage to be effective 3 What is a model How can scientists use a model like the game to explore science questions Try This About 40 of antibiotics used in the United States are not for humans Explore the use of antibiotics with livestock Speculate on the implications of this practice in the development of antibiotic resistant strains of bacteria and how these strains might be passed on to humans Different bacteria are susceptible to different antibiotics Show the chart found at Resource Button D on the CD ROM Ask a pharm
10. wait in lines at the mouth nose and wound to enter the body Activity 3 How to Play The game is divided into seven rounds Round One The first round begins when the teacher gives out one set of cards the nose gets two bacterium cards the wound gets two bacterium cards and the mouth gets one bacterium card and two antibiotic cards Then the teacher blows a whistle and starts the stopwatch The mouth nose and wound hand their cards to the first students in their lines allowing them to enter the body Inside the body students chase and tag each other When one student tags another both students unfold their cards and reveal their roles to each other When students with the same kind of card tag each other they fold their cards and continue playing the round When a bacterium and an antibiotic tag each other the antibiotic wins The defeated bacterium student is out of the round gives the bacterium card to the teacher and gets in line to enter the body again in a subsequent round The antibiotic students play out the rest of the round The teacher signals the end of a round after 15 seconds At the end of the round students remaining in the body put their cards bacterium or antibiotic on the chair in the body and get back in line to enter the body again Subsequent Rounds The procedure for the other rounds is the same as it is for the first round The teacher gives out a set of bacterium and antibiotic cards to the mouth
11. DNA What does it look like How does DNA relate to cancer Why do scientists sometimes remove DNA from cells Getting Ready Overview Students learn about the role of DNA in cancer and isolate DNA strands from onion cells The procedure students use in this activity is similar to the way scientists isolated DNA when they first began investigating it Bundles of precipitated DNA will be visible with the naked eye and by viewing the bundles under a microscope students will see the threadlike structure of the DNA Objectives After completing this activity students will be able to e describe strands of DNA from cells e explain how DNA may be isolated and released from onion cells e discuss the role of DNA in cancer Time Needed Preparation approximately 20 minutes Classroom approximately 95 minutes Materials For the teacher e blender e 2 medium onions peeled and chopped e 1 2 cup of warm water e 1 tsp salt For each team of students e 1 8 cup of clear liquid soap of any kind less concentrated soap works best 5 wood toothpicks small coffee filter 8 oz plastic cup small glass beaker or jar about 100 ml approximately 4 oz 1 8 tsp of meat tenderizer isopropyl alcohol at room temperature microscope slide and cover slip eyedropper microscope Important Terms molecule Two or more atoms of the same or different elements that are joined together A molecule is the smallest possible part of a
12. Foundation 13 Et BACTERIA GALORE Activity Sheet 1 NAME WHAT YOU RE GOING TO DO CLASS PERIOD You re going to make your own yogurt and sample it You are also going to examine the yogurt culture under a microscope and make a rough estimate of the number of yogurt bacteria you have eaten How TO DO IT I Work with your group Heat a quart of milk until itis almost boiling Remove the milk from the heat and allow it to cool until it is lukewarm Then stir in 5 g of yogurt starter or 1 5 ml of plain yogurt with active yogurt cultures Pour the warm milk into jars cap the jars and place them in a picnic cooler that contains enough warm water 42 C to 44 C to cover at least half the height of the jars The tem perature will have to be kept constant for about 10 hours Then the jars may be placed in refrigerator or a cooler with ice RECORDING YOUR DATA In your journal calculate the number of bacteria in a serving of yogurt Estimate the number of bacteria you can see ina 100x field view If the area of a 100x field view is about 3 14 mm and if you spread a drop of yogurt over one half the slide then you are viewing about 1 258 of the total bacteria on the slide Multiply the number of bacteria you counted by 258 to approximate the number of yogurt bacteria in one toothpick drop If you ate one 4 oz jar of yogurt you will have eaten about 118 ml of yogurt If there are 50 toothpick drops of yogurt in a
13. Television amp GPN Permission granted to reproduce for classroom use Activity 3 Germ Wars How do bacteria get inside your body How do just a few bacteria cause a huge infection Why do you have to take an entire prescription even if you feel fine before you ve taken all the pills How can some bacteria survive antibiotics Getting Ready Overview Students take roles and model the action of bacteria in a game of Bacterial Invaders Other students represent dosages of antibiotics who try to eradicate the susceptible bacteria Objectives After completing this activity students will be able to e explain how antibitotics work in the human body e describe the effect of antibiotic resistant bacteria on a population e explain the importance of completing a course of antibiotics Time Needed Preparation approximately 20 minutes Classroom approximately 90 minutes Materials e stopwatch whistle 49 index cards three 8 5 x 11 sheets of paper 3 pieces of string about 50 cm long Important Terms genetic mutation A process by which a cell s genetic makeup is altered A mutation can produce bacteria that is resistant to antibiotics point of entry The ways or locations in which microorganisms can enter the body They include the nose the mouth and wounds reproduction The process by which living things generate offspring resistance The natural or acquired characteristic of a bacter
14. The amount of meat tenderizer that is needed is small Have students wet the tip of the toothpick and dip it into the tenderizer This will provide a sufficient quantity e The alcohol and cell solution form distinct layers when poured together The alcohol is less dense than the cell solution and will float to the top DNA is also less dense than the cell solution As the DNA precipitates out of solution it rises up to the alcohol layer e Viewed from the side of the jar the DNA strands appear as a stringy substance swirling through the alcohol DNA is clear and may appear white Bubbles form on the DNA strands making them easy to see e The strands that students see under the microscope are not individual molecules but millions of strands of DNA bunched together e If time allows you may wish to view the Newton s Apple video segment on cancer after completing the activity 32 Cancer Cancer Here s How Preparation e Set up the computer to play the CD ROM or set up the VCR and cue the tape e Prepare the onion mixture Dissolve 1 tsp of salt in 1 2 cup of warm water Place the chopped onions in a blender Add enough salt water to cover the onions Turn on the blender at medium speed for several seconds The mixture should still be a little lumpy with small pieces of onion floating in it Gather all the materials and practice the activity ahead of time Make a copy of Activity Sheet 2 for each student Revi
15. and cancerous cells divide and multiply How TO DO IT I Work with a partner Each of you should have a calculator and graph paper One of you will model the cell division of anormal cell The other partner will model the cell division of a cancer cell 2 Set up a data table in your journal similar to the one described below You should have ten cell divisions 3 Listen to your teacher for a signal to simulate cell division Begin by keying a 2 on your calculator If you are repre senting normal cells multiply the total by 2 only when your teacher says Cell division If you represent cancer cells multiply the total by 2 when your teacher says Cell division and also when the teacher says Cancer Record the total number of cells you have after each nor mal division RECORDING YOUR DATA Set up a data table in your journal Indicate if you are doing normal cells or cancer cells and record the following information Total number of cells after Cell Division 1st division 2nd division 3rd division 4th division 5th division 6th division 7th division 8th division 9th division 10th division Use your data and your partner s data to make a line or bar graph comparing the growth of normal and cancer cells WHAT DID YOU FIND OUT Was there a large difference in the number of normal and cancer cells after two regular cell divisions What about at the end Describe the dif
16. d process by which an organism reproduces 10 Antibiotics are not effective against the common cold because a the mucus produced by a cold neutralizes antibiotics b colds are caused by viruses which are not affected by antibiotics c colds are produced by antibiotic resistant bacteria d in a cold the bacteria reproduce too rapidly for an antibiotic to be effective Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Activity 1 Bacteria Galore What are bacteria Where do they grow and what do they look like How big are they How many kinds of bacteria are there Are there bacteria that help us Getting Ready Overview Students prepare yogurt sample it and then observe yogurt bacteria under a microscope They use data from their observations to estimate the number of bacteria they have eaten Objectives After completing this activity students will be able to e explain how bacteria can be used in useful ways e calculate a bacterial population e understand the consequences of bacterial reproduction e identify bacteria under a microscope Time Needed Preparation approximately 60 minutes Classroom approximately 90 minutes two separate days Materials Each team of students e dishwashing liquid e 1 qt of milk e 5 grams of freeze dried yogurt starter or 1 5 ml of plain yogurt with active yogurt culture medium size pan and a stirring spoon 4
17. diseases on which they are effective Unit Assessment Answer Key The Unit Assessment on the following page covers the basic concepts presented in the Newton s Apple video segment and the Background section of this guide The assessment does not require completing all of the activities The Unit Assessment may be used as a pre or post test However students should view the com plete Newton s Apple video before doing this assessment There is additional assessment at the end of each activity Think about it 4 The chemical was produced by bacteria which 1 Some bacteria will not have been killed by the were competing for food and space and it pasteurization process other bacteria may have destroyed or interfered with the growth of entered the milk from the air These bacteria other types of bacteria When this chemical is reproduce and sour the milk isolated from the bacteria that produces it it Different bacterial diseases are caused by differ continues to provide an effective means of ent types of bacteria not all of which are eradicating those competing bacteria susceptible to the same antibiotics Through mutation bacteria could develop All the illness causing bacteria may not be killed some kind of defense which makes them by only part of a prescription and these antibiotic resistant bacteria could cause the patient to get sick again Not finishing the antibiotics could also contribute to the production of antibiotic 6d Za gc
