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Lesson 13.1a NOTES: Cell Theory (Unlock) Essential Question: -What is cell theory? Learning Target(s): -I can describe that cells come from cells that already exist. I. Cell Theory: 1. All __________ things are made of one or more cells 2. The cell is the basic unit of life in which __________ occur 3. ________________________________ ***What is cell division? ***How does cell division relate to cell theory?

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Lesson 13.1a CLASSWORK: Cell Theory

Learning Target: I can describe that cells come from cells that already exist by modeling the Redi experiment.

Vocabulary: theory; spontaneous generation

Warm Up: Complete Socrative Assessment. Copy errors and confusions.

Teaching: Review LT; Vocabulary; Socrative Results; Possible Misconception: Will rotting meat create maggots? Where do living things come from? Living things come from other living things through reproduction. Four hundred years ago people believed that life could appear from nonliving material. For example, when people saw flies swarming around decaying meat, they concluded that flies were produced by rotting meat. The mistake that living things can arise from nonliving sources is called spontaneous generation. In the 1600s, an Italian doctor named Francesco Redi helped to disprove spontaneous generation. Redi designed a controlled experiment to show that maggots, which develop into new flies, do not arise from decaying meat.

Task: 1. Using the following materials, how could you help Redi disprove spontaneous generation? -3 pieces of meat -3 jars -1 cover -1 piece of cloth -1 rubber band

2. For each station: a. Draw a diagram of the station b. Will maggots appear in the jar? Why or why not?

3. Complete the following: a. What is the independent and dependent variable? b. Write a hypothesis for one of the jars. c. Name two factors that would need to be kept constant in this experiment to avoid causing error. Explain.

4. Enrichment: Read and annotate "The Andromeda Strain" and then write 1 or 2 paragraphs interpreting the meaning of the passage. **See page 9 of this document

Summarize: Check your answers http://www.sumanasinc.com/webcontent/animations/content/scientificmethod.html

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Lesson 13.1b NOTES: Cell Structure and Function (Unlock) Essential Question: -What are cells? Learning Target(s): -I can identify animal cell structures (__________) and explain their functions (__________). -I can describe how materials move in and out of cells. I.What are animal cells made of? ****Draw and label an animal cell and its parts. ****Define/Describe the STRUCTURE AND FUNCTION of the following: Structure (what does the cell part look like): Function (what does the cell part do): Cell membrane: Vacuole Cytoplasm Mitochondria Nucleus DNA Chromosomes Out of the cell parts in the table above, which ones are considered organelles? Explain. ___________________________________________________________________________________ II. Materials Move in and out of cells ***Visit the following links and then copy and complete the chart using the words/phrases provided. http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa_pre_2011/cells/osmosisact.shtml https://www.abpischools.org.uk/topic/homeostasis-kidneys/3

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Lesson 13.1b CLASSWORK: Cell Structure and Function Learning Target(s): I can identify animal cell structures and explain their functions. I can describe how materials move in and out of cells. Vocabulary: structure; function; cell membrane; cytoplasm; vacuole; mitochondrion; nucleus; chromosome; DNA; active transport’ passive transport; osmosis; diffusion Warm Up:Complete Socrative Assessment. Copy errors and confusions. Teaching: Review LT; Vocabulary; Socrative Results Possible Misconceptions: The cell membrane is single-layered with no holes. It will absorb things that are healthy and get rid of things that are not. The nucleus controls the cell because it is in the center of the cell. Task: 1. Complete the "Cell Analogies" assignment **See pages 10-11 of this document 2. Define Cellular Respiration: ____________________________________ **Copy and complete the following flow chart.

How do the materials needed for exercise match the materials needed for respiration? How do the products of respiration match the products of exercise? Which products would be considered "waste" products? 3. Complete the "Materials Move In and Out of Cells" assignment **See page 12 of this document 4. Complete “Cell Scale” assignment **See pages 26-30 5. Complete the "Cell Model"assignment **See pages 13-17 of this document 6. Enrichment: "Cell Membranes” and “Model Membrane" **See pages 19-21 of this document Summarize: Check your answers

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Lesson 13.1c NOTES: Nature ? Nurture ? (Unlock) Essential Question: -Does DNA make us who we are? Learning Target(s): -I can explain the factors that make people who they are ***Answer the following questions in complete sentences. You do not need to copy the questions. 1. Is intelligence genetic? Or does it result from external (environmental) experiences? What is your evidence? 2. Is athletic ability genetic? Or does it result from external (environmental) experiences? What is your evidence? 3. Is music ability genetic? Or does it result from external (environmental) experiences? What is your evidence?

