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Cell Division and Cancer

Unit over eukaryotic cell division, the cell cycle and cancer

Learning Module

Abstract

This unit will include reading materials, videos, activities and students created projects over the topics of cell division in eukaryotic cells, how the cell cycle works, and what role it plays in producing or preventing the growth of cancer cells. The following IB understandings (U), applicatoins (A) and skills (S) will be covered and students will be expected and assessed on these specific standards: 3.2.U3: Eukaryotic chromosomes are linear DNA molecules associated with histone proteins (Oxford Biology Course Companion page 151). 1.6.U2: Chromosomes condense by supercoiling during mitosis (Oxford Biology Course Companion page 52). 7.1.U2: Nucleosomes help to supercoil the DNA (Oxford Biology Course Companion page 347). 7.1.S2: Utilization of molecular visualization software to analyze the association between protein and DNA within a nucleosome (Oxford Biology Course Companion page 348). 1.6.U4: Interphase is a very active phase of the cell cycle with many processes occurring in the nucleus and cytoplasm (Oxford Biology Course Companion page 52). 1.6.U1: Mitosis is division of the nucleus into two genetically identical daughter nuclei (Oxford Biology Course Companion page 51). 1.6.S1: Identification of phases of mitosis in cells viewed with a microscope or in a micrograph (Oxford Biology Course Companion page 52). 1.6.S2: Determination of a mitotic index from a micrograph (Oxford Biology Course Companion page 55). ​1.6.U3: Cytokinesis occurs after mitosis and is different in plants and animal cells (Oxford Biology Course Companion page 55). 1.6.U5: Cyclins are involved in the control of the cell cycle (Oxford Biology Course Companion page 56). 1.6.NOS: Serendipity and scientific discoveries- the discoveries of cyclins was accidental (Oxford Biology Course Companion page 56). 1.6.U6: Mutagens, oncogenes and metastasis are involved in the development of primary and secondary tumours (Oxford Biology Course Companion page 57). 1.6.A1: The correlation between smoking and incidence of cancers (Oxford Biology Course Companion page 57). 6.4.A2: Causes and consequences of lung cancer (Oxford Biology Course Companion page 316). 6.4.NOS: Obtain evidence for theories- epidemiological studies have contributed to our understanding of the causes of the lung cancer (Oxford Biology Course Companion page 316).

Keywords

cell cycle, cancer, mitosis, cytoplasm, cyclins

Cell Division and Cancer Overview

This unit will include reading materials, videos, activities and students created projects over the topics of cell division in eukaryotic cells, how the cell cycle works, and what role it plays in producing or preventing the growth of cancer cells.

The following IB understandings (U), applicatoins (A) and skills (S) will be covered and students will be expected and assessed on these specific standards:

  • 3.2.U3: Eukaryotic chromosomes are linear DNA molecules associated with histone proteins (Oxford Biology Course Companion page 151).
  • 1.6.U2: Chromosomes condense by supercoiling during mitosis (Oxford Biology Course Companion page 52).
  • 7.1.U2: Nucleosomes help to supercoil the DNA (Oxford Biology Course Companion page 347).
  • 7.1.S2: Utilization of molecular visualization software to analyze the association between protein and DNA within a nucleosome (Oxford Biology Course Companion page 348).
  • 1.6.U4: Interphase is a very active phase of the cell cycle with many processes occurring in the nucleus and cytoplasm (Oxford Biology Course Companion page 52).
  • 1.6.U1: Mitosis is division of the nucleus into two genetically identical daughter nuclei (Oxford Biology Course Companion page 51).
  • 1.6.S1: Identification of phases of mitosis in cells viewed with a microscope or in a micrograph (Oxford Biology Course Companion page 52).
  • 1.6.S2: Determination of a mitotic index from a micrograph (Oxford Biology Course Companion page 55).
  • ​1.6.U3: Cytokinesis occurs after mitosis and is different in plants and animal cells (Oxford Biology Course Companion page 55).
  • 1.6.U5: Cyclins are involved in the control of the cell cycle (Oxford Biology Course Companion page 56).
  • 1.6.NOS: Serendipity and scientific discoveries- the discoveries of cyclins was accidental (Oxford Biology Course Companion page 56).
  • 1.6.U6: Mutagens, oncogenes and metastasis are involved in the development of primary and secondary tumours (Oxford Biology Course Companion page 57).
  • 1.6.A1: The correlation between smoking and incidence of cancers (Oxford Biology Course Companion page 57).
  • 6.4.A2: Causes and consequences of lung cancer (Oxford Biology Course Companion page 316).
  • 6.4.NOS: Obtain evidence for theories- epidemiological studies have contributed to our understanding of the causes of the lung cancer (Oxford Biology Course Companion page 316).

Chromosomes

Chromosomes For Students

In this lesson you will explore how DNA is packaged. It is important to understand how and why DNA in the nucleus of cells is packaged into chromosomes as is foundational when discussing cell division and the cell cycle.