18. on it After two minutes have them rinse the slide with a slowly dripping faucet and place a coverslip on the slide Students should observe the bacteria under all magnifications of their micro scopes Help them make a rough estimate of the number of bacteria in a serving of yogurt First estimate the number of bacteria seen in a 100x field view If the area of a 100x field view is 3 14 mm and if students spread their drop of yogurt over one half the slide then they are viewing about 1 258 of the total bacteria on the slide Students need to multiply the number of bacteria they counted by 258 to approximate the number of yogurt bacteria in one toothpick drop on the slide If each student ate one 4 0z jar of yogurt they will have eaten about 118 ml of yogurt If there are 50 toothpick drops of yogurt in a milliliter they can estimate how many bacteria were in a serving Evaluate 1 What are some useful purposes for bacteria Bacteria help produce certain foods such as cheese and yogurt help break down organic matter and help people digest food 2 Describe the size and appearance of the bacteria you observed The bacteria are one celled organisms that are circular in shape Thousands of them could fit on the head of a pin Several bacteria attach together to form chains 3 How would the population of bacteria change after two weeks of incubation Why The number of bacteria would increase because warmth enco
19. substance that still has all the properties of the substance mutation Changes in DNA that may affect the structure functioning and reproduction of a cell nuclear membrane The thin wall that surrounds the nucleus of a cell and controls the movement of materials into and out of the nucleus Educational materials developed under a grant from the National Science Foundation 31 J Multimedia Video Clip 2 28 22 to 29 12 Dr Bruce Dan talks about the location and function of DNA and the differences between normal and cancerous cells 50 sec Guide on the Side You may wish to begin the lesson by viewing the Introduction from the Video Menu on the CD ROM 26 34 to 27 04 Find out what students already know about cancer As a class discuss the questions posed by Dave Huddleston e It may take some practice getting the onion mixture the right consistency the amount of water you need may vary The mixture should flow slowly through the filter paper If the mixture is too watery the DNA will not come out of the solution when the alcohol is added e Tell students to pour the mixture through the coffee filter slowly so that it does not overflow The liquid will pass through the filter slowly so students need to be patient However students need only enough liquid to make a layer that fills the glass container one third full They do not have to wait for all of the liquid to pass through the filter e
20. you could catch it from someone b Cancer is caused by an alteration in the cell wall c Cancer is caused by a mutation in the cell d Cancer is always fatal 26 Cancer 4 Do all types of cancer form tumors Explain 5 What are two things you can do to decrease your risk of getting cancer 8 All of the following may increase a person s risk for developing cancer except a vegetables b cigarettes c chewing tobacco d over exposure to the sun 9 All of the following may reduce a person s risk of getting cancer except a yellow and orange fruits and vegetables b a high fiber diet c caffeine d sun screen 10 When DNA in a cell is altered it may cause the following a The cell produces two more cells almost iden tical to itself b The cell continues to divide at its normal rate c The cell may become cancerous d The cell keeps its normal shape Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Activity 1 Building Blocks of Life What does a normal human cell look like How is a cancer cell different How many kinds of cancer are there Getting Ready Overview Students begin their exploration of cancer by using cheek cells to learn about normal human cells They draw the cells and label them Then they compare normal cells to cancer cells by using prepared slides or the video stills Objectives After completing this activ
21. acist for inserts from commonly prescribed antibiotics such as penicillin or tetracycline Find out what types of bacteria are affected by those particular antibiotics Compare the antibiotics Are there bacteria types that can be destroyed by more than one antibiotic Educational materials developed under a grant from the National Science Foundation 21 Multimedia Activity Sheet 3 NAME ERM WARS CLASS PERIOD WHAT YOU RE GOING TO DO You re going to learn about the behavior of bacteria and antibiotics by playing Bacterial Invaders How TO DO IT Bacterial Invaders The Classroom Game Bacterial Invaders is a special game of tag that models the behavior of bacteria and antibiotics in the human body The Players You and your classmates play the roles of antibiotics and bacteria and the entry points for bacteria into the body the mouth thezx nose and a wound The mouth also represents the entry point for dosages of antibiotics Preparation Set up the playing area according to your teacher s instructions Prepare the antibiotic and bacterium identification cards according to your teacher s instructions Prepare the mouth nose and wound identification signs according to your teacher s instructions Roles Three students get to be the nose the mouth and the wound They stand across the width of the playing area dividing it in half Everyone else bacteria and antibiotics waits in lines at t
22. ads you ll see the first frame of the video segment The video must be started with the arrow at the left end of the scroll bar As you play the video you can pause reverse or advance to any part of the video with the scroll bar You can return to the Clips Menu by clicking on the Video button Multimedia Tools The Newton s Apple staff has designed a product that is flexible so that you can use it in many different ways All of the video clips used in the program are available for you to use outside the program You may combine them with other resources to create your own multimedia presentations You will find all the video clips in folders on the CD ROM You may use these clips for classroom use only They may not be repackaged and sold in any form You will also find a folder for UGather and UPresent These two pieces of soft ware were developed by the University of Minnesota They allow you to create and store multimedia presentations All of the information for installing and using the software can be found in the folder There is an Adobe Acrobat file that allows you to read or print the entire user s manual for the software We hope you will use these valuable tools to enhance your teaching Students may also wish to use the software to create presentations or other projects for the class Educational materials developed under a grant from the National Science Foundation 5 Multimedia Techni
23. al illnesses but antibiotics can cure bacterial infections The smallest most ancient and perhaps most numerous of free living organisms bacteria are neither plant nor animal We carry billions of these one celled organisms around with us on our skin in our mouths and noses and throughout our bodies They are in water food and soil and on almost every surface we touch Fortunately most bacteria are helpful or at least harmless to humans Some for example break down decaying materials and others are necessary for producing certain foods We also use the bacteria living inside our bodies to help digest our food But some bacteria can cause disease and antibiotics are the big guns against many of the harmful ones Most antibiotics come from molds or bacteria that have produced chemicals that kill or stop the growth of other types of bacteria Also researchers have managed to create antibiotics in the lab that work in similar ways But bacteria have not remained entirely defenseless against the onslaught of antibiotics One bacterium can produce millions of cells in one day so the odds are that some bacteria will have created mutations that are resistant to antibiotics The more a particular antibiotic is used the greater the chance of a bacterial mutation that would cause antibiotic resistance Taking antibiotics for a cold won t help you get better but it does create an opportunity for antibiotic resistance to develop in the bacter
24. cal Information Refer to the notes on the CD ROM case for information concerning system require ments Directions for installing and running the program are also provided there Make sure you have the most current ver sions of QuickTime and Adobe Acrobat Reader installed on your hard drive The installation programs for QuickTime 3 QuickTime Pro and Acrobat Reader 3 0 can be found on the CD ROM Double click on the icons and follow the instructions for installation We recommend installing these applications before running the Newton s Apple Multimedia program Trouble Shooting There are several Read Me files on the CD ROM The information found there covers most of the problems that you might en counter while using the program 6 Introduction INTEGRATING MULTIMEDIA We suggest that you have the CD ROM loaded and the program running before class Select the video and allow it to load The video usually loads within a couple of seconds but we recommend pre loading it to save time All of the video segments are captioned in English The captions appear in a box at the bottom of the video window You can choose to play the clips in either English or Spanish by clicking one of the buttons at the bottom right of the screen You can also choose Spanish or English soundtracks for the scientist profile The Resources button provides you with four additional resources There are additional video clip
25. cheek cells from your mouth and observe them under a microscope How TO DO IT 1 Wash your hands with soap and warm water Scrape the inside of your cheek once with the flat end of a toothpick Place the saliva and cells on the center of a microscope slide Carefully put one small drop of iodine on top of it Put a coverslip on the slide RECORDING YOUR DATA In your journal draw the cheek cells you observed under the low power view of your microscope Next draw one of your cheek cells as you observed it under the high power Label the nucleus the cell membrane and any other structures you can observe 2 View the cells with the low and high powers of your microscope Look for and draw the nucleus and the cell membrane Wash your hands again following the procedure fe WHAT DID YOU FIND OUT What is the general shape of your cheek cell What is the purpose of adding iodine to your cells What is the function of the cell membrane and nucleus Cheek cells are called epithelial cells Epithelial cells form the covering or lining of body surfaces Not all epithelial cells look alike Why Share your observations with your classmates Did they observe the same features you did What might explain any difference Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Activity 2 A Look at DNA What is DNA What is the role of DNA in a cell Can you see