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Lesson 13.1c CLASSWORK: Nature VS Nurture Learning Target: I can explain factors that make us who we are. Vocabulary: nature; nurture; unethical Warm Up: 1. Is intelligence genetic? Or does it result from external (environmental) experiences?

What is your evidence? 2. Is athletic ability genetic? Or does it result from external (environmental) experiences?

What is your evidence? 3. Is music ability genetic? Or does it result from external (environmental) experiences?

What is your evidence? Teaching: Review LT; Vocabulary; Possible Misconception: Behavioral traits result from either nature or nurture. Is intelligence genetic? If Albert Einstein had been raised in a stimulation and nutrition deprived atmosphere as a child, would he ever have become a genius that he was? Could you make any child highly intelligent if you raised him or her in an ideal high stimulation environment? Task: 1. Is athletic ability genetic? Using the example above, write 2 counterclaims that could be argued in describing nature or nurture.

2. Is music ability genetic? Using the example above, write 2 counterclaims that could be argued in describing nature or nurture.

3. We have focused on behavioral traits. Height is a physical trait. Is height entirely genetic? Using the example above, write 2 counterclaims that could be argued in describing nature or nurture.

4. Read and annotate the article: "Nature VS Nurture" **See pages 22-23 of this document

5. Visit the following link to watch a video and take notes: https://www.today.com/health/effect-nature-vs-nurture-twins-america-t27946

6. Why were twins used for studying the idea of nature and nurture? Why is this considered unethical?

Summarize: Think about your initial responses to the three questions at the beginning of the nature/nurture discussion. How would you answer them now? How has your thinking changed on the topic? Pick one example given by another student during the initial discussion. Now explain the example using your current understanding of genetic and environmental influences on human behavior. Discussion prompts serve as a basis for students to examine nature and nurture principles.

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Lesson 13.1 Extension: The Cell Game Learning Target(s): I can create challenging questions that are relevant to the topic and a board game that demonstrates an understanding of cell parts and functions Warm Up: Read and annotate project description. **See pages 24–25 of this document Teaching: What makes a challenging question? Review Card Distribution Protocol Review Focus Group Protocol-Testing Questions

What is the cell part that surrounds the cell? What is the relationship between an organelle and the cell membrane? Which cell part is most important: the nucleus or the mitochondrion? Explain your reasoning.

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Focus Group Protocol- Testing Questions: 1. Read "thin" question 2. Group answers 3. Was the question confusing? -If yes, mark to edit. 4. Was the question "thin?" -If no, mark to edit. 5. Read "thick" question 6. Group answers 7. Was the question confusing? -If yes, mark to edit. 8. Was the question "thick?" -If no, mark to edit. Task: "The Cell Game" **See pages 24-25 of this document Summarize: Play the games and receive feedback from other focus groups

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The Andromeda Strain (Excerpt) Without chemical reactions, there could be no life. Or could there?

It was a long-standing problem. Early in planning Wildfire, the question had been posed: How do you study a form of life totally unlike any you know? How would you even know it was alive? This was not an academic matter. Biology, as George Wald had said, was a unique science because it could not define its subject matter. Nobody had a definition for life. Nobody knew what it was, really. The old definitions-- an organism that showed ingestion, excretion, metabolism, reproduction, and so on-- were worthless. One could always find exceptions. The group had finally concluded that energy conversion was the hallmark of life. All living organisms in some way took in energy-- as food, or sunlight-- and converted it to another form of energy, and put it to use. (Viruses were the exception to this rule, but the group was prepared to define viruses as nonliving.) For the next meeting, Leavitt was asked to prepare a rebuttal to the definition. He pondered it for a week, and returned with three objects: a swatch of black cloth, a watch, and a piece of granite. He set them down before the group and said, "Gentleman, I give you three living things." He then challenged the team to prove that they were not living. He placed the black cloth in the sunlight; it became warm. This, he announced, was an example of energy conversion-radiant energy to heat. It was objected that this was merely passive energy absorption, not conversion. It was also objected that the conversion, if it could be called that, was not purposeful. It served no function. "How do you know it is not purposeful?" Leavitt had demanded. They then turned to the watch. Leavitt pointed to the radium dial, which glowed in the dark. Decay was taking place, and light was being produced. The men argued that this was merely release of potential energy held in unstable electron levels. But there was growing confusion; Leavitt was making his point. Finally, they came to the granite. "This is alive," Leavitt said. "It is living, breathing, walking, and talking. Only we cannot see it, because it is happening too slowly. Rock has a lifespan of three billion years. We have a lifespan of sixty or seventy years. We cannot see what is happening to this rock for the same reason that we cannot make out the tune on a record being played at the rate of one revolution every century. And the rock, for its part, is not even aware of our existence because we are alive for only a brief instant of its lifespan. To it, we are like flashes in the dark." He held up his watch. His point was clear enough, and they revised their thinking in one important respect. They conceded that it was possible that they might not be able to analyze certain life forms. It was possible that they might not be able to make the slightest headway, the least beginning, in such an analysis.