At the end of this lesson you should have mastered the following understandings, applications and skills within the IB Biolgy (2016) Syllabus:

  • 3.2.U3: Eukaryotic chromosomes are linear DNA molecules associated with histone proteins (Oxford Biology Course Companion page 151).
  • 1.6.U2: Chromosomes condense by supercoiling during mitosis (Oxford Biology Course Companion page 52).
  • 7.1.U2: Nucleosomes help to supercoil the DNA (Oxford Biology Course Companion page 347).
  • 7.1.S2: Utilization of molecular visualization software to analyze the association between protein and DNA within a nucleosome (Oxford Biology Course Companion page 348).

Reading

Begin by reading your provided textbook on information about chromosomes, specifically pages 151, 52, and 347. After reading your introductory information, go to the this article in Nature Education on chromosomes.

Video

After your reading, watch the following videos below to help with you understanding of chromsomes.

Media embedded October 7, 2018
Media embedded October 7, 2018

Vocabulary

After the reading and the video, you should be able to define the following vocabulary terms:

  • chromosome
  • chromatin
  • histones
  • nucleosome
  • DNA helix
  • chromatid

At this point make sure that you fully understand the terminology about chromosomes before moving forward. Prior to moving forward, check your knowledge using this quizlet!

Activity

Now that you understand chromosomes, their structure and their packaging we will explore the structure of DNA and chromsomes using JsMOL software. Follow the instructions below for the use of the software and make sure the answer the questions in your notebook.

Visualizing_20Nucleosomes_20in_20JSMol.pdf
Media embedded October 7, 2018

End of Lesson IB Practice Questions

After you have completed this lesson you should be able to answer these paper 2 questions from previous IB exams. Answer the questions in your notebook and we will be discussing them in class at the end of the week.

  • Describe the structure of eukaryotic DNA and associated histone proteins during interphase (chromatin).
  • Explain why chromatin DNA in interphase is said to look like “beads on a string.”
  • Describe the structure of a replicated chromosome, include the centromere and sister chromatids.
  • Explain why chromosomes must condense during mitosis.
  • Draw and label the structure of a nucleosome, including the H1 protein, the octamer core proteins, linker DNA and two wraps of DNA.
  • Explain the levels of supercoiling (DNA→ nucleosome → beads on a string → 30nm fiber → unreplicated interphase chromosome → replicated metaphase chromosome).
  • Identify nucleosome structures using molecular visualization software.
  • Outline the mechanism of histone-DNA association.

Comment

Read the following article about the discovery of DNA packaging and the placement of particular genes. Why would it be important for the active genes to be located near the center of the nucleus and the inactive ones to be located more toward the edges? Make a comment below with your answer. Make sure you include the appropriate level vocabulary used within this lesson, as well as previous lessons about cells and DNA.

Chromosomes For Teacher

Previous Knowledge

Prior to this lesson students will have mastered the basics of the cell, cell structures, and the structure and purpose of DNA. If students are struggling with these concepts, direct student to previous lessons as well as review summative assessment on the topic, completing test corrections if need be to master content knowledge in order to move forward.

Vocabulary

Students should be able to use vocabulary in discussions with peers and teacher properly. In class vocabulary checks, kahoots, and the quizlet games can be completed in order to formatively assess students knowledge and understanding of vocabulary.

Misconceptions

While this lesson seems straight forward, several students tend to get confused with the vocabulary terms, particularly chromatin, chromatid, and chromosome. An exit ticket activity that asks students to draw and label these three terms on an index card may be helpful to ensure that they are mastering the harder vocabulary terms.

JsMOL Software Potential Issues

Students may experience loading issues with the software. Sometimes the software has trouble in the chrome browser so have students open it in firefox or safari. If students continually have problems it may be due to multiple windows and desktops open on their computer. Have students close out applications and windows previously opened and attempt again to open the JsMOL software. Third option is for student to restart their computer in order for it to load properly. Last option is for student to take computer to the tech department for assistance. 

JsMOL Discussion

Take at least 20 minutes to discuss the JsMOL software and the answers to the questions possed in the document. Have students in pairs to share and discuss answers. Afterwards select students to share out what they learned. 

End of Lesson Questions/Answers

The questions at the end are from previous IB exams, specifically paper 2 questions. Students need to be able to answer these questions using the correct vocabulary. These are great practice for students for the upcoming IB exam in May.