26. dents see for themselves as they fight bacterial cultures with over the counter antibiotics 3 Germ Wars Approx 20 min prep 95 min class time Students participate in a game of Bacterial Invaders They become part of the action as they take the roles of antibiotics bacteria and points of entry into the body Antibiotics APPLE Teacher s Guide More Information Internet Newton s Apple http www ktca org newtons The official Newton s Apple web site with information about the show and a searchable database of science ideas and activities American Society for Microbiology http outcast gene com ae RC ASM Vendors of biological supplies teacher scientist network activity exchange Centers for Disease Control and Prevention National Center for Infectious Diseases http www cdce gov ncidod htm Microbe Zoo http www microbezoo com Lesson plans from the Microbe Zoo CD ROM Internet Search Words bacteria antibiotics microorganisms microbiology microbe Educational materials developed under a grant from the National Science Foundation 7 De Antibiotics Multimedia Books and Articles Begley S Antibiotics The end of miracle drugs Newsweek 46 51 1994 Cover story and two related articles Braffman Miller J Beware the rise of antibiotic resistant microbes USA Today March 56 1997 Discusses the public health hazard of antibiotic resistant bacteria
27. e resistant bacteria What would you say Educational materials developed under a grant from the National Science Foundation 9 Multimedia APPLE Unit Assessment What do you know about Antibiotics Write the answers in your journal or on a separate piece of paper Think about it 1 The milk we buy ina store has been pasteurized to destroy bacteria But even ae milk will eventually sour y 2 Why is more than one kind of antibiotic needed 3 Why should you take all of the _ antibiotics that your doctor prescribed even if you feel better before you have taken it all What would you say 6 Bacteria grow in or on a food b our skin c dirt d all of the above 7 Antibiotics are often produced by a bacteria b viruses c rocks d animals 8 Which of the following body parts is not an entryway for bacteria to get into our body a mouth b nose c hair d open wounds 10 Antibiotics 4 Bacitracin an antibiotic commonly used in cream for wounds was first discovered in 1945 in the bacteria of an infected wound Explain how a chemi cal found in bacteria in a wound coul help fight infection in a wound on What could cause an antibiotic to lose its ability to kill a particular kind of bacteria 9 A mutation is a a defect in a living organism b chemical that fights off antibiotics c change in an organism inherited by its offspring _
28. e waiting for cells to divide e If time allows you may wish to view the Newton s Apple video segment on cancer after completing the activity 36 Cancer Here s How Preparation e Set up the computer to play the CD ROM or set up the VCR and cue the tape e Gather the materials for the student activity e Make a copy of Activity Sheet 3 for each student e Review the information in the Background on page 24 Engage Approx 15 minutes Ask students what would happen if one species of animal suddenly multiplied faster than it had in the past What would happen to the balance of nature for example if suddenly there were three times the number of deer as there were the previous summer What would happen to the food supply What would deer do to the bark and buds of trees Would the wolf population increase Explain that a similar phenomenon can take place in our bodies Suddenly cells that have mutated may multiply very rapidly Tell students that cancer cells do not all divide at the same rate but they all multiply faster than normal cells Explain that the cancerous cells of Burkitt s lymphoma can double in 24 hours Generally cancers of the blood and lymph reproduce quickly and as a result they are more responsive to treatment with chemi cals that attack dividing cells View the Video Clip 3 29 09 to 30 06 in which Dr Bruce Dan demonstrates with a photocopying machine what happens when a cell multiplies too qu
29. e with lesson plans for six inquiry based activities e a Newton s Apple videotape 38 topics in 19 modules Choose the curriculum modules that benefit your needs Physical Science Life Science and Health Earth and Space Science Air Pressure Domed Stadiums Antibiotics Cancer Clouds Weathering Electric Guitars Electricity Blood Typing Boner Dinosaur Extinction Earthquakes Gravity Rockets DNA DNA Fingerprinting Everglades Sewers Infrared Reflection Hearing Human Eye Geothermal Energy Glaciers Nicotine Smiles Greenhouse Effect Ozone Sports Physics Meteors Solar Eclipses Hang Gliders Surfing Phases of the Moon The Sun High Wire Skateboards Spinning Water skiing Individual Packages 49 95 To order by mail To order by phone call toll free Three CD collection 119 45 1 800 228 4630 Four CD collection 159 95 GC inf Fax your order to 1 800 306 2330 EE eee E mail your order to P O Box 80669 gpn unlinfo unl edu Lincoln NE 68501 0669 Order today Distributed by Box 80669 Lincoln Nebraska 68501 800 228 4630
30. ed policies for disposal of possible pathogenic material Evaluate 1 Why was it necessary to use a non antibiotic cream in this activity The non antibiotic cream served as a control in the experiment 2 Compare your bacterial culture with other students cultures How many different types of bacteria did you observe What characteristics did you observe Characteristics may include color texture shininess etc 3 In addition to the bacterial colonies were any fungi colonies present on your agar plates Fungus spores like bacteria seem to be everywhere You may have introduced them to your plate with your cotton swab or from the air that came in contact with the agar How effective were the antibiotics against them Antibiotics are not effective against fungi Try This Investigate how drugs are discovered developed and produced What must a company do to get a new drug ap proved for general use How long does this process take What kind of testing must be done Are generic drugs as good as name brand products Which cutting boards are cleaner wood or plastic Devise an experiment in which you culture bacteria from both kinds of boards and draw your own conclusions Investigate the best way to kill undesirable bacteria on cutting boards Which works better soap and water or drying in the sun Wash your hands well after handling the cutting boards Invite a microbiologist or a medical technologist to ex
31. ent rates How could the activity be altered to reflect this Students representing the cancer cells could multiply their totals by 2 at different timed intervals 3 A surgeon removes a malignant tumor from a patient s leg Does this necessarily make the patient cancer free What could happen to this patient There may still be cancer cells in the body of the patient The cells could produce a new tumor on the patient s leg or the cells could be carried to another part of the body and a tumor could be produced there Try This Design your own simulation and include cell division times for normal versus cancer cells Your model should also include metastasis of the original cancer Investigate current cancer treatments and discuss the types of cancer targeted and the remission rates for these cancers Are there some cancers that respond well to particular treat ments Why Are there some cancers that show a poor response rate Why Invite a local doctor or cancer specialist to come to class and discuss symptoms that people should watch for to detect cancer early Have the speaker stress the importance of a healthy lifestyle in the prevention of certain kinds of cancer Educational materials developed under a grant from the National Science Foundation 37 NEWTON S APPLE Multimedia Activity Sheet 3 NAME WHAT YOU RE GOING TO DO CELLS GONE WILD CLASS PERIOD Yov re going to simulate the rate at which normal
32. ew High School Tucson AZ Jon Pedersen East Carolina University MaryBeth Peterson Roosevelt Elementary Minot ND Alberto Ramirez Spanish Translator Miami FL Bev Ramolae Technology Learning Campus Robbinsdale MN Brad Randall Osseo Area Schools North Maple Grove MN Gina Roetker Strickland Middle School Denton TX Fernando Romero University of Houston Dr Lawrence Rudnick University of Minnesota Hank Ryan Mounds View High School Arden Hills MN Jan Serie Macalester College St Paul MN Larry Silverberg North Carolina State University Jaine Strauss Ph D Macalester College St Paul MN Thomas Walsh Ph D University of Minnesota Steve Wartburg Fortuna Elementary Fortuna CA Randy Yerrick East Carolina University FIELD TESTERS Scott D Bell Chaminade College Prep St Louis MO Laura S Berry Orland Jr High Orland Park IL Lance Brand Driver Middle School Winchester IN 40 Credits Lorene A Chance East Ridge Middle School Russellville TN Elizabeth Cordle Montgomery Middle School El Cajon CA David Eggebrecht Kenosha Unified Kenosha WI Dennis L Engle East Lawrence High School Trinity AL Dave Fleischman Spring Valley Middle School Spring Valley CA John Frugoni Hillsdale Middle School El Cajon CA Linda Furey Rising Star Middle School Fayetteville GA Rosemary Gonzales Greenfield Middle School El Cajon CA Liz Hendrickson Driver Middle Sc
33. ew the information in the Background on page 24 Engage Approx 15 minutes Ask students if they have ever heard of deoxyribonucleic acid What about DNA Ask them if they know where DNA is found in a cell Ask if anyone has seen a model of DNA What does it look like Explain that DNA has a very complicated role DNA contains the blueprint for life and a change in the DNA may cause a cell to malfunction Show Video Clip 2 28 22 to 29 12 in which Dr Bruce Dan talks about the location and function of DNA in the cell and some differ ences between normal and cancerous cells Ask students to explain the role of DNA in cancer Ask students if they think plant cells also have DNA How about insects All cells contain DNA Is it possible to see a DNA molecule without a microscope Accept all answers Show the computer model of DNA Resource Button D Ask students what they observe about the model Students should recognize the spiraling structure of the molecule In preparation for the activity demonstrate the effect of an emulsifying agent soap on fat and fatty acids Provide groups of students with a small cup of water into which several drops of cooking oil have been added Or use a petri dish on an overhead projector Have students adda drop of liquid soap into the oil and water and observe what happens The oil breaks up into smaller droplets Have students suggest reasons for what they observe Soap causes the molecules of oi