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Name:____________________________ Date: ________________ Class: __________ #: __________ LT: I can make an analogy for cell parts to describe cell structure and/or function. Cell Analogies: An analogy is a comparison between two things that are usually thought to be different from each other, but that have something in common. Analogies help us to understand something because they are compared to something we already know. A cell can be compared to a bakery. 1. Which cell part can be compared to the bakery walls? Explain. The bakery walls are like the _________________________ of the cell because __________________________________________________________________________________

__________________________________________________________________________________

2. Which cell part can be compared to the bakery work area? Explain. The bakery work area is like the _________________________ of the cell because __________________________________________________________________________________

__________________________________________________________________________________

3. Which cell part can be compared to the bakery manager? Explain. The bakery manager is like the _________________________ of the cell because __________________________________________________________________________________

__________________________________________________________________________________

4. Which cell part can be compared to the bakery business plan? Explain. The bakery business plan is like the ________________________ of the cell because __________________________________________________________________________________

__________________________________________________________________________________

5. Which cell part can be compared to the bakery oven? Explain. The bakery oven is like the _________________________ of the cell because __________________________________________________________________________________

__________________________________________________________________________________

6. Which cell part can be compared to the bakery refrigerator? Explain. The bakery refrigerator is like the ________________________ of the cell because __________________________________________________________________________________

__________________________________________________________________________________

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Now make your own analogy for a cell. You can compare the cell to your school or house.

A cell is like ________________________________________

The cell membrane is like the ___________________________ because

__________________________________________________________________________________

__________________________________________________________________________________

The nucleus is like the___________________________ because

__________________________________________________________________________________

__________________________________________________________________________________

The vacuoles are like the ___________________________ because

__________________________________________________________________________________

__________________________________________________________________________________

The mitochondria are like the ___________________________ because

__________________________________________________________________________________

__________________________________________________________________________________

The cytoplasm is like the ___________________________ because

__________________________________________________________________________________

__________________________________________________________________________________

Draw a picture of your cell analogy here. Be sure to label each part with the organelle name and its representation in parentheses ().

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LT: I can show and explain how

Materials Move In and Out of Cells Diffusion is the process where molecules spread out from an area of high concentration to an area of low concentration. For example, if someone uncorks a bottle of perfume in a classroom, before long people on the other side of the classroom can smell the perfume because the perfume molecules have diffused, or spread out. Osmosis is the diffusion of water molecules. In a cell, the cell membrane prevents many large molecules and ions from moving into and out of the cell. Since water is small, it is able to pass directly through the cell membrane. If there is an uneven concentration of something inside and outside of a cell, water molecules will move through the cell membrane to make the concentration equal. Some substances that cells need are in short supply. This means that in order to get them, the cells must use energy because they will not diffuse on their own. Anytime a cell has to use energy to move molecules or substances it is known as active transport. Copy the following statements. Draw a diagram of the scenario and answer the questions. (I started scenario 1 for you. =) Scenario 1: The air you breathe in has more oxygen than there is inside your lung cells. Since oxygen is a small molecule, it can easily pass through cell membranes. Describe the movement of oxygen: Active or Passive? Diffusion or Osmosis?

Scenario 2: A red blood cell is placed in salt water, it will shrivel up because water will leave the cell to try and even out the salt concentration inside and outside of the cell. Describe the movement of water: Active or Passive? Diffusion or Osmosis? Scenario 3: A red blood cell is placed in pure water. *Remember our cells/cytoplasm are mostly water but not pure water. Describe the movement of water: Active or Passive? Diffusion or Osmosis? Scenario 4: A cell requires sodium molecules. There is a higher concentration inside the cell. A protein will use energy to move the molecule into the cell. Describe the movement of sodium: Active or Passive? Diffusion or Osmosis? Scenario 5: The roads were salted to help melt snow and ice. As a result, plant cells are exposed to a high concentration of salt water. Describe the movement of water: Active or Passive? Diffusion or Osmosis?