  1. Describe the structure of eukaryotic DNA and associated histone proteins during interphase (chromatin): Eukaryotic DNA is linear and associated with histone proteins in a structure called the nucleosome. During interphase the DNA is not supercoiled into chromosomes, it is in a loose form called chromatin.
  2. Explain why chromatin DNA in interphase is said to look like "beads on a string": The basic unit of chromatin is the nucleosome connected by sections of linker DNA. The structure gives the appearance of "beads on a string".
  3. Draw and label the structure of a nucleosome: 8 histone proteins (circular in shape) form "octomer core" with DNA wrapped around twice, connected to the H1 protein (long cylindrical shape) with linker DNA continuing out to connect to next nucleosome.
  4. Explain the levels of supercoiling: DNA double helix winds around histones to create a nucleosome, nucleosomes attache to create the "beads on a string", nucleosomes coil or compact to about 30 nm fiber, creating either an unrepicated or replicated chromsome depending the stage of the cell cycle.
  5. Identify nuclesomes using molecular visualization software: Nucleosomes can be identified because of the octomer core of histones and two wraps of DNA around the core.
  6. Describe the structure of a replicated chromosome: a chromosome is supercoiled DNA and a replicated chromosome contains identical copies attached to each other.
  7. Explain why chromosomes must condense during mitosis: To "condense" means to make DNA denser, or more tightly packed. DNA condenses during mitosis so that if it can more easily be moved to the poles of the cell.

Interphase

Interphase For Students

This lesson will go through different videos and readings about Interphase, the phase of the cell cycle that prepares the cell for division. Pay close attention to the vocabulary terms associated with interphase as these terms are the key to understanding the phase.

At the end of this lesson you should have mastered the following understanding within the IB Biolgy (2016) Syllabus:

1.6.U4: Interphase is a very active phase of the cell cycle with many processes occurring in the nucleus and cytoplasm (Oxford Biology Course Companion page 52).

Reading

Begin by reading your provided textbook on information about interphase, specifically page 52. Then read this article that highlights the vocabulary terms that you will need to know and this article that explains what occurs in each of the three phases of interphase.

Vocabulary

The following terms are the vocabulary words needed to understand interphase:

  • interphase
  • G1
  • G2
  • S phase

After learning about the vocabulary involved with interphase, check your understanding with this quizlet.

Video

After understanding the vocabulary and basics of interphase, watch the video below from Khan Academy that illustrates what occurs in interphase and how it prepares the cell for cellular division.

Media embedded October 8, 2018
Media embedded October 8, 2018

Drawing Activity

Using the diagram below, in your notes draw and label interphase as it is part of the cell cycle. Utilize the vocabulary you learned to help with the annotates. After you are done, find a partner in class to share and compare.

Practice IB Paper 2 Questions

Answer the following IB paper 2 questions for practice.

  1. List example metabolic reactions occurring during cell interphase.
  2. Outline events of G1, S, G2 and G0 phases of interphase.

Comment

After learning about interphase and its role in preparing a cell for cellular division, predict what could possibly happen if the cell does not go through interphase properly. What would be the possible outcome? Make a comment replying to this post and then comment on at least 2 other student's posts with a question that will allow for deeper thought about their prediction. Then return to your post and answer those questions, citing any outside resources you may need to use.

Interphase for Teacher

Previous Knowledge

Prior to this lesson students will have mastered the DNA and chromosomes. If students are struggling with these concepts, direct student to previous lessons as well as review summative assessment on the topic, completing test corrections if need be to master content knowledge in order to move forward.

Vocabulary

Students should be able to use vocabulary in discussions with peers and teacher properly. In class vocabulary checks, kahoots, and the quizlet games can be completed in order to formatively assess students knowledge and understanding of vocabulary.

Misconceptions

This lesson appears to be simple and easy for most students, some students still struggle with the stages of interphase and what happens during each stage. Students also can have the misconception that interphase is part of mitosis when it is not; it is the stage that leads up and prepares the cell for mitosis. 

Interphase Drawing Discussion

As directed in the lesson, have students pair up and compare their drawings of interphase stages. Observe if students are able to use the proper vocabulary terms to describe each stage. An extension of that activity would be to have students then draw the stages at the tables either individually or in groups the next day to ensure they understand the stages and can identify, label and annotate the drawings.

End of Lesson Questions/Answers

The questions at the end are from previous IB exams, specifically paper 2 questions. Students need to be able to answer these questions using the correct vocabulary. These are great practice for students for the upcoming IB exam in May.

  1. List example metabolic reactions occurring during cell interphase: The majority of the cell cycle is spent in interphase (G1, S, G2). During G1, the cell is performing its specialized function, which requires extensive protein synthesis that occurs in the nucleus and cytoplasm. During S, the DNA replication occurs in the nucleus.
  2. Outline events of G1, S, G2 and G0 phases of interphase: G1 is where the cell grows, requiring nutrients, and performs specialized functions like protein synthesis. S is when the DNA replicates. G2 is when the cell makes the proteins required for mitosis and cytokinesis. G0 is when the cell is neither dividing or preparing to divide.

Mitosis

Mitosis For Student

In this lesson you will explore and learn about the phases of mitosis, the process where the nucleus divides.

At the end of this lesson you should have mastered the following understandings, applications and skills within the IB Biolgy (2016) Syllabus:

1.6.U1: Mitosis is division of the nucleus into two genetically identical daughter nuclei (Oxford Biology Course Companion page 51).