34. ference Explain why cancerous tumors can grow so rapidly What were the most surprising or interesting results of this activity CD ROM PROJECT STAFF KTCA TV NEWTON S APPLE MULTIMEDIA Dr Richard Hudson Director of Science Unit David Heath Lee Carey Curriculum Development Managers Cori Paulet Paddy Faustino Curriculum Development Coordinators Edward Voeller Lesson Editor Jeffrey Nielsen Additional Resources Coordinator Michael Watkins Susan Ahn Sandy Schonning David Yanko Production Managers Lisa Blackstone Erin Rasmussen Producers Steve Flynn Producer Editor Videographer Lesley Goldman Danika Hanson Kim MacDonald Associate Producers Janet Raugust Screen Designer Ben Lang Production Assistant Linda Lory Blixt Field Test Coordinator Michael Johnston Joe Demuth Short Course Facilitators Nick Ghitelman Intern NEBRASKA EDUCATIONAL TELECOMMUNICATIONS John Ansorge Interactive Media Project Manager Andy Frederick Interactive Media Designer Christian Noel Interactive Media Project Designer Kate Ansorge Intern GREAT PLAINS NATIONAL Tom Henderson Jackie Thoelke Diane Miller Diedre Miller Guide Design and Production NATIONAL ADVISORY BOARD Rodger Bybee National Academy of Sciences Richard C Clark Minnesota Department of Education Retired Credits Dave Iverson Imation Enterprises Corporation Vadnais Heights MN Dr Roger Johnson University of Minne
35. from their mouths and compare the effectiveness of over the counter topical antibiotics in inhibiting bacterial growth Objectives After completing this activity students should be able to e culture bacteria e identify physical characteristics of a bacterial colony e observe and compare the action of antibiotics on bacteria e set up a controlled experiment Time Needed Preparation approximately 15 minutes Classroom approximately 45 minutes Materials Available to all students e several different over the counter topical antibiotics e several different over the counter nonantibiotic first aid creams For each pair of students sterile blood agar plate cotton swabs adhesive tape and marker ruler plastic bags for disposal of contaminated swabs latex or surgical gloves optional Important Terms antibiotic A compound that kills or inhibits the growth of a microorganism primarily bacteria Antibiotics are not effective against viruses colony A group of living organisms fungus A living organism in the fungi kingdom which includes molds yeasts and mushrooms Fungi have a fuzzy appearance in a culture inoculate To introduce microorgan isms such as bacteria into a nutrient medium to start a new culture pathogen A disease causing organ ism such as a bacterium or virus zone of inhibition An area of a bacterial culture in which there is no bacterial growth due to the presence
36. he mouth nose and wound to enter the body How to Play The game is divided into seven rounds Round One The first round begins when the teacher gives out one set of cards the nose gets two bacterium cards the wound gets two bacterium cards and the mouth gets one bacterium card and two antibiotic cards When the teacher blows a whistle the round starts The mouth nose and wound hand their cards to the first students in their lines allowing them to enter the body Inside the body you and your classmates chase and tag each other When you tag another student both students unfold your cards and reveal your roles to each other When students with the same cards tag each other they fold their cards and continue playing the round When a bacterium and an antibiotic tag each other the antibiotic wins The defeated bacterium student is out of the round gives his or her bacterium card to the teacher and gets in line to enter the body again in a subsequent round The antibiotic student plays out the rest of the round The teacher signals the end of a round after 15 seconds At the end of the round students remaining in the body put their cards bactertum or antibiotic on the chair in the body and get back in line to enter the body again The procedure for the other rounds is the same Deciding the Winner The game ends when seven rounds have been completed At the end of the seventh round count the number of bacterium and antibiotic
37. he plate with their name They should also mark the location and type of each cream Collect inoculated plates and store them in an incubator or under an incandescent light Plates should be inverted before storage to prevent condensation of water from ruining the bacterial colonies Have students wash their hands well with hot soapy water Activity Have students record daily observations of their cultures in their journals A colony of bacteria will appear as a spot on the agar while fuzzy spots will indicate fungi Different bacterial colonies will have different characteristics Have students observe color shininess dullness and texture If the bacterial colonies growing on a plate are susceptible to the antibiotic in the cream there will be a zone of inhibition around the antibiotic Once these zones become obvious have students measure the zones by placing a metric ruler on the lid of the plate and measuring from the edge of the cream to the outer edge of the zone Have students record this information in their journals Remind students to wash their hands with hot soapy water after any observation After their final observations about one week compare zones of inhibition If students have used different antibiotic creams have them compile and compare the class data Which antibiotic appears to be the most effective Which nonantibiotic first aid cream appears to be most effective Have students follow your school s establish
38. hool Winchester IN Bruce M Jones The Blake School Hopkins MN Dave Kahl Wadena Dear Creek High School Wadena MN Theresa Kistner Helen C Cannon Middle School Las Vegas NV Craig Klawitter Wadena Dear Creek High School Wadena MN Linda Love Hillsdale Middle School El Cajon CA Virginia Madigan Montgomery Middle School El Cajon El Cajon CA Steven D McAninch Park Forest Middle School State College PA Robert J Nicholson Von Tobel Middle School Las Vegas NV Jim Parker Spring Valley Middle School Las Vegas NV Joyce Perkins Whatcom Day Academy Bellingham WA Sharon Reynolds Independence Secondary School Christiansburg VA Judy Stellato Jerling Jr High Orland Park IL Ralph V Thomas Helen C Cannon Middle School Las Vegas NV Credits Robin Tomasino Masconomet Regional Jr High Topsfield MA Donna Treece East Ridge Middle School Russellville TN Darrell Warren Von Tobel Middle School Las Vegas NV Janis Young Montgomery Middle School El Cajon CA SPECIAL THANKS Partners American Psychological Association 750 First Street NE Washington DC 20002 202 336 5500 http www apa org Minnesota Department of Children Families and Learning Capitol Square Building 550 Cedar Court St Paul MN 55101 651 296 6104 http clf state mn us Fender Musical Instruments Corporation 7975 North Hayden Road Suite C 100 Scottsdale AZ 85258 606 596 7242 http www fe
39. hy diet staying active and avoiding carcinogens such as tobacco you can substantially lessen the odds that you will ever hear your doctor say the dreaded C word Vid o amp Stills Video Segments Introduction 26 34 to 27 04 Dave Huddleston poses some questions about cancer 30 sec Video Clip 1 27 05 to 28 22 Dr Bruce Dan and David Heil discuss the cell and cancer 1 min 17 sec Video Clip 2 28 22 to 29 12 Dr Dan talks about the location and function of DNA and the differences between normal and cancerous cells 50 sec Video Clip 3 29 09 to 30 06 Dr Bruce Dan demonstrates with a photocopy machine what happens when a cell multiplies too quickly 57 sec Video Clip 4 30 09 to 32 28 Dr Dan discusses tumors and how cancer moves through the body 2 min 19 sec Additional Resources Button A Photomicrograph of normal lung cells Button B Photomicrograph of cancerous lung cells Button C Photomicrograph of normal stomach cells Button D Computer model of DNA Unit Assessment Answer Key The Unit Assessment on the following page covers the basic concepts presented in the Newton s Apple video segment and the Background section of this guide The assessment does not require completing all of the activities The Unit Assessment may be used as a pre or post test However students should view the complete Newton s Apple video before doing this assessment There is additiona
40. ia in your body You should take all of the antibiotics that are prescribed even if you feel better before the medicine is gone If you stop taking the medicine the bacteria left in your body might make you sick again The last of the bacteria to die might be the most drug resistant ones and stopping your medicine too soon not only leaves the most resistant ones alive it also leaves your body open toa rapid growth of the resistant strain So as your grandmother always told you listen to your doctor and take your medicine all of it Video amp Stills Video Segments Introduction 1 43 57 to 1 44 29 Newton s Apple host Dave Huddleston poses some questions about bacteria viruses and antibiot ics 32 sec Video Clip 1 Video Clip 3 1 44 30 to 1 46 42 Dr Margaret Hostetter answers 1 47 44 to 1 50 24 David Heil fights off invading David Heil s questions and provides interesting facts bacteria in Bacterial Invaders 2 min 40 sec about bacteria 2 min 12 sec Video Clip 2 Video Clip 4 1 46 43 to 1 47 44 David Heil observes a cell from 1 50 33 to 1 51 41 Dr Margaret Hostetter explains his mouth under the microscope 1 min where antibiotics come from 1 min 8 sec Multimedia Resources Button A Button C Photomicrograph of bacteria cells Newton s Apple video clip of bacterial action in sewage processing Button B Photomicrograph of a virus Button D Chart showing various antibiotics and the
41. ickly Ask students about the consequence of the rapid multiplication of cancer cells What is the effect of rapid cell division on various organs of our bodies Show the Video Clip 4 30 09 to 32 28 in which Dr Dan discusses tumors Ask students what might happen when a cell suddenly begins to divide more quickly than normal Have students refer to the stills of malignant leukemia cells Ask students how cancerous blood cells are different from normal blood cells Explore Approx 45 minutes Tell students that they are going to model the multiplication or division of both normal and cancer cells in an organ Have students work in pairs One student will model the division of normal cells and the other will model the multiplication of cancerous cells Each student should have a calculator and graph paper Activity 3 Explain that the normal cells will reproduce every two minutes The cancer cells will divide in an irregular pattern Tell students that when you say Cell division that everyone normal cells and cancer cells will multiply the total on their calculator by 2 Explain that the cancer cells will reproduce at a different rate than normal cells Tell students who are modeling the cancer cells that in addition to the regular cell division they will multiply their totals by 2 every time you say Cancer Students should each set up a data table in their science journals like the one described in Activity Sheet 3 S