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LT: I can create a model that represents cell structures and functions.

Cell Model Project Modeling Cell Structure You will plan to make a model of an animal cell using household items. You are not actually making the model. You are creating a plan that would show how you would make it- like an architect would create the plan for making a building. Guidelines: ü Your diagram must be hypothetically 3-dimensional, as was shown in class. This means it would need to have height, width and depth. ü Your plan must be colored, neat and creative. ü Cell Parts Required as Representations and labeled (with arrow):

§ cell membrane § cytoplasm § nucleus

§ vacuole § mitochondrion § DNA/chromosome

ü The cell part representations must be similar to the real cell parts in their structure and function. For example, the nucleus is round in shape and controls cell activities. The nucleus representation should be spherical and should represent a control center. ü Make a key that identifies each cell-part representation. Analysis and Reflection (to be answered on a separate sheet of paper): 1. Describe the structure and function of each cell part included in your diagram. *This should be like a glossary 2. For each cell part, describe why you chose the item as a representation. *How does the item represent the cell part in terms of structure AND function? 3. What were the easiest and most challenging parts in creating your plan? Which cell part was most challenging to model? Why? Which cell part was easiest to model? Why?

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4 3 2 1 Representations All required cell parts are

properly labeled and represented in structure and function.

Most required cell parts are properly labeled and represented in structure and function.

Several required cell parts are properly labeled and represented in structure and function.

Few required cell parts are properly labeled and represented in structure and function.

Key All cell structures are neatly and correctly identified on a key with the name of each cell part and representation.

One cell part is missing/ incorrect.

Two cell parts are missing/ incorrect. The key is not neatly presented.

Three or more cell parts are missing/incorrect.

Creativity All of the graphics used in the model reflect an exceptional degree of student creativity in their creation and display.

Most of the graphics used in the model reflect student creativity in their creation and display.

Several of the graphics used in the model reflect student creativity in their creation and/or display.

Graphics used in the model reflect little student creativity in their creation and display.

Structure &

Function

Thoroughly and correctly describes the structure and function of all cell parts.

Thoroughly and correctly describes the structure and function of most cell parts.

Thoroughly and correctly describes the structure and function of several cell parts.

Thoroughly and correctly describes the structure and function of few cell parts.

Rationale Analysis

Thoroughly and correctly describes the rationale for all cell part representations in terms of structure and function.

Thoroughly and correctly describes the rationale for most cell part representations in terms of structure and function.

Thoroughly and correctly describes the rationale for several cell part representations in terms of structure and function.

Thoroughly and correctly describes the rationale for few cell part representations in terms of structure and function.

Reflection Thoroughly identifies and explains easiest and most challenging parts of creating the cell model plan.

Identifies and explains easiest and most challenging parts of creating the cell model plan.

Identifies easiest and most challenging parts of creating the cell model plan. Explanation is general.

Identifies easiest or most challenging part of creating the cell model plan. Explanation is general.

Self ✔

Peer ✔

A cell membrane is neatly presented and labeled (with arrow) on the model and key.

Structure and function of a cell membrane is thoroughly described.

The rationale for the cell membrane representation is clear in terms of structure and function. Cytoplasm is neatly presented and labeled (with arrow) on the model and key.

Structure and function of cytoplasm is thoroughly described.

The rationale for the cytoplasm representation is clear in terms of structure and function.

A nucleus is neatly presented and labeled (with arrow) on the model and key.

Structure and function of a nucleus is thoroughly described.

The rationale for the nucleus representation is clear in terms of structure and function.

A vacuole is neatly presented and labeled (with arrow) on the model and key.

Structure and function of a vacuole is thoroughly described.

The rationale for the vacuole representation is clear in terms of structure and function.

A mitochondrion is neatly presented and labeled (with arrow) on the model and key.

Structure and function of a mitochondrion is thoroughly described.

The rationale for the mitochondrion representation is clear in terms of structure and function.

DNA/chromosome is neatly presented and labeled (with arrow) on the model and key.

Structure and function of a DNA/chromosomes are thoroughly described.

The rationale for the DNA/chromosome representation is clear in terms of structure and function.

Easiest and most challenging parts are thoroughly explained with detail.