1.6.S1: Identification of phases of mitosis in cells viewed with a microscope or in a micrograph (Oxford Biology Course Companion page 52).

1.6.S2: Determination of a mitotic index from a micrograph (Oxford Biology Course Companion page 55).

Reading

Begin by reading your provided textbook on information about mitosis, specifically pages 51, 52, and 55. Make careful notes on the activities of the chromosomes in each of the phases of mitosis.

Videos

After your reading, watch the following videos below to help with you understanding of mitosis.

Media embedded October 8, 2018
Media embedded October 8, 2018
Media embedded October 8, 2018

Vocabulary

After reading and viewing the videos, you should be able to define the following vocabulary terms. 

  • mitosis
  • prophase
  • metaphase
  • anaphase
  • telophase
  • cytokinesis
  • interphase
  • centriole
  • spindle fibers

Once you feel you are prepared, check your understanding with this quizlet over the vocabulary terms fo this lesson.

Interactive Cell Cycle Animation and Worksheet

After you feel you have an understanding of mitosis and can use the proper vocabulary when discussing the process, complete the Interactive Cell Cycle animation and Cycle Worksheet. Make sure you include the complete list of all activites that occur in the different phases of the cell. When you are done, find a partner to share and compare.

Cell_20Cycle_20Worksheet.pdf

End of Lesson / Practice IB Paper 2 Questions:

  1. State the function of mitosis.
  2. List four processes which involve mitosis.
  3. State the names of the four phases of mitosis.
  4. Draw typical eukaryotic cells as they would appear during the interphase and the four phases of mitosis.
  5. Outline four events that occur during prophase.
  6. Outline the process of metaphase, inclusive of the role of microtubules and the kinetochore.
  7. Outline the process of anaphase.
  8. Outline four events that occur during telophase.
  9. State the formula for calculation of a mitotic index.
  10. Calculate the mitotic index of a tissue as seen in a micrograph.
  11. Outline the use of mitotic index calculations in diagnosis and treatment of cancer.
  12. Determine the phase of mitosis of a cell viewed in a micrograph or with a microscope.

Comment

After completing the lesson on mitosis, predict what could occur if there was a problem in one of the 4 stages of mitosis. Make a comment by replying to this post and comment on at least 3 other students posts.

Mitosis For Teacher

Previous Knowledge

Prior to this lesson students will have mastered the concept and vocabulary of chromosomes and the basics of the cell cycle. If students are struggling with these concepts, direct student to previous lessons as well as review summative assessment on the topic, completing test corrections if need be to master content knowledge in order to move forward.

Vocabulary

Students should be able to use vocabulary in discussions with peers and teacher properly. In class vocabulary checks, kahoots, and the quizlet games can be completed in order to formatively assess students knowledge and understanding of vocabulary.

Misconceptions

While this lesson includes shows the mitosis process in a step-by-step fashion, students sometimes get confused on the stages and the activites that occur in each stage. 

Cell Cycle Worksheet

As directed in the lesson, have students pair up and compare their worksheets. Many times students have forgotten a few details in each stage of the cycle. While details can be little, some are extremely important to the next step of the process or in the future lessons of cell control and cancer. 

Additional Practice / Testing

This may be a good time to have the students draw out the cell cycle as a whole, including the phases of interphase. Have the students annotate their drawing to make sure they can identify structures that are important to the process. An additional practice could be to split up the class into groups and have them play "Win Lose or Draw" with the phases and structures. This game is where one student at a time will beginning to draw a selected process or structure and the other students will guess what the one student is drawing. This practices their drawing and identifying skills of the stages and structures.

End of Lesson Questions/Answers

The questions at the end are from previous IB exams, specifically paper 2 questions. Students need to be able to answer these questions using the correct vocabulary. These are great practice for students for the upcoming IB exam in May.

  1. State the function of mitosis: The function of mitosis is to create two daughter cells with genetically identical nuclei.
  2. List four processes which involve mitosis: Tissue repair (for example, after injury or burn), growth of the organism (for example during childhood), during embryonic development (from zygote on), replace cells that die naturally, asexual reproduction (creating organisms that are genetic clones).
  3. State the names of the four phases of mitosis: Mitosis is divided into four phases: prophase, metaphase, anaphase, and telophase.
  4. Draw typical eukaryotic cells as they would appear during the interphase and the four phases of mitosis: Interphase G1- nucleus in tact, nucleous visible, DNA as chromatin, DNA unreplicated. Interphase (S and G2) - DNA replicates in S so by G2 there is twice as much
  5. Outline four events that occur during prophase: nuclear membrane begins to break apart, nucleolus "disappears", DNA supercoils into replicated chromosomes, spindle fibers form and centrioles move towards the cell poles.
  6. Outline the process of metaphase, inclusive of the role of microtubules and the kinetochore: replicated chromosomes align at the cell equator, a protein complex called the kinetochore, located at the centromere is connected to microtubules (a type of spindle fiber).
  7. Outline the process of anaphase: The identical chromatids (now unreplicated chromosomes) are pulled towards the poles of the cell by motor proteins moving along the kinetochore microtubules. Non-kinetochore microtubules elongate the cell.
  8. Outline four events that occur during telophase: nuclear membrane reforms, nucleolus reappears, chromosomes decondenses into chromatin, spindle fibers break apart.
  9. State the formula for calculation of a mitotic index: MI = # of cells in mitosis / total # of cells
  10. Calculate the mitotic index of a tissue as seen in a micrograph.