42. ity students will be able to e identify draw and label the basic parts of a cell e discuss types of human cells and how and why they differ in appearance e describe the differences in the appearance of normal and cancerous cells Time Needed Preparation approximately 20 minutes Classroom approximately 60 minutes Materials For each student e flat edge toothpicks e microscope slides e cover slips For each group of students iodine pipettes or eyedroppers microscopes detergent for slide clean up prepared slides of normal and cancer cells eye protection microprojector optional Important Terms cell The basic structural unit of living organisms cell membrane The thin outer cover covering of an animal cell The cell membrane maintains the shape of a cell and controls what enters and leaves the cell DNA The abbreviation for deoxyribo nucleic acid DNA is a building block molecule that contains information that controls how an organism functions and grows morphology The structure and form of a cell nucleus The cell s control center The nucleus is the site where a cell s reproduction and growth functions occur Educational materials developed under a grant from the National Science Foundation 27 Cancer Multimedia Video Clip 1 27 05 to 28 22 Dr Bruce Dan and David Heil discuss the cell and cancer 1 min 17 sec Guide on the Side e You ma
43. ium to escape the effects of an antibiotic strain A subtype of bacteria within a species A strain of bacteria has charac teristics that differentiate it from the main species and other strains Educational materials developed under a grant from the National Science Foundation 19 APPLE Multimedia Video Clip 3 1 47 44 to 1 50 24 David Heil fights off invading bacteria in Bacterial Invaders 2 min 40 sec Video Clip 4 1 50 33 to 1 51 41 Dr Margaret Hostetter explains where antibiotics come from 1 min 8 sec Guide on the Side e You may wish to begin the lesson by viewing the Introduction from the Video Menu on the CD ROM 1 43 57 to 1 44 29 Find out what students already know about antibiotics and microbes As a class discuss the questions posed by Dave Huddleston e If the area representing the human body is too large students may not be able to tag each other quickly enough during the allotted time e After you have gone over the rules of the game run one or two practice rounds to make sure everyone understands what to do e Asmaller playing area may allow the game to move more quickly e The game may also include a round in which the bacteria are labeled antibiotic resistant mutating bacteria The round would be similar to round four in which all of the bacteria survive e If time allows you may wish to view the Newton s Apple video segment on antibiotics after co
44. ivities are more challenging We don t expect that every teacher will use every activity You choose the ones you need for your educational objectives Educational materials developed under a grant from the National Science Foundation 3 i ABETE Multimedia Teacher s Guide We suggest you take a few minutes to look through this Teacher s Guide to familiarize yourself with its features Each lesson follows the same format The first page provides an overview of the activity learning objectives a list of materials and a glossary of important terms The next two pages present a lesson plan in three parts ENGAGE EXPLORE and EVALUATE e ENGAGE presents discussion questions to get the students involved in the topic Video clips from the Newton s Apple segment are integrated into this section of the lesson e EXPLORE gives you the information you need to facilitate the student activity e EVALUATE provides questions for the stu dents to think about following the activity Many of the activities in the collection are open ended and provide excellent opportu nities for performance assessment GUIDE ON THE SIDE and Try THs are features that provide classroom management tips for the activity and extension activities 4 Introduction UsING THE CD ROM When you run the Newton s Apple CD ROM you will find a main menu screen that allows you to choose either of the two Newton s Apple topics or the scie
45. ject of the game is for the antibiotic players to overcome the bacteria and make the body well The Players Students play the roles of antibiotics and bacteria as well as the entry points for bacteria into the body the mouth the nose anda wound The mouth also represents the entry point for dosages of antibiotics The teacher is the timekeeper and the referee in the game Preparation Antibiotic and Bacterium Identification Write bacterium on 37 cards and antibiotic on 12 cards Fold the cards in half Arrange them in six sets containing 5 bacterium cards and 2 antibiotic cards and one set consisting of seven bacterium cards Playing Area Select a gymnasium or other large open space for the playing area Indicate that about two thirds of the room represents the human body Place a chair or small table at the back part of the body where students will leave their bacterium and antibiotic cards after each round of the game Students playing bacteria and antibiotics wait in line to enter the body Mouth Nose and Wound Identification Label three sheets of 8 5 x 11 paper mouth nose and wound Attach strings to the sheets so that three students can wear the signs around their necks Set Up Choose three students to represent the nose the mouth and the wound and have them stand evenly spaced across the entrance to the playing area body The remaining students bacteria and antibiotics
46. l assessment at the end of each activity Think about it 1 Cancer cells generally multiply much faster than normal cells 2 A malignant tumor consists of cancerous cells a benign tumor does not Cells from benign tumors do not travel to other parts of the body where cells from a cancerous tumor can 3 More than 99 of DNA is found in the nucleus of a cell DNA acts as the blueprint of life for the cell and the organism It plays an important role in cell division 4 No Cancerous blood cells do not form tumors 5 Maintain a good diet eat a lot of fiber including fruits and vegetables avoid tobacco products What would you say 6b 7c Sa 9c 10c Educational materials developed under a grant from the National Science Foundation 25 Multimedia APPLE Unit Assessment What do you know about Cancer Write your answers in your journal or on a separate sheet of paper m do you think How are cancer cells different from normal cells 2 What are the main differences between malignant and benign tumors 3 What is the role of DNA in the cell and where is it found What would you say 6 Which statement correctly describes cancer cells a Cancer cells do not have a nucleus b Cancer cells reproduce more quickly than normal cells c Cancer cells are larger than normal cells d Cancer cells reproduce more slowly than normal cells 7 Which of the following is true a Cancer is contagious and
47. l to break apart Explore Approx 80 minutes Tell students they are going to extract DNA from onion cells Explain that single DNA strands are too small to be seen with the naked eye DNA molecules are visible only with an electron microscope Inform students that the activity will enable them to see clusters of DNA Students should wear eye protection for the activity Activity 2 Explain that students will add several materials to an onion mixture in order to remove the DNA Tell students you are providing them with a prepared mixture of chopped onions and salt water mixed in a blender Have each student observe a drop of the mixture under a microscope and record what they observe Separate students into teams for the activity Direct students to add a drop of liquid soap to the cell mixture Have them stir the mixture slowly with a toothpick for five minutes taking care that no bubbles are produced Ask students what they think the purpose of the soap is Ask them what cell structures they might have to break apart to remove the DNA Cell and nuclear membranes Tell students that these structures are composed of fat molecules that act to separate the materials inside the membrane from those that are outside the membrane Demonstrate how to place a coffee filter inside an empty plastic cup and pour the cell mixture through the filter Have students follow this proce dure and collect the filtered solution in the cup Next have studen
48. lass container The alco been blended with saltwater hol will form a layer at the top of the container Observe the alcohol layer from the side of the container and record your observations Gently stir the alcohol layer with a toothpick with out disturbing the bottom layer Record what you see on the toothpick View the material collected on the end of the toothpick with low and high power lenses of a microscope Record what you see 4 Place a coffee filter inside an lt lt RECORDING YOUR DATA anpor pst cup and pour best T In your journal describe the onion mixture etue ronel the flterscollecting your teacher gave you What does it look like eae under the microscope the filtered solution in the cup Next filla P View a drop of the cell mixture under the microscope Record what you observe ona sheet of paper 3 Add a drop of liquid soap to the cup containing the cell mixture Stir the mixture very slowly with a toothpick for five minutes taking care that no bubbles are produced aN D glass beaker about one third full with the Record what you observe in the alcohol layer filtered solution Using the flat end of a when you look at it from the side of the con toothpick add a tiny amount of meat tender tainer Observe it for several minutes and izer to the solution and gently stir the solu write down your observations tion with the toothpick for five minutes Describe what you observed on the
49. me Students isolate DNA strands from onion cells and learn about the role of DNA in cancer Bundles of precipitated DNA will be visible with the naked eye and by viewing the precipitated DNA under a microscope students will observe the threadlike structure of the DNA 3 Cells Gone Wild Approx 15 min prep 60 min class time Students model the division of cancer cells and learn how their multiplica tion can be many times faster than normal cells Cancer Teacher s Guide More Information Internet Newton s Apple http www ktca org newtons The official Newton s Apple web site with information about the show and a searchable database of science ideas and activities National Cancer Institute http www nci nih gov Offers a research database and links to other research sites about cancer American Cancer Society www cancer org Offers an excellent cancer information search function Mayo Clinic Cancer Resource Center http www mayohealth org mayo common htm canhpage htm A wealth of information including an interactive health risk quiz University of Pennsylvania Cancer Center http www oncolink com Offers links and information about cancer Internet Search Words cancer DNA carcinogens oncogenes Educational materials developed under a grant from the National Science Foundation 23 APPLE Multimedia Books and Articles Cooper Geoffrey M The Cancer Book London Jones