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Name: Sketch and label your model plan in the space below: Create a key that identifies what each cell part is represented by: Key cell membrane: _______________________________ cytoplasm: __________________________________ nucleus: ____________________________________ vacuole: ____________________________________ mitochondrion: ________________________________ DNA/chromosome: ________________________________

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Analysis and Reflection: 1. Describe the structure and function of each cell part (similar to a glossary):

a. The cell membrane structure: The cell membrane function:

b. The cytoplasm structure:

The cytoplasm function:

c. The nucleus structure:

The nucleus function:

d. The vacuole structure:

The vacuole function:

e. The mitochondrion structure:

The mitochondrion function:

f. DNA/chromosomes structure:

DNA/chromosomes function:

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2. For each cell part, describe why you chose the item as a representation in terms of STRUCTURE AND FUNCTION: a. I used _________________________________ to represent the cell membrane because

b. I used ____________________________________ to represent the cytoplasm because

c. I used ______________________________________ to represent the nucleus because

d. I used ______________________________________ to represent the vacuole because e. I used __________________________________ to represent the mitochondrion because

f. I used _______________________________ to represent the DNA/chromosomes because 3. What were the easiest and most challenging parts in creating your plan? -The most challenging cell part to model … -The easiest cell part to model …

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In Class Cell Model Names: Group #________ Participation

o Students have materials to make the model: (20 points) o Students act professional during the class period and were on task: (20 points)

Students explain how materials represent the cell parts in terms of structure and function

o Cell Membrane: (structure 5 points + function 5 points) o Cytoplasm: (structure 5 points + function 5 points) o Nucleus: (structure 5 points + function 5 points) o Mitochondrion: (structure 5 points + function 5 points) o Vacuole: (structure 5 points + function 5 points) o DNA/chromosomes: (structure 5 points + function 5 points)

Key cell membrane: _______________________________ cytoplasm: __________________________________ nucleus: ____________________________________ vacuole: ____________________________________ mitochondrion: ________________________________ DNA/chromosome: ________________________________

Participation I often contributed good ideas that were relevant to the topic and task. I came to meetings prepared. I did my share of the work.

5 4 3 2 1 I seldom contributed good ideas. Sometimes I was talking off-task. I did not come to meetings prepared. I did not do my share of the work.

Working with Others I often compromised and cooperated. I did take initiative when needed and/or listened and respected the ideas of others.

5 4 3 2 1 I seldom compromised and cooperated. I did not take initiative when needed and/or did not listen and respect the ideas of others.

Product My part of the task is complete and accurate. My work was submitted on time.

5 4 3 2 1 I did not complete my part of the task. The information I presented was inaccurate and/or not done correctly. It was not completed on time.

Understanding Content I can speak about the topic and group work knowledgeably. I can sum-up the lesson.

5 4 3 2 1 I do not understand what I did in my group. I did not ask or answer questions. I cannot sum-up the lesson.

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Cell Membranes We have been talking about cells being a unit of organization in biology. Let's look at the cell membrane and see how that membrane keeps all of the pieces inside. When you think about a membrane, imagine it is like a big plastic bag with some tiny holes. That bag holds all of the cell pieces and fluids inside the cell and keeps any nasty things outside the cell. The holes are there to let some things move in and out of the cell. Flexible Containers The cell membrane is not one solid piece. Everything in life is made of smaller pieces and a membrane is no different. Compounds called proteins and phospholipids make up most of the cell membrane. The phospholipids make the basic bag. The proteins are found around the holes and help move molecules in and out of the cell. Scientists describe the organization of the phospholipids and proteins with the fluid mosaic model. That model shows that the phospholipids are in a shape like a head and a tail. The heads like water (hydrophilic) and the tails do not like water (hydrophobic). The tails bump up against each other and the heads are out facing the watery area surrounding the cell. The two layers of cells are called the bilayer. Ingrained in the Membrane What about the membrane proteins? Scientists have shown that the proteins float in that bilayer. Some of them are found on the inside of the cell and some on the outside. Other proteins cross the bilayer with one end outside of the cell and one end inside. Those proteins that cross the layer are very important in the active transport of ions and small molecules. Many Membranes As you learn more about the organelles inside of the cell, you will find that most have a membrane. They do not have the same chemical makeup as the cell membrane. Each membrane is unique to the organelle. The membrane that surrounds a lysosome is different from the membrane around the endoplasmic reticulum. They are both different from the cell membrane. Some organelles have two membranes. A mitochondrion has an outer and inner membrane. The outer membrane contains the mitochondrion parts. The inner molecule holds digestive enzymes that break down food. While we talk about membranes all the time, you should remember they all use a basic phospholipid bilayer, but have many other different parts. **This article is an excerpt from http://www.biology4kids.com/files/cell_membrane.html.

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Model Membrane!