     

  11. Outline the use of mitotic index calculations in diagnosis and treatment of cancer: diagnosis - the higher the MI relative to a tissue specific standard MI, the more likely a tissue is cancerous; treatment - cancer treatments work by stopping cell division, so if a cancer treatment is working fewer cells with be in mitosis. As a result, the MI will decrease if a treatment is working.
  12. Determine the phase of mitosis of a cell viewed in a micrograph or with a microscope.

     

Cytokinesis

Cytokinesis For Students

This lesson will cover the basics of cytokinesis, the stage of the cell cycle that occurs after mitosis. It will also compare and contrast the differences in plant and animal cells going through the cell cycle.

After completing this lesson you will master the following understanding from the IB biology (2016) syllabus:

1.6.U3: Cytokinesis occurs after mitosis and is different in plants and animal cells (Oxford Biology Course Companion page 55).

Reading

Begin by reading your textbook, specifically page 55. Take notes on any vocabulary that you may not recognize. 

Videos

View the following video on cytokinesis

Media embedded October 8, 2018

View the following video on cytokinesis, specifically noting the differences between plant and animals cells.

 
Media embedded October 8, 2018

Activity

Complete this online vitual lab that looks at different onion cells under the microscope to determine the number of cells that are in each of the different phases of the cell cycle. After you have completed this activity, input your score in our canvas classroom under the assignment "Cell Cycle Virtual Lab".

After completing the online virtual lab, we will be completing a labroatory activity where we will view onion cells under the microscope and identify the phases of the cell cycle and complete the calculation of the mitotic index.

Mitosis_20Onion_20Root_20Lab.pdf

Peer-reviewed Project

After completing all of the lessons about the cell cycle, you will create a flip book that shows your mastery of the cell cycle: drawing, labeling, annotations, and vocabulary. Follow the directions in the document below. When creating your flip book, reference the attached rubric to ensure you are completing all requirement to earn a successful grade.

Making_20a_20Flipbook_20of_20Cell_20Division.pdf

At the end of the week, your flip book is due. You will then find a partner and share your flip books with each other and complete a peer-review.

End of the Lesson/Practice IB Paper 2 Exam Questions

After completing the lesson, utilize your knowledge to answer the following practice questions below.

  1. Define cytokinesis.
  2. State the difference between mitosis and cytokinesis..
  3. Contrast cytokinesis in plant and animal cells.
  4. Describe the formation of the cleavage furrow in animal cell cytokinesis.
  5. Describe the formation of the middle lamella and cell wall in plant cell cytokinesis.

Comment

Think about the overall cell cycle process. Do all cells go through the cell cycle at the same rate? Are there any cells that do not go through the cell cycle? Make a comment in response to this post answer the questions by finding a scholarly article on the subject.

Cytokinesis For Teacher

Previous Knowledge

Prior to this lesson students should be versed in the vocabulary about the cell cycle as well as understand the actions that occur within the stages of the cell cycle leading up to cytokinesis. If students are struggling with these concepts, direct student to previous lessons as well as review summative assessment on the topic, completing test corrections if need be to master content knowledge in order to move forward.

Vocabulary

Students should be able to use vocabulary in discussions with peers and teacher properly. In class vocabulary checks, kahoots, and the quizlet games can be completed in order to formatively assess students knowledge and understanding of vocabulary.

Misconceptions

The biggest misconception in this lesson is that cytokinesis occurs the same in plant and animal cells. It is important for students to be able to compare and contrast the process of cytokinesis in plant and animal cells.

Virtual Lab Activity

Students should complete this virtual activity individually to make sure they have mastered the information about identifying the cell cycle stages as well as calculating the mitotic index. The students will submit their score through our canvas course. You should go through quickly to look at the scores to see if any score is below our successful rate of 83%. For those students that fall below, bring them in after school for an additional session.

Laboratory Activity

This lab activity will most likely take 2 days to complete. The lab can be completed in 1 day, but extremely quickly and it does not allow for questions or for students that may stumble on questions or identifying cell phases. Ideally 2 days will allow students to be able to take their time, ask questions, and to complete the lab fully. Students should be able to use a microscope easily, but some students may not have the expereince and therefore a refresher on the use of the microscope should be completed prior to the beginning of the lab activity. If enough microscopes are available, students can work individually; if microscopes are limited, have students work in pairs.