50. milliliter you can esti mate how many bacteria were in the serving of yogurt 3 The following day sample the yogurt Save a small unsweetened portion for obser vation under a microscope Prepare a slide of the yogurt culture With the end of a tooth pick put a very tiny amount of yogurt ona glass slide Add one drop of water to it using an eyedropper Smear the yogurt over one half of the slide using the end of another slide to make a thin layer Let the yogurt dry and then put two drops of methylene blue on it After two minutes rinse the slide under a slowly dripping faucet and place coverslip on the slide View the yogurt under each of the views of the micro scope WHAT DID You FIND OUT Why do you suppose the milk had to be heated Why was it necessary to add yogurt culture or plain yogurt to the warm milk Why do you suppose it is necessary to incubate the warm milk What changes did you observe in your yogurt after it had incubated overnight What might be a reason that the actual number of bacteria you consumed is larger or smaller than you calculated Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Activity 2 Antibiotic Power How do antibiotics work Why do you need different antibiotics for different illnesses Why don t antibiotics always work Do antibiotics only kill bacteria Getting Ready Overview Students culture bacteria
51. mpleting the activity 20 Antibiotics Antibiotics Here s How Preparation e Set up the computer to play the CD ROM or set up the VCR and cue the tape Gather the materials for each team of students Make a copy of Activity Sheet 3 for each student Review the information in the Background on page 8 Engage Approx 15 minutes Ask students to recall a time they took antibiotics Did the antibiotic make them well Did a doctor ever change a prescription of antibiotics for them Why Show Video Clip 3 1 47 44 to 1 50 24 in which David Heil fights off invading bacteria Ask students why David s ammunition worked sometimes but not always Have your students compare football players to bacteria and antibiotics For example what would happen if two teams were equally matched What if one coach sent in all second or third string players for the second half of the game Ask students to consider how this might be similar to taking half a course of antibiotics Show Video Clip 4 1 50 33 to 1 51 41 and discuss the consequences of not completing a course of antibiotics Explore Approx 80 minutes Tell your students they are going to play Bacterial Invaders Have students make the bacterium and antibiotic cards and the signs for the nose mouth and wound Bacterial Invaders The Classroom Game Bacterial Invaders is a modified game of tag that models the behavior of bacteria and antibiotics in the human body The ob
52. nd two new cells called daughter cells are formed Each of these daughter cells contain an exact copy of the DNA in the parent cell Small changes in the DNA can lead to drastic changes in the cell and it is with these tiny genetic changes or mutations that cancer has its roots When mutations cause groups of cells to divide too frequently the cells form masses within the body called tumors There are two types of tumors benign and malignant Benign tumors are common and while they may interfere with bodily functions they are rarely life threatening They do not travel to other parts of the body and they can often be removed surgically Malignant or cancerous tumors are much more dangerous They not only invade and destroy normal tissue but can send cancerous cells to other parts of the body through the blood or lymph systems This process which spreads cancer and makes it difficult to treat is called metastasis The development of cancer is a complex interaction of our lifestyles our genetic makeup and our environment It is theorized that some cancers have a strong genetic component that may make some people more likely to be stricken by those cancers About 50 of the more than 100 known types of cancers may run in families giving support to the idea that they may be genetically based Although some people may be genetically predisposed to getting some types of cancer there is a lot you can do to avoid cancer By eating a healt
53. nder com W L Gore amp Associates Inc 551 Paper Mill Road PO Box 9206 Newark DE 19714 9206 302 738 4880 http www gore com National Science Foundation 4201 Wilson Boulevard Arlington VA 22230 703 306 1234 http nsf gov Regents of the University of Minnesota Twin Cities General Biology Program http biomedia umn edu Waltham Consumer Affairs PO Box 58853 Vernon CA 90058 800 525 5273 http www waltham com Consultants Dave Arlander John Marshall High School Rochester MN Bobbie Faye Ferguson NASA Chuck Lang University of Nebraska Maynard Miller Juneau Ice Field Research Project John Olson Arlington High School St Paul MN Dr Helen M Parke East Carolina University NEWTON S APPLE Multimedia AT LAST a supplemental middle school science curriculum that helps you meet the challenges of today s science classroom The program engages students by incorporating segments from the award winning Newton s Apple television show into hands on minds on activities Each lesson plan helps you integrate the technology using an inquiry based approach A variety of assessment options allow you to gauge student performance And the entire program is corre lated to the National Science Education Standards EACH CURRICULUM MODULE CONTAINS e a CD ROM with two Newton s Apple segments a video profile of a working scientist and additional audio visual resources ateacher s guid
54. ntist profile Simply click on one of the pictures to bring up the menu for that topic Main Menu Once you have chosen your topic use the navigation buttons down the left side of the screen to choose what information you want to display DOWN To EARTH Topic Menu The Background button brings up a short essay that reviews the basic science concepts of the topic This is the same essay that is in the Teacher s Guide PLAYING THE VIDEO The Video button allows you to choose several different clips from the video seg ment We have selected short video clips to complement active classroom discussions and promote independent thinking and inquiry Each video begins with a short introduction to the subject that asks several questions These introductory clips can spark discussion at the beginning of the lesson The Teacher s Guide for each activity presents specific strategies that will help you engage your students before showing the video Each of the individual clips are used with the lesson plans for the activities The lesson plan identifies which clip to play with each activity Pavie Hen ome jara mnen BEST TERS er ETAPA cba Ps Bc s TEE EDSTSISIM FALL POH N le PLAET JECA I CEE Sar ee ce Cn BIE Pees RAN a ad a a ee meas Deve Her ssa dere cue ee ere CFF CTE RT Bah Hi eC DHIE J CRED IE Sen ALIH k fare HEIL OR T TEST nm ar rug pma peN HH j vas Ten Video Menu Once you select a video and it lo
55. od yogurt Review safety rules for using a stove or other lab equipment Tell students they will need to heat one quart of milk almost to boiling Next they remove the milk from the heat and cool it until it is lukewarm While waiting for the milk to cool students should wash their jars with hot soapy water and rinse them well Students then stir 5 grams of yogurt starter or 1 5 ml of plain yogurt with active yogurt cultures into the milk Next students pour the milk into the jars cap the jars and place them in a picnic cooler that contains enough warm water 42 C to 44 C to reach at least half the height of the jars The temperature will have to be kept constant for about 10 hours while the culture incubates Then the jars may be placed in a refrigerator or a cooler with ice Day 2 Provide spoons paper cups and sugar honey or fruit preserves for the students to sample their yogurt Have students save a small a drop or two unsweetened sample for viewing under the microscope Tell the students that they are going to get a close up look at what they have just eaten Show them how to make a slide of their yogurt culture Tell them to put a very tiny amount of yogurt on a slide with the end of a toothpick and then add one drop of water to it using an eye dropper Smear the yogurt over one half of the slide using the end of another slide to make a thin layer Tell students to let the yogurt dry and then put two drops of methylene blue
56. of compounds that destroy bacteria or prevent growth Educational materials developed under a grant from the National Science Foundation 15 i Multimedia Video Clip 2 1 46 43 to 1 47 44 David Heil observes a cell from his mouth under the microscope 1 min Guide on the Side e You may wish to begin the lesson by viewing the Introduction from the Video Menu on the CD ROM 1 43 57 to 1 44 29 Find out what students already know about antibiotics and microbes As a class discuss the questions posed by Dave Huddleston e Remind students to keep the lids on their plates e Students may wear latex or surgical gloves if they are available e Be sure students have labeled all plates and taped them shut before the plates are incubated e Triple Antibiotic Ointment is effective against most bacterial types If you are using only one cream type this might be a good one to choose e If time allows you may wish to view the Newton s Apple video segment on antibiotics after complet ing the activity 16 Antibiotics Antibiotics Here s How Preparation e Set up the computer to play the CD ROM or set up the VCR and cue the tape Gather the materials for each team of students Make a copy of Activity Sheet 2 for each student Review the information in the Background on page 8 Engage Approx 15 minutes Ask students if they have ever taken or used an antibiotic Did it work or not Was the
57. oz baby food glass jar with a lid for each student stove and sink large picnic cooler s thermometer for each picnic cooler plastic spoons and paper cups honey or fruit preserves for sweetening yogurt microscope 2 microscope slides coverslip methylene blue stain clean toothpick Important Terms bacteria One celled microorganisms that are found in soil water plants and animals Some parasitic forms cause infectious disease culture A growth or colony of living cells or microorganisms in a controlled artificial environment incubate To grow or develop an organism at optimal conditions including temperature reproduce To generate offspring Educational materials developed under a grant from the National Science Foundation 11 Antibiotics r Multimedia Here s How Video Clip 1 1 44 30 to 1 46 42 Dr Margaret Hostetter answers David Heil s questions and gives some interesting facts about bacteria 2 min 12 sec Preparation Set up the computer to play the CD ROM or set up the VCR and cue the tape Gather the materials for each team of students Guide on the Side e You may wish to begin the lesson by viewing the Introduction from the Video Menu on the CD ROM 1 43 57 to 1 44 29 Find out what students already know about antibiotics and microbes As a class discuss the questions posed by David Huddleston e When calculating the total money in the doubling