Materials: 4 Cups 1 Straw Contraption Bubble Solution Tweezers Cotton thread Scissors Procedure Part 1:

1. Dip your straw “contraption” into the soap mixture to form a film of bubble solution on your straw contraption. See if you can fold and bend the film. Make sure all members of your group do this!

2. Practice getting a film on your straw contraption and setting in on top of the cups so that it is

suspended in the air. (The corners of your contraption should be touching the 4 cups.)

3. Cut a piece of string long enough so that you can tie it in a circle big enough for a starburst to fit through.

4. Now you are going to see how self-sealing membranes can be repaired. Make a film on your straw

contraption and suspend it on the cups.

5. Form an opening in the membrane by floating the circle of thread on the film and then pop the inside of the circle. This circle of thread is like a pore in a membrane!

6. Gently grab the string circle with the tweezers (or your fingers) and remove the string. The membrane should self-seal. *This may take some practice! Keep trying and make sure all members of the group do it. You may use any tool necessary to gently remove the thread.

7. This is similar to how cells transport materials across their membranes. Cells must get important

materials in and out of the cell in order to perform important cell functions. Pretend we are about to get some important molecules into the cell. The Starbursts will represent these molecules.

8. Using the technique you used in the previous Steps, you are going to transport the “molecules” from

a Starburst through the membrane. Your goal is to see how many times you can get your Starburst through the membrane in a row. HOWEVER, YOU MUST RESEAL THE MEMBRANE EACH TIME YOU PUT A STARBURST THROUGH. If at any time your film breaks, you must remove all Starburst that were “in the cell” and start again. You will use the same Starburst over and over.

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Part 2:

9. Now we are going to shift gears and change what the items represent. Now, the bubble represents the cytoplasm and the string circle represents the nucleus. In addition, you will have extra small pieces of string that will represent DNA, or genetic information.

10. Review the difference between prokaryotic and eukaryotic cells. Prokaryotic Cell Eukaryotic Cell Does not have a nucleus DNA and genetic information is floating freely in cytoplasm

Has a nucleus DNA is inside nucleus

As a group, decide how you could create a model of a prokaryotic cell using your straw contraption and materials available. You must problem solve here! You must show the teacher before moving on!

11. As a group, decide how you could make a model of a eukaryotic cell with your straw contraption and

materials. Problem solve! You must show the teacher before moving on!

Complete the Following Tasks on a Separate Sheet of Paper:

1. Draw a diagram that shows your model of a cell membrane. Make sure there is a title, labels, and a caption that clearly describes the model membrane. 2. How is the structure of a cell membrane related to its function? 3. Define prokaryotic and eukaryotic cells. Then, explain how you showed each in the lab.

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“Twins Article” What is it that makes us who we really are: our life experiences or our DNA? Paula Bernstein and Elyse Schein were both born in New York City. Both women were adopted as infants and raised by loving families. They met for the first time when they were 35 years old and found they were "identical strangers." Unknowingly, Bernstein and Schein had been part of a secret research project in the 1960s and '70s that separated identical twins as infants and followed their development in a one-of-a-kind experiment to assess the influence of nature vs. nurture in child development. Now, the twins, authors of a new memoir called Identical Strangers, are trying to uncover the truth about the study. 'I Have a Twin' In 2004, Paula Bernstein received a phone call from an employee of Louise Wise Services, the agency where she had been adopted. The message: She had a twin who was looking for her.The woman told Bernstein her twin's name. "And I thought, I have a twin, and her name is Elyse Schein," Bernstein says. Schein, who was living in Paris at the time, had been trying to find information about her birth mother when she learned from the adoption agency that she had a twin sister. The two women met for the first time at a cafe in New York City — and stayed through lunch and dinner, talking. "We had 35 years to catch up on. How do you start asking somebody, 'What have you been up to since we shared a womb together?' Where do you start?" Bernstein says. Separated at Adoption Soon after the sisters were reunited, Schein told Bernstein what she had found out about why they were separated: They were part of a study on nature vs. nurture. It was the only study of its kind on twins separated from infancy. Neither parents nor children knew the real subject of the study — or that the children had been separated from their identical twin. "When the families adopted these children, they were told that their child was already part of an ongoing child study. But of course, they neglected to tell them the key element of the study, which is that it was child development among twins raised in different homes," Bernstein says. A 'Practically Perfect' Study Peter Neubauer, a child psychiatrist, and Viola Bernard, a child psychologist and consultant to the Louise Wise agency, headed up the study. Lawrence Perlman, a research assistant on the study from 1968 to 1969, says Bernard had a strong belief that twins should be raised separately. "That twins were often dressed the same and treated exactly the same, she felt, interfered with their independent psychological development," Perlman says. Lawrence Wright is the author of Twins, a book about twin studies. "Since the beginning of science, twins have offered a unique opportunity to study to what extent nature vs. nurture influences the way we develop, the people that we turn out to be," Wright says. Wright notes that the Neubauer study differs from all other twin studies in that it followed the twins from infancy. "From a scientific point of view, it's beautiful. It's practically the perfect study. But this study would never happen today," Wright says.

