AREL ANATOLIAN HIGH SCHOOL

SCIENCE DEPARTMENT

2021-2022 ACADEMIC YEAR

DATE :

LESSON:

TEACHER: Buse EROĞLU

STUDENT:

CLASS: SCHOOL NO:

Examining Cells

TOPIC AND THE PURPOSE OF THE EXPERIMENT:

To examine the structure of the cells.

Remember

1. What is cell?

2. How is the shape of plant cell?

3. How is the shape of animal cell?

LABORATORY EQUIPMENTS:

Patato
Microscope Iodine Slide Scalpel Methylene blue

KNOWLADGEMENT:

In today’s lab you will be examining a variety of different cell types using the compound
microscope. All cells have certain common features, including a fluid-filled cytoplasm surrounded
by a plasma membrane, DNA (genetic material) and ribosomes (for protein synthesis). Some
cells, including the prokaryotes, fungi, plants, and certain protists, also have a cell wall that lies
outside the plasma membrane and functions in protection and structural support.
Potatoes are modified underground stems used for carbohydrate storage. Starch is stored in
organelles called amyloplasts, which will be visible under the microscope after staining the potato
with iodine.
The tissue that lines your cheeks contains multiple layers of flattened cells that are constantly

sloughing off as you eat and drink. The layered nature of these cells serves to protect the

underlying tissue against this abrasion. New cells are constantly being produced in the lower

layers to replace those that are lost.

PROCEDURE:

Plant Cells – Potato

Examine a stained potato slice under the microscope according to the instructions
below.
1. Obtain a clean slide and a cover slip.
2. Using a scalpel, carefully shave off a very thin slice of a potato and place on the
slide.
3. Add a drop of iodine solution and apply the cover slip.
4. Examine the potato at low and high power. Amyloplasts contain starch, which
will turn a purple or bluish-black color when stained with iodine. Note the cell shape
and the size and abundance of amyloplasts within the cells.
5. Compare your observations with the picture shown below. Record your
observations in the circle provided.

Animal Cells – Human Cheek Cells

Examine your cheek cells under the microscope according to the instructions below:
1. Obtain a clean slide and a cover slip.
2. Gently rub the inside of your cheek with a toothpick and smear the collected fluid
onto the slide. Discard the toothpick in the trash.
3. Add a drop of diluted methylene blue stain to the slide and apply the cover slip.
4. View the slide at low and high power. Note the cell shape, plasma membrane,
cytoplasm, and nucleus.
5. Compare your observations with the picture shown below. Record your
observations in the circle provided.
6. **When you are finished with the cheek slide, place the cover slip in the glass
disposal and put the slide in the container of bleach at the instructor bench.**

CALCULATION:

RESULT OF THE EXPERIMENT:

DISCUSSION:
SELF ASSESMENT QUESTIONS:

1. What are the differences between animal and plant cells?

2. What are the similar structures of animal and plant cells?

References : https://www.augusta.edu/scimath/biology/docs/compound-microscope-and-cell-
structure-and-function-f17.pdf

Fill in the chart giving evidence of your ATL skill development.

ATL SKILLS EVIDENCE

Thinking Skills I improved my thinking skills…………………………………………………..

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Communication Skills I improved my communication skills………………………………………

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Research Skills I improved my research skills………………………………………………….