58. plain what antibiotics are and how they work Examine equipment from the lab discuss different kinds of bacteria and ask about the tests that identify bacteria Interview the school dietitian about what measures are taken in your school to limit bacteria from getting into school lunches Find out how the dishes are washed and stored Ask what hygiene is required of the servers How does the way they store food limit bacterial growth Educational materials developed under a grant from the National Science Foundation 17 et ANTIBIOTIC POWER Activity Sheet 2 NAME WHAT YOU RE GOING TO DO CLASS PERIOD Youre going to see how antibiotics kill germs First you ll culture bacteria from your mouth Then you ll compare how an antibiotic cream and a nonantbiotic first aid cream work How TO DO IT I Rub a clean cotton swab over your gumline then open an agar plate and gently zigzag the cotton swab across the agar sur face Dispose of the swab properly 2 Choose one antibi otic cream or ointment and one nonantibiotic first aid cream Use an other clean swab and dab a tiny amount of the antibi J ANTIBIOTIC otic on one side of the agar 3 Check your agar plate every day Record your observations in your journal Bacteria colonies will appear as spots on the agar Different bacterial colonies will have different characteristics look for color shininess dullness and texture Record your observa
59. pread of cancer from one part of the body to another tumor A group of cells that divides too quickly and forms in masses within organs Educational materials developed under a grant from the National Science Foundation 35 Cancer Multimedia Video Clip 3 29 09 to 30 06 Dr Bruce Dan demonstrates with a photocopy machine what happens when a cell multiplies too quickly 57 sec Video Clip 4 30 09 to 32 28 Dr Bruce Dan discusses tumors and how cancer moves through the body 2 min 19 sec Guide on the Side e You may wish to begin the lesson by viewing the Introduction from the Video Menu on the CD ROM 26 34 to 27 04 Find out what students already know about cancer As a class discuss the questions posed by Dave Huddleston e Graphing calculators may be used in this activity However students should develop their own graphs to compare the data on normal and cancerous cells e If students know how to use a computer spreadsheet program they may wish to model what would happen after 20 or 100 cell divisions e You may want to review bar graphs and line graphs and how to set up the x and y axis Explain that double bar graphs are used to show comparisons at certain points in time while double line graphs compare two trends over a period of time e You may wish to plan a discussion on how cancer cells travel through the body during the early part of this activity when students ar
60. prescription changed and did the new antibiotic make them well Show Video Clip 2 1 46 43 to 1 47 44 Ask stu dents why all bacteria can t be destroyed with the same antibiotic Ask them why an antibiotic prescription sometimes has to be changed Ask students what might be the proper way to treat a small cut or scrape Ask them what soap and water does to a wound Do they use a topical ointment What kind do they used Which do they prefer and why If no students bring up antibiotic ointments ask them how they think an antibiotic ointment would compare to other types of oint ments Accept all answers Explore Approx 45 minutes Tell students that they will be culturing bacteria taken from their mouths Demonstrate the process of inoculating an agar plate Rub a clean cotton swab over your gumline then open an agar plate and gently zigzag the cotton swab across the agar surface from one side to the other Tell students to take care and not tear the agar surface Use another clean swab to dab a small amount of antibiotic cream on one side of the agar plate Then with a third clean cotton swab dab the same amount of nonantibiotic first aid cream on the other side of the plate Dispose of the swabs properly Explain that once students inoculate the plates they need to close and tape the lids shut Emphasize that they should not reopen the lids because some pathogenic bacterial cultures might be growing Have students label the lid of t
61. r function Under low power of a microscope have students draw cells in the field of vision Under high power have them isolate one cell and draw and label the nucleus and cell membrane You may wish to draw an example on the board so that students understand what is expected of them If time permits have students draw normal stomach cells Resource Button C on the CD ROM Or students may view draw and label other cells using prepared slides Review the differences between normal and cancerous cells Evaluate 1 Show your students pictures of kinds of cells they have not seen and ask them to identify the cell structures 2 Considering normal and cancerous lung cells why would a cancer ous lung cell be harmful to an organism They crowd out the normal cells Cancer cells also reproduce faster than normal cells gradually creating a tumor and taking over the organ 3 If a mechanic s wrench somehow changed shape would it work the same Relate this to a normal cancer cell No Structure is related to function and a wrench would not work efficiently if its shape were changed Likewise each type of cell has a specific function and if the shape of a cell is changed it performs less efficiently Educational materials developed under a grant from the National Science Foundation 29 NEWTON S APPLE BUILDING BLOCKS OF LIFE Activity Sheet 1 NAME CLASS PERIOD WHAT YOU RE GOING TO DO You re going to take
62. s activities and assessments for each video segment The content and pedagogy conform with the Na tional Science Education Standards and most state and local curriculum frameworks This Teacher s Guide presents lessons using an inquiry based approach If you are an experienced teacher you will find material that will help you expand your instructional program If you are new to inquiry based instruction you will find information that will help you develop successful instructional strategies consistent with the National Science Education Stan dards Whether you are new to inquiry based instruction or have been using inquiry for years this guide will help your students succeed in science WE SUPPORT THE NATIONAL SCIENCE EDUCATION STANDARDS The National Science Education Standards published by the Na tional Research Council in 1996 help us look at science education in a new light Students are no longer merely passive receivers of information recorded on a textbook page or handed down by a teacher The Standards call for students to become active partici pants in their own learning process with teachers working as facilitators and coaches Our goal is to provide you with sound activities that will supplement your curriculum and help you integrate technology into your classroom The activities have been field tested by a cross section of teachers from around the country Some of the activities are more basic other act
63. s charts graphs slide shows and graphics to help you teach the science content of the unit J ie M PT HR ee 3 arena Be amn AT DOAL sl OT 3I anm Ton Breen j AR DSHT 14 AH ILMENE Resources Menu The other navigation buttons on the left side of the window allow you to go back to the Main Menu or to exit the program Take Your Medicine How do antibiotics work Why doesn t one antibiotic work for every disease Why won t antibiotics cure a cold Where do antibiotics come from Themes and Concepts e health e microorganisms and drugs e diversity and adaptation of reproduction and heredity in organisms National Science Education Content Standard Content Standard A Students should develop abilities necessary to do scientific inquiry Content Standard C Students should develop an understanding of strucure and function in living systems Content Standard F Students should develop an understanding of personal health Activities 1 Bacteria Galore Approx 60 min prep 90 min class time 2 class periods Where do bacteria come from Why are there so many of them and what do bacteria look like Students make and sample yogurt They then observe yogurt bacteria under a microscope and estimate the number of bacteria they have consumed 2 Antibiotic Power Approx 15 min prep 10 15 min class time over several days Do antibiotics work well against all bacteria Which topical antibiotics are the best Stu
64. scenario students may forget to add in the previous day s amount For example day 1 0 01 day 2 0 02 0 01 day 3 0 04 0 03 etc e Yogurt must be kept cool after ten hours Refrigerate the students yogurt or have someone resupply the cooler with ice in the evening e Many science classrooms have a no food rule Have students eat their yogurt in an appropriate place e Be sure to warn students that methylene blue stains clothing and skin Students should follow established lab safety procedures e Students may require some assistance identifying the bacteria and estimating the bacterial count The bacteria look like chains of tiny circles or spheres The 100x view is the minimum magnification required to see the bacteria A higher magnification is better e If time allows you may wish to view the Newton s Apple video segment on antibiotics after com pleting the activity 12 Antibiotics Make a copy of Activity Sheet 1 for each student Review the information in the Background on page 8 Engage Approx 15 minutes Ask your students if any of them have ever been toa doctor with a sore throat Did the doctor tell them they had a viral infection or a bacterial infection Most sore throats are viral infections but some are caused by bacteria Show the photomicrographs of bacteria and a virus Resource buttons A and B on the CD ROM Explain that bacteria cause many diseases but there are also good
65. sota Dr Mary Male San Jose State University Dr Carolyn Nelson San Jose State University Lori Orum Edison Language Academy Santa Monica CA Janet Walker B E TA School Orlando FL Michael Webb New Visions for Public Schools New York NY SENIOR ADVISORS David Beacom National Geographic Society Dr Judy Diamond University of Nebraska State Museum Dr Fred Finley University of Minnesota Greg Sales Seward Learning Systems Inc Minneapolis MN LESSON WRITERS Jon Anderson Fred Bortz Sara Burns Pam Burt Jim Dawson Russ Durkee Vickie Handy Lorraine Hopping Eagan Sheryl Juenemann Cheryl Lani Juarez Mike Maas Mike Mogil Bruce T Paddock Linda Roach Phyllis Root Zachary Smith Sheron Snyder Caren Stelson Steve Tomecek Edward Voeller Anne Welsbacher REVIEWERS Charles Addison Minnesota Earth Science Teacher s Association Micheal John Ahern Mentor Teacher Science and Math Redwood CA Scott Alger Watertown Mayer Middle School Watertown MN Zan Austin Strickland Middle School Denton TX Jon Barber North Oaks MN Rebecca Biegon Macalester College St Paul MN Juan Cabanella University of Minnesota Rolando Castellanos St Paul Academy and Summit School St Paul MN Sarah Chadima South Dakota Geological Survey Dr Orlando Charry University of Minnesota Dept of Surgery Kristine Craddock Mexico High School Mexico MO Ruth Danielzuk American Cancer Society S