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Finding the True Story The study ended in 1980, and a year later, the state of New York began requiring adoption agencies to keep siblings together. At that point, Bernstein says, Neubauer realized that public opinion would be so against the study that he decided not to publish it. The results of the study have been sealed until 2066 and given to an archive at Yale University. "It's kind of disturbing to think that all this material about us is in some file cabinet somewhere. And really for ourselves, we had to figure out what the true story was," Bernstein says. The sisters attempted to reach Neubauer, a distinguished and internationally renowned psychiatrist who serves on the board of the Freud Archives. Initially, he refused to speak to them. No Remorse, No Apology Eventually, he granted the women an unofficial interview — no taping or videotaping allowed. Bernstein says she had hoped Neubauer would apologize for separating the twins. Instead, he showed no remorse and offered no apology. Neubauer has rarely spoken about the study. But in the mid-1990s, he did talk about it with Wright, the author of Twins. "[Neubauer] insisted that at the time, it was a matter of scientific consensus that twins were better off separated at birth and raised separately," Wright says. "I never found anything in the literature to support that." The author also says Neubauer was "unapologetic" about the study, even though he admits that the project raised ethical question about whether one has a right to or should separate identical twins. "It is very difficult to answer. It is for these reasons that these studies don't take place," Neubauer told Wright. Wright says that no such study will ever be done again — nor should it. But he acknowledges that it would be very interesting to learn what this study has to teach us. 'Different People with Different Life Histories' As for Bernstein and Schein, getting to know each other has raised its own questions. "Twins really do force us to question what is it that makes each of us who we are. Since meeting Elyse, it is undeniable that genetics play a huge role — probably more than 50 percent," Bernstein says. "It's not just our taste in music or books; it goes beyond that. In her, I see the same basic personality. And yet, eventually we had to realize that we're different people with different life histories." As much as she thinks the researchers did the wrong thing by separating the twins, Bernstein says she can't imagine a life growing up with her twin sister. "That life never happened. And it is sad, that as close as we are now, there is no way we can ever compensate for those 35 years," Bernstein says. "With me and Paula, it is hard to see where we are going to go. It's really uncharted territory," Schein says. "But I really love her and I can't imagine my life without her." Neubauer declined to be interviewed for this story. Of the 13 children involved in his study, three sets of twins and one set of triplets have discovered one another. The other four subjects of the study still do not know they have identical twins.

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The Cell Game Purpose: To examine the parts and functions of animal cells. Materials: 12 index cards poster board pencils, pens, markers, materials to construct a spinner. Scenario: Suppose you’re a biologist during the day, but at night you have a hobby: You love to play board games. A famous board game company has asked you to help with a new project. They are designing a science board game just for middle school students. The game will require answering questions about the parts of a cell to move a game piece forward. A series of squares will extend from the start square to the winner’s circle. A spinner will determine the number of squares a player can move. After a player spins, he/she will draw a card with two questions on it: one easy and one difficult. If the player chooses the easy question and answers it correctly, the player will move forward exactly the number of squares on the spinner. If the player instead chooses the hard question and answers it correctly, the player moves forward the number on the spinner plus two bonus squares. You may also add a penalty for wrong answers and an option to pass for a player who doesn't want to attempt to answer either question. What the company wants from you: Twelve question cards, two cards for each cell part. Each card needs one easy question and one difficult question. You will need to establish a way so that the players know the answers to all game questions. Lastly, the company requires you to design the actual playing board for the game. Procedure: 1. TestingYourQuestions:Youwillcompletethistaskwithyourpartners.Divideupthecellparts

equallyamongthemembersofthegroup.Writeyourquestionsandanswersonapieceofpaperfirst.Ifyouneedhelpthinkingofquestions,useyourtextbook.Reviewyourquestionsbyreadingthemoneatatimetoyourpartners.Ifthewordingconfusesoneormoreofyourpartners,letthemhelpyourewordthatquestion.Iftheythinkyourquestionsaretoohardortooeasy,havethemhelpyoumakethembetter.