End of Lesson Questions/Answers

The questions at the end are from previous IB exams, specifically paper 2 questions. Students need to be able to answer these questions using the correct vocabulary. These are great practice for students for the upcoming IB exam in May.

  1. Define cytokinesis: Cytokinesis is the division of the cytoplasm of a parent cell into two daughter cells.
  2. State the difference between mitosis and cytokinesis: Mitosis refers to the division of the nucleus (and the DNA in it) where as cytokinesis is splitting of the cytoplasm (and the organelles in it).
  3. Contrast cytokinesis in plant and animal cells: Cytokinesis is different in plant and animal cells because plant cells must create new cell wall between the daughter cell cytoplasm; animal cells do not have to form cell walls.
  4. Describe the formation of the cleavage furrow in animal cell cytokinesis: A ring of contractile proteins at the cell equator constrict, pulling in the cell membrane and creating a cleavage furrow. The cleavage furrow continues to pinch in until the two sides are touching creating two cells.
  5. Describe the formation of the middle lamella and cell wall in plant cell cytokinesis: The middle lamella is a layer of pectin (a polysaccharide carbohydrate) which cements the cell walls of two adjoining plant cells together.

Control of the Cell Cycle

Control of the Cell Cycle For Students

In this lesson you will explore different cyclins and their role in controlling the cell cycle. 

At the end of this lesson you should have mastered the following understandings, applications and skills within the IB Biolgy (2016) Syllabus:

1.6.U5: Cyclins are involved in the control of the cell cycle (Oxford Biology Course Companion page 56).

Reading

Begin by reading your provided textbook on information about cyclins, specifically page 56. After reading your textbook, read through this google slideshare presentation for illistrations and details about the different cyclins and how they control the cell cycle.

Video

Media embedded October 17, 2018

Vocabulary

After the reading and the video, you should be able to define the following vocabulary terms:

  • cyclin
  • cyclin-CDK
  • cyclin D
  • cyclin B
  • cyclin A
  • cyclin E

At this point make sure that you fully understand the terminology about chromosomes before moving forward. Prior to moving forward, check your knowledge using this quizlet!

End of Lesson IB Practice Questions

After you have completed this lesson you should be able to answer these paper 2 questions from previous IB exams. Answer the questions in your notebook and we will be discussing them in class at the end of the week.

  1. Explain the role of cyclin and cyclin-CDK complexes in controlling the cell cycle.
  2. State the role of cyclins D, B, A and E in the cell cycle.

Comment

Read the following article about cyclins and cyclin-CDK complexes. After learning about how they control the cell cycle, comment on the importance of cyclins within the cell cycle to repair or replace damaged cells within the body. Make sure to use the vocabulary that you learned within your comment appropriately.

Control of the Cell Cycle For Teacher

Previous Knowledge

Prior to this lesson students should be versed in the vocabulary about the cell cycle as well as understand the actions that occur within the stages of the cell cycle leading up to cytokinesis. If students are struggling with these concepts, direct student to previous lessons as well as review summative assessment on the topic, completing test corrections if need be to master content knowledge in order to move forward.

Vocabulary

Students should be able to use vocabulary in discussions with peers and teacher properly. In class vocabulary checks, kahoots, and the quizlet games can be completed in order to formatively assess students knowledge and understanding of vocabulary.

Misconceptions

While there may not be a misconception within this particular subunit, most students will struggle with the different cyclins and at what stage they play a role in the cell cycle. A suggestion would be to complete several entrance and exit tickets to ensure students understand the different cyclins.

End of Lesson Questions/Answers

The questions at the end are from previous IB exams, specifically paper 2 questions. Students need to be able to answer these questions using the correct vocabulary. These are great practice for students for the upcoming IB exam in May.

  1. Explain the role of cyclin and cyclin-CDK complexes in controlling the cell cycle-The cell cycle must be controlled so that cells are only dividing when necessary, no constantly. Cells also need to time progression through the cell cycle so that it moves from one phase to the next only when all the steps are complete. 
  2. State the role of cyclins D, B, A and E in the cell cycle- cyclin D helps in progression of the cell through G1 and into S phase, cyclin E helps the DNA prepare for replication, cyclin A initiates DNA replication in S phase and prepares the centrosome for mitosis in G2, and cyclin B regulates cell progression through prophase and metaphase (primarily through mitotic spindle regulation). Must degrade for the cell to trigger anaphase.

Cancer

Cancer For Students

This lesson will cover the basics of cancer, how cancer forms and how cancer spreads. 

After completing this lesson you will master the following understanding from the IB biology (2016) syllabus:

1.6.U6: Mutagens, oncogenes and metastasis are involved in the development of primary and secondary tumours (Oxford Biology Course Companion page 57).

Reading

Begin by reading your textbook, specifically page 57. Take notes on any vocabulary that you may not recognize.

Videos

View the following videos on cancer.