66. ssments and a bibliography of additional resources The CD ROM holds a wealth of information that you and your students can use to enhance science learning Here s what you ll find on the CD ROM e two full video segments from Newton s Apple e additional visual resources for each of the Newton s Apple topics e background information on each topic e avideo profile of a living scientist working in a field related to the Newton s Apple segments e an Adobe Acrobat file containing the entire teacher s manual along with student reproducibles e UGather and UPresent software that allows you and your students to create multimedia presentations e QuickTime 3 0 QuickTime 3 Pro and Adobe Acrobat Reader 3 0 installers in case you need to update your current software The Newton s Apple Multimedia Collection is designed to be used by a teacher guiding a class of students Because the videos on the CD ROM are intended to be integrated with your instruction you may find it helpful to connect your computer to a projection system or a monitor that is large enough to be viewed by the entire class We have included a videotape of the segments so that you can use a VCR if it is more convenient Although the CD ROM was designed for teachers it can also be used by individuals or cooperative groups With the help of many classroom science teachers the staff at Newton s Apple has developed a set of lesson
67. teve Dutczak Ph D NASA Richard Erdman Venice High School Los Angeles CA Bruce Fisher Fortuna Elementary Fortuna CA Mike Garcia University of Hawaii Chris Gregg A B O C Inver Grove Heights Family Eye Clinic Inver Grove Heights MN Rick Grigg University of Hawaii Deborah Harden San Jose State University Gloriane Hirata San Jose Unified District Margaret K Hostetter M D University of Minnesota Neil F Humphrey University of Wyoming Lisa Hunter Ph D University of Minnesota Sally Jenkins Roosevelt Elementary Minot ND Bruce Jones The Blake School Hopkins MN Leslie Kline Metcalf Junior High Burnsville MN Tom Krinke Maple Grove Junior High Maple Grove MN Frank Lu University of Texas Arlington Cynthia MacLeod Sabin Early Childhood Education Center Portland OR Robert March University of Wisconsin Madison Shannon Matta Ph D Minneapolis Medical Research Foundation Ken Meyer Coon Rapids High School Coon Rapids MN Lou Mongler Mexico High School Mexico MO Educational materials developed under a grant from the National Science Foundation 39 APPLE ultimedia Candy Musso Vineland Elementary School Pueblo CO John Musso Pueblo Technical Academy Pueblo CO Debbie Nelson Bay Trail Middle School Penfield NY Jack Netland Maple Grove High School Maple Grove MN Joyce Nilsen Technology Learning Campus Robbinsdale MN Ingrid Novodvorsky Mountain Vi
68. toothpick under the microscope Draw what you observed under two views WHAT DID YOU FIND OUT Compare the onion cell and saltwater mixture that you observed under the microscope with the material you saw on the end of the toothpick What do the soap and meat tenderizer do Why do you think scientists want to separate individual cell parts from the rest of the cell Copyright Twin Cities Public Television amp GPN Permission granted to reproduce for classroom use Activity 3 Cells Gone Wild How quickly do cancer cells divide Why do they divide faster than normal cells How does the rapid reproduction of cancer cells affect an organ or tissue Getting Ready Overview Students use calculators to simulate cell division and learn about the consequence of the rapid division of cancer cells Student review the differences between normal cells and cancer cells Objectives After completing this activity students should be able to e model the cell division of normal and cancerous cells e discuss the effect of the rapid growth of cancer cells e graph comparative rates of cell division Time Needed Preparation approximately 15 minutes Classroom approximately 60 minutes Materials For the teacher e stopwatch optional For each pair of students e two calculators e graph paper Important Terms cell division The process in which a cell produces two new and almost identical cells metastasis The s
69. ts fill a glass container about one third full with the filtered solution Tell them to add a tiny amount of meat tenderizer to the solution using the flat end of a toothpick Stir the solution with the toothpick for five minutes Ask about the purpose of the meat tenderizer It helps break down the molecules further Have students measure an amount of alcohol equal to the amount of the filtered onion solution They should then slowly pour the alcohol into the glass container The alcohol will form a layer at the top of the container Have students observe the alcohol layer from the side of the container and record their observations Tell students to gently stir the alcohol layer with a toothpick without disturbing the bottom layer Have students record what they see on the toothpick Have them view the material collected on the end of the toothpick under a microscope Tell them to record what they observe Evaluate 1 DNA carries the code that determines all the characteristics of a cell and organism All cells in a single organism carry the same DNA code The DNA of different organisms carry different codes Do you think the DNA in each strand you observed is identical Explain If the material used in the solution came from a single onion the DNA should be nearly the same in each strand Some variation might exist due to mutations that naturally occur in cells If the onion material came from more than one onion the DNA will vary 2
70. tudents should record the total on their calculator at the two minute intervals when all cells divide The students modeling cancer cell division will have different totals than the students modeling normal cell division Begin by having all students enter 2 on their calculators After about a minute say Cancer Then after two minutes say Cell division Tell students to record their totals in their data tables Check to see that students are following the procedure correctly At this point the normal cell total is four and the cancer cell total is eight Continue the procedure until normal cells have divided ten times Have the cancer cells divide at increasingly shorter intervals gradually reducing the interval to 10 15 seconds for the final period After the last cell division have pairs of students graph their results Discuss their graphs and ask students for their reactions to the rate of division for cancer cells Evaluate 1 A person has been treated in the past for stomach cancer and the cancer has been in remission for several years Now however the person is dying of a brain tumor caused by cancer What type of brain cancer does the person probably have How did the person most likely contract brain cancer Cancer cells from the stomach probably traveled to the brain and formed a tumor there The brain tumor actually consists of stomach cancer cells 2 Explain that cancer progresses in individuals at differ
71. urages bacteria to multiply The number would decrease if there wasn t a nutrient supply Try This Find out which bacteria live in or on the human body and are necessary for our survival What do these bacteria do that helps us View the video clip found at Resource Button C on the CD ROM Investigate how bacteria are used to clean up oil spills and toxic wastes or how they produce insulin and bio plastics What natural process allows these microbes to do what they do Interview someone who cans their own food Ask them what types of precau tions they take against botulism a deadly disease caused by a type of bacteria found in poorly sterilized canned foods Find out how bacteria are important in composting Measure the temperature inside a compost heap Find out what causes the temperature to rise Set up a compost heap at home How is composting helpful to the environment Collect a sample of pond water or meltwater from snow Use an eye dropper to place four or five drops of water on a slice of bread Lightly wrap the bread in plastic wrap and leave it a warm place for 48 hours You ll have lots of mold and bacteria growing on the bread Scrape the bread and examine the scrapings under a microscope The fungi will look very fuzzy The bacteria are typically smoother What other differences can you observe Report your findings to the class Educational materials developed under a grant from the National Science
72. utton B on the CD ROM and have students identify the cell membrane and nucleus of a cancer cell Have students explain the difference between a normal cell and a cancer cell Ask them how they might go about obtaining and looking at a human cell LJ LJ Activity 1 Explore Approx 45 minutes Tell students they are going to view their own cheek cells under a micro scope and then draw and label the cell structures they can identify Compare human cells with plant cells Examine onion cells under a micro Demonstrate how to make a cheek cell slide Wash your hands first Scrape scope and then draw them and the inside of your cheek with the flat end of a toothpick Show students compare them with the cells from your how to place the scraping and saliva on the center of a microscope slide aa and carefully put one drop of iodine on top of it Warn students that Research the discovery of the cell Find iodine stains clothing Next carefully puta coverslip on the slide Wash out when scientists first identified the your hands again following this procedure cell and its structures Report your findings to the class Explain that cheek cells are transparent and the iodine stains the cells to ll b isible If thereisatinybitofsali Research nerve cells and muscle cells allow some structures to become visible ere is a tiny bit of saliva on Report on how their structure is related the slide the iodine will adhere to the cheek cells better to thei
73. y wish to begin the lesson by viewing the Introduction from the Video Menu on the CD ROM 26 34 to 27 04 Find out what students already know about cancer As a class discuss the questions posed by Dave Huddleston e Remind students to follow estab lished safety and hygiene procedures when doing this activity e You may wish to review the proper procedure for placing a coverslip on a microscope slide prior to students attempting it e If you have access to a micro projector use it to show students a cheek cell and demonstrate how to draw and label the cell under high and low power views of a microscope e Students may need to dab the side of the coverslip with paper towel to remove excess iodine e Students may see particles of food along with their cheek cells if they are taking samples immediately after lunch It might be helpful to have students rinse their mouth with water before taking the cheek cell sample e Advise students not to confuse air bubbles on the slide with cheek cells The former appear as silver circles and do not stain e If time allows you may wish to view the Newton s Apple video segment on cancer after completing the activity 28 Cancer Here s How Preparation Set up the computer to play the CD ROM or set up the VCR and cue the tape Gather the materials Make a copy of Activity Sheet 1 for each student Review the information in the Background on page 24 Engage Approx

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