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    BEST - BCL - 1 - 2 - Diagnostic - A Single Cell Can

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    mtauhid
    This worksheet provides students with statements about the functions of a single cell and asks them to indicate whether they think each statement is right or wrong. The statements assert that a single cell can take in nutrients, get energy from food, get rid of waste, make new cells, and respond to its surroundings. Seeing these functions presented helps students understand why a single cell is considered a living thing.

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    BEST - BCL - 1 - 2 - Diagnostic - A Single Cell Can

    Uploaded by

    mtauhid
    16 views3 pages
    This worksheet provides students with statements about the functions of a single cell and asks them to indicate whether they think each statement is right or wrong. The statements assert that a single cell can take in nutrients, get energy from food, get rid of waste, make new cells, and respond to its surroundings. Seeing these functions presented helps students understand why a single cell is considered a living thing.

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    BEST_BCL_1_2_Diagnostic_A single cell can

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    This worksheet provides students with statements about the functions of a single cell and asks them to indicate whether they think each statement is right or wrong. The statements assert that a single cell can take in nutrients, get energy from food, get rid of waste, make new cells, and respond to its surroundings. Seeing these functions presented helps students understand why a single cell is considered a living thing.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    16 views3 pages

    BEST - BCL - 1 - 2 - Diagnostic - A Single Cell Can

    Uploaded by

    mtauhid
    This worksheet provides students with statements about the functions of a single cell and asks them to indicate whether they think each statement is right or wrong. The statements assert that a single cell can take in nutrients, get energy from food, get rid of waste, make new cells, and respond to its surroundings. Seeing these functions presented helps students understand why a single cell is considered a living thing.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    STUDENT WORKSHEET

    A single cell can…

    The drawing shows a single cell.

    Parts of the cell have been cut away so that you can see inside the cell and its structures.

    Look at the statements in the table.

    Tick one box for each statement to show whether you think it’s right or wrong.

    I am sure I think I think I am sure


    Statements this is this is this is this is
    right right wrong wrong

    A single cell can take in food and other


    1
    nutrients.

    2 A single cell can get energy from food.

    3 A single cell can get rid of waste.

    4 A single cell can make new cells.

    A single cell can respond to its


    5
    surroundings.

    6 A single cell is a living thing.

    Developed by the University of York Science Education Group and the Salters’ Institute. 1
    This document may have been edited. Download the original from www.BestEvidenceScienceTeaching.org
    © University of York Science Education Group. Distributed under a Creative Commons Attribution-NonCommercial (CC BY-NC) license.
    TEACHER NOTES

    Biology > Big idea BCL: The cellular basis of life > Topic BCL1: Cells > Key concept BCL1.2: Cells and cell structures

    Diagnostic question
    A single cell can…

    Overview

    Learning focus: Organisms are made up of one or more cells, which have common
    structures that carry out life processes.
    Observable learning Use ideas about cell structures and their functions to explain why a cell is
    outcome: a living thing.
    Question type: Confidence grid
    Key words: cell, life, living

    What does the research say?


    Researchers have acknowledged that the cell is, when first introduced, an abstract concept. Dreyfus
    and Jungwirth (1988; 1989) note that most children will never see cells functioning, so the living
    (functional) cell remains an abstract idea even if they have become familiar with the structures of
    cells through light microscopy and pictures. The US Benchmark for 11 year-olds recommends that
    students watch videos of “living cells growing and dividing, taking in substances, and changing
    direction when they run into things” (AAAS Project 2061, 2009).

    Dreyfus and Jungwirth (1988) found that many 16-year-olds struggled to explain how cells carry out
    life processes. Many of the students thought that cells contain macroscopic organs such as a
    digestive tract (e.g. for nutrition) or lungs (e.g. for respiration). Even students who could identify the
    correct cell organelles could not explain how they carry out their functions, especially how the
    nucleus ‘controls’ the structure and functions of a cell.

    Ways to use this question


    Students should complete the question individually. This could be a pencil and paper exercise, or you
    could use the presentation with an electronic voting system or mini white boards.

    The answers to the question will show you whether students understand that cells carry out life
    processes and that a single cell is the smallest thing that can be alive, and will reveal the presence of
    common misunderstandings.

    Differentiation
    You may choose to read the statements to the class, so that everyone can focus on the science. In
    some situations it may be more appropriate for a teaching assistant to read for one or two students.

    Expected answers
    All of the statements in the confidence grid are correct.

    Developed by the University of York Science Education Group and the Salters’ Institute. 2
    This document may have been edited. Download the original from www.BestEvidenceScienceTeaching.org
    © University of York Science Education Group. Distributed under a Creative Commons Attribution-NonCommercial (CC BY-NC) license.
    TEACHER NOTES

    How to respond - what next?


    Students who are confident that statements A-E are correct could be challenged to explain which life
    processes they relate to (e.g. nutrition, cellular respiration, excretion, reproduction and sensitivity),
    and to explain which cell structure(s) or organelle(s) enable it to do this.

    If students have misunderstandings about whether cells can carry out life processes, or about which
    cell structures or organelles enable it to do this, the following BEST ‘response activity’ provides a
    structured small group discussion activity that could be used in follow-up to this diagnostic question
    to help students construct helpful explanations:

     Response activity: Match game! Substance-structure-function

    If students struggle with the idea that a single cell is functional and active, and therefore alive, it may
    be helpful to challenge their thinking using videos that show living cells growing, dividing and
    moving. Some freely-accessible videos are available on the Cell Image Library website at:

     Cell division: http://www.cellimagelibrary.org/browse/cellprocess/Cell%20Division?


    refresh_video=true

     Cell movement: http://www.cellimagelibrary.org/browse/cellprocess/Cell%20Migration


    %20&%20Motility?refresh_video=true

    Acknowledgments
    Developed by Alistair Moore (UYSEG).

    Images: cell outline and nucleus – UYSEG; mitochondria – pixabay.com/argzombies (3016868)

    References
    AAAS Project 2061. (2009). Benchmarks for Science Literacy [Online]. Available at:
    http://www.project2061.org/publications/bsl/online/index.php.
    Dreyfus, A. and Jungwirth, E. (1988). The cell concept of 10th graders: curricular expectations and reality.
    International Journal of Science Education, 10(2), 221-229.
    Dreyfus, A. and Jungwirth, E. (1989). The pupil and the living cell: a taxonomy of dysfunctional ideas about an
    abstract idea. Journal of Biological Education, 23(1), 49-55.

    Developed by the University of York Science Education Group and the Salters’ Institute. 3
    This document may have been edited. Download the original from www.BestEvidenceScienceTeaching.org
    © University of York Science Education Group. Distributed under a Creative Commons Attribution-NonCommercial (CC BY-NC) license.

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