Media embedded October 17, 2018
Media embedded October 17, 2018

Activity

Complete this online vitual lab that looks at normal and cancerous cells that are undergoing cell division. Make sure that you can identify each phase of the cell cycle, similar to the virutal lab you completed in "mitosis", making sure that you can differerntiate between cancerous and normal cells. Using the online virtual lab, you will complete the worksheet provided in class.

Cell Division and Mitotic Index of Normal and Cancerous Cells

End of the Lesson/Practice IB Paper 2 Exam Questions

After completing the lesson, utilize your knowledge to answer the following practice questions below.

  1. Define tumour, benign, malignant, metastasis, cancer, mutagen and carcinogen.
  2. Describe why mutagens are not necessarily carcinogens.
  3. Describe how cancer arises, referring to accumulation of mutations over time.
  4. Explain the relationship between oncogenes, tumor suppressor genes and cancer.

Comment

After completing the activity above, what observations did you notice about the normal and cancerous cells? What was the difference in the mitotic index? Why would calculating the mitotic index be important when examing cells of patients?

Cancer For Teachers

Previous Knowledge

Prior to this lesson students will have mastered the DNA and chromosomes. If students are struggling with these concepts, direct student to previous lessons as well as review summative assessment on the topic, completing test corrections if need be to master content knowledge in order to move forward.

Vocabulary

Students should be able to use vocabulary in discussions with peers and teacher properly. In class vocabulary checks, kahoots, and the quizlet games can be completed in order to formatively assess students knowledge and understanding of vocabulary.

Misconceptions

This lesson appears to be simple and easy for most students, some students still struggle with the stages of interphase and what happens during each stage. Students also can have the misconception that interphase is part of mitosis when it is not; it is the stage that leads up and prepares the cell for mitosis.

Interphase Drawing Discussion

As directed in the lesson, have students pair up and compare their drawings of interphase stages. Observe if students are able to use the proper vocabulary terms to describe each stage. An extension of that activity would be to have students then draw the stages at the tables either individually or in groups the next day to ensure they understand the stages and can identify, label and annotate the drawings.

End of Lesson Questions/Answers

The questions at the end are from previous IB exams, specifically paper 2 questions. Students need to be able to answer these questions using the correct vocabulary. These are great practice for students for the upcoming IB exam in May.

  1. List example metabolic reactions occurring during cell interphase: The majority of the cell cycle is spent in interphase (G1, S, G2). During G1, the cell is performing its specialized function, which requires extensive protein synthesis that occurs in the nucleus and cytoplasm. During S, the DNA replication occurs in the nucleus.
  2. Outline events of G1, S, G2 and G0 phases of interphase: G1 is where the cell grows, requiring nutrients, and performs specialized functions like protein synthesis. S is when the DNA replicates. G2 is when the cell makes the proteins required for mitosis and cytokinesis. G0 is when the cell is neither dividing or preparing to divide.

Correlations

Correlations For Students

In this lesson students will explore the correlations between incidences of cancer and smoking. 

After completing this lesson you will master the following application from the IB biology (2016) syllabus:

1.6.A1: The correlation between smoking and incidence of cancers (Oxford Biology Course Companion page 57).

Reading

Begin by reading your textbook, specifically page 57. Take notes on any vocabulary that you may not recognize.

Videos

View the following videos on smoking and links to cancer.

Media embedded October 17, 2018
Media embedded October 17, 2018

Activity

Using the google slideshare, observe the data illustrated in the graphs and answer the questions that follow the graphs. Complete these questions and share your observations and answers with your lab partner.

End of the Lesson/Practice IB Paper 2 Exam Questions

After completing the lesson, utilize your knowledge to answer the following practice questions below.

  • Explain the use of correlations to determine the relationship between two variables (inclusive of positive and negative correlations).
  • Use epidemiological case study information to outline the relationships between smoking and cancer.

Comment: Read the following article. Research the history of cigarretts and their use over time. Has use increased or decreased? Research the number of documented cases of lung cancer throughout the last 50 years. Has it increased or decreased? How is the use of cigarretts over time correlate to the number of people with lung cancer? Hypothetically if everyone would stop smoking, would we have zero cases of lung cancer? Why or not why? Defend your answer.

Correlations For Teachers

Previous Knowledge

Prior to this lesson students should be versed in the vocabulary about the cell cycle as well as understand the actions that occur within the stages of the cell cycle leading up to cytokinesis. If students are struggling with these concepts, direct student to previous lessons as well as review summative assessment on the topic, completing test corrections if need be to master content knowledge in order to move forward.

Activity

Students should be able to look at different graphs of data and describe the trends of both incidents of cancer and a human activity, such as smoking. Students need to be able to determine if the correlation is signficiant using the calculation of the Pearson's R and understand that correlation does not mean causation.

Misconceptions

A misconception in this unit is the difference between correlation and causation. It is important that students understand that many variables can be shown to have a correlation, but one variable may not cause another.

End of Lesson Questions/Answers

The questions at the end are from previous IB exams, specifically paper 2 questions. Students need to be able to answer these questions using the correct vocabulary. These are great practice for students for the upcoming IB exam in May.