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Criterion B: Inquiring and designing (Maximum: 8)
Achievement level Level descriptor (MYP5)
0 The student does not reach a
standard identified by any of the
descriptors below.
1–2 The student is able to:
i. State a problem or question to
be tested by a scientific
investigation
ii. Outline a testable hypothesis
iii. Outline the variables
iv. Designa method, with limited
success.
3–4 The student is able to:
i. Outline a problem or question to
be tested by a scientific investigation
ii. Formulate a testable hypothesis
using scientific reasoning
iii. Outline how to manipulate the
variables, and outline how relevant
data will be collected
iv. Design a safe method in which
he or she selects materials and
equipment.
5–6 The student is able to:
i. Describe a problem or question to
be tested by a scientific investigation
ii. Formulate and explain a testable
hypothesis using scientific
reasoning
iii. Describe how to manipulate the
variables, and describe how
sufficient, relevant data will be
collected
iv. Design a complete and safe
method in which he or she selects
appropriate materials and
equipment.
7–8 The student is able to:
i. Explain a problem or question to
be tested by a scientific investigation
ii. Formulate and explain a testable
hypothesis using correct scientific
reasoning
iii. Explain how to manipulate the
variables, and explain how
sufficient, relevant data will be
Task Specific
The student does not achieve a
standard described by any of the
descriptors below or did not
submit her/his work.
The student is able to discover
the general steps for laboratory
procedure but not able to find
out their similarities and grouping
based on dissolving processes.
The student is able to discover
the general steps for laboratory
procedure and able to find out
their similarities and grouping
based on dissolving processes,
but cannot define each
substances’ polarities using
water.
The student is able to discover
the general steps for laboratory
procedure and able to find out
their similarities and grouping
based on dissolving processes,
define each substances’ polarities
using water, separate the given
liquid and liquid mixture with
separator funnel but cannot find
the ways for calculating volume
percentage of this mixture in
terms of benzene.
The student is able to discover
the general steps for laboratory
procedure and able to find out
their similarities and grouping
based on dissolving processes,
define each substances’ polarities
using water, separate the given
liquid and liquid mixture with
separator funnel and able to find
the ways for calculating volume
percentage of this mixture in
 collected terms of benzene. He/she is able
to explain his design’s the
iv. Design a logical, complete and
reasons scientifically.
safe method in which he or she
selects appropriate materials and
equipment.

Student Evaluation
Teacher Evaluation

Criterion C: Processing and evaluating (Maximum: 8)

Achievement level Level descriptor (MYP5) Task Specific

0 The student does not reach a standard identified The student does not achieve a standard
by any of the descriptors below. described by any of the descriptors below
or did not submit her/his work.

1–2 The student is able to: The student is able to interpret the
procedure of the experiment and apply
i. Collect and present data in numerical and/or
the steps one by one but is not able to
visual forms
grouping the bottles based on similar
ii. Accurately interpret data properties processing his knowledge.

iii. State the validity of a hypothesis based on the

outcome of a scientific investigation

iv. State the validity of the method based on the

outcome of a scientific investigation

v. State improvements or extensions to the

method.

3-4 The student is able to:
i. Correctly collect and present data in
numerical and/or visual forms
ii. Accurately interpret data and explain results
iii. outline the validity of a hypothesis based on
the outcome of a scientific investigation
The student is able to interpret the
procedure of the experiment and apply
the steps one by one and also is able to
grouping the bottles based on similar
properties processing his knowledge but
is not able to use water to classify his
groups as polar and nonpolar.

iv. Outline the validity of the method based on

the outcome of a scientific investigation

v. Outline improvements or extensions to the

method that would benefit the scientific
investigation.
5-6 The student is able to:
i. Correctly collect, organize and present data
in numerical and/or visual forms
ii. Accurately interpret data and explain results
using scientific reasoning
iii. Discuss the validity of a hypothesis based on
the outcome of a scientific investigation
iv. Discuss the validity of the method based on
the outcome of a scientific investigation
The student is able to interpret the
procedure of the experiment and apply
the steps one by one and also grouping
the bottles based on similar properties
processing his knowledge and to use
water to classify his groups as polar and
nonpolar. However the student is not
able to calculate the volume percentage
of this mixture across the process for
separating the given mixture.

v. Describe improvements or extensions to the

method that would benefit the scientific
investigation.

7-8 The student is able to:
i. Correctly collect, organize, transform and
present data in numerical and/or visual forms
ii. Accurately interpret data and explain results
using correct scientific reasoning
iii. Evaluate the validity of a hypothesis based on
the outcome of a scientific investigation
iv. Evaluate the validity of the method based on
the outcome of a scientific investigation
The student is able to interpret the
procedure of the experiment and apply
the steps one by one and also grouping
the bottles based on similar properties
processing his knowledge and to use
water to classify his groups as polar and
nonpolar. The student is also able to
calculate the volume percentage of this
mixture across the process for separating
the given mixture.

v. Explain improvements or extensions to the

method that would benefit the scientific
investigation.

Student Evaluation

Teacher Evaluation