  1. Explain the use of correlations to determine the relationship between two variables (inclusive of positive and negative correlations)- correlations are used to show how related two variables are to each other; correlations do not show causation between variables.
  2. Use epidemiological case study information to outline the relationships between smoking and cancer- since cancer rates went up as smoking rates went up, epidemeologists concluded that there is a direct relationship between smoking and lung cancer.

Types of Cancer

Types of Cancer For Students

In this lesson students will explore different types of cancer.

After completing this lesson you will master the following application from the IB biology (2016) syllabus:

6.4.A2: Causes and consequences of lung cancer (Oxford Biology Course Companion page 316).

6.4.NOS: Obtain evidence for theories- epidemiological studies have contributed to our understanding of the causes of the lung cancer (Oxford Biology Course Companion page 316).

Reading

Begin by reading your textbook, specifically page 316. Take notes on any vocabulary that you may not recognize.

Videos

View the following video on the different types of cancer.

Media embedded October 19, 2018

Activity

In class you will be presenting on a type of cancer that you are interested in knowing more about. You may work either individually or with a partner. No two groups can do the presentation on the same type of cancer. When you or your group have decided on the type of cancer you would like to research, please tell the teacher and she will sign you up on the list. This project is up to you on how you would like to present your information but some type of visual will need to be provided and you will need to speak for at least 5 minutes and no more than 8 minutes. You need to include the minimum of what is your selected cancer, what are the leading causes of the cancer, the statistics of cases in the United States about your selected cancer, and current research. All other material within your presentation will be up to you.

End of the Lesson/Practice IB Paper 2 Exam Questions

After completing the lesson, utilize your knowledge to answer the following practice questions below.

  1. Outline the causes of lung cancer.
  2. List symptoms of lung cancer.
  3. Define epidemiology.
  4. Outline how epidemiological studies contributed to understanding the association between smoking and lung cancer.

Comment

After hearing from your classmates about the different types of cancer, comment on one cancer that you were the most unfamilar and state one thing that you learned about that cancer and pose one additional question about that cancer to that particular presentor or presentors. After you have received your questions, please reply to each comment to answer the new question.

Types of Cancer For Teachers

Previous Knowledge

Prior to this lesson students should be versed in the vocabulary about the cell cycle as well as understand the actions that occur within the stages of the cell cycle leading up to cytokinesis. If students are struggling with these concepts, direct student to previous lessons as well as review summative assessment on the topic, completing test corrections if need be to master content knowledge in order to move forward.

Activity

This presentation will be an informal presentation in the class. There is no assigned grade or rubric to go along with the presentation. However, this activity can easily be changed to a graded, formal assignment and a rubric could be created that would appropriately assess the knowledge of the indivudal or group about their type of cancer. Additionally, you could have students complete peer reviews on the project presentation as a formative assessment, have the students review and make corrections and adjustments, and then have the students submit their completed work with self-reflection as a summative grade.

Misconceptions

At this point within the unit there should be no misconceptions; however, some students still do not understand that different cancers begin at different areas and when they metasize that the type of cancer is its orgin. For example, if breast cancer spreads through the body and now is found in the blood, this is not a type of blood cancer but is still breast cancer that has traveled. Thus it can be difficult to treat properly.

End of Lesson Questions/Answers

The questions at the end are from previous IB exams, specifically paper 2 questions. Students need to be able to answer these questions using the correct vocabulary. These are great practice for students for the upcoming IB exam in May.

  1. Outline the causes of lung cancer- cigarette smoke contains known carcinogens and second-hand smoke can be inhaled by individuals then other around are smoking. Air pollution from car exhaust and other combustion sources such as factories, radon gas in areas with poor ventilation, and particles of asbestos and silica (often at mines and construction sites)
  2. List symptoms of lung cancer- difficulty breathing, persistent cough, coughing blood, chest pain, reduced appetite, weight loss and fatigue.
  3. Define epidemiology- the branch of medical sciences that studies the frequency, distribution, spread and potetial control of diseases.
  4. Outline how epidemiological studies contributed to understanding the association between smoking and lung cancer- epidemiological studies often track the association between behaviors and disease. In the 1950's epidemiologists observed links between tabacco and cancer. The correlation spurred additional research which was able to show a direct causal replationship between smoking and cancer.

Knowledge Survey

Knowledge Survey For Students

Upon completion of this unit you should be able to illistrate and describe the cell cycle and how it is controlled as well as explain what could happen when that control is absent. You also should be able to describe different types of cancer, specifically lung cancer and the corrleation between lung cancer and smoking.

After reviewing all material and asking questions about any unclear concepts and topics, please complete this knowledge survery through quizziz in order to assess your learning. Play "solo game" and answer the questions to the best of your ability. Don't forget to log into your account so your score can be recorded!

Knowledge Survey For Teachers

Quizziz on Cell Division and Cancer