2. CreatingCardsandKey:Eachgroupmemberwillwritequestioncardsforhis/hercellparts.Eachquestioncardshouldcontainadifficultquestionandaneasyquestion.Makesureyouestablishananswerkey.Remembertobeprofessionalandwriteasneatlyaspossible.

3. CreatingtheBoard:Nowcreateaboardgameliketheonedescribedbythegamecompany.Besuretodecoratethegamewithdrawingsofatleastfiveofthecellpartslisted.Makespaceontheboardforthestackofquestioncardsandlabelit“QuestionBank.”Also,makespaceforusedquestioncards,labeled“QuestionDump”andaspinnerwiththenumbers1-4.

4. How-To-PlayGuide:Youandyourpartnersshouldcreateabriefguidethatexplainstoplayershowtoplayyourgame.Youshouldalsoexplainanyspecialrulesand/orprocedures.

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12 total cards 2 cards for each organelle 1 easy and 1 difficult question per card Answers for each question Game board with at least 5 cell part drawings Designated places for new and used question cards Spinner A series of squares that extend from the start square to the winner’s circle Brief How-To Guide Teacher Comment(s):

Participation I often contributed good ideas that were relevant to the topic and task. I came to meeting prepared. I did my share of the work.

4 3 2 1 I seldom contributed good ideas. Sometimes I was talking off-task. I did not come to meetings prepared. I did not do my share of the work.

Working with Others I often compromised and cooperated. I did take initiative when needed and/or listened and respected the ideas of others.

4 3 2 1 I seldom compromised and cooperated. I did not take initiative when needed and/or did not listen and respect the ideas of others.

Product My part of the task is complete and accurate. My work was submitted on time.

4 3 2 1 I did not complete my part of the task. The information I presented was inaccurate and/or not done correctly. It was not completed on time.

Understanding Content I can speak about the topic and group work knowledgeably. I can sum-up the lesson.

4 3 2 1 I do not understand what I did in my group. I did not ask or answer questions. I cannot sum-up the lesson.

3 2 1

Questions There are a total of 12 thick questions and 12 thin questions. All questions are relevant to the topic and make sense. Questions are labeled as “thick” and “thin.”

Most question cards are complete with thick and thin questions. Most questions are relevant to the topic and make sense.

Few question cards are complete with thick and thin questions. Few questions are relevant to the topic and make sense.

Answer Key All answers on the key are correct. The key is easy to understand and match with all question cards.

Most answers on the key are correct. The key is easy to understand and match with most question cards.

Few answers on the key are correct. The key is difficult to understand and match with question cards.

Game Presentation

The board and materials are neat and professional. There is a spinner and all 5 cell parts are included on the game board.

The board and materials are neat. There is a spinner and most cell parts are included on the game board.

The board and materials are incomplete and lack professionalism. Most game items are missing.

Instruction Manual

Manual is clear and understandable. It is brief but detailed so that players can play the game. The appearance is professional and attractive.

Manual is mostly clear and understandable. It is brief but detailed so that players can play the game. The appearance is mostly professional and attractive.

Manual is not clear or understandable. It is brief but not detailed enough so that players can play the game. The appearance makes us throw up.

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Cell Scale LT: I can use data to construct scale models that compare relative sizes of cells and molecules. a. Sort the organisms and objects on the Scale Cards from smallest to largest (left to right). Remember to

discuss your ideas as you work! b. The images on the cards are not all printed at the same scale. That means that we cannot tell how big

objects are in relation to one another just by looking at the images. Use the following link to get accurate evidence about the objects’ sizes. https://learn.genetics.utah.edu/content/cells/scale/

c. Microscopic things are really hard to imagine since we cannot see them with the naked eye. When life scientists study things that are too small to see, they often use a scale model. A scale model makes it easier to compare the sizes of microscopic things. Millimeters are smaller than meters and centimeters. A millimeter is 1000 times smaller than a meter. Imagine dividing 1 millimeter into 1000 smaller pieces. One of those pieces is the size of a micrometer. A micrometer is 1/1000th of a millimeter or one millionth of a meter. This is the scale of a cell and of a single-celled microorganism. Choose two of the following items: E.coli bacterium, red blood cell, skin cell or human egg cell. Make a Scale Model of these microorganisms, where 2 centimeters = 1 micrometer. Label the name and size of each microorganism. This means your microorganisms will be drawn at 20,000 times their actual size.

d. How might you represent a water molecule on your scale model? Imagine dividing 1 millimeter into a

million smaller pieces. One of those pieces is a nanometer! A picometer is 1/1000th of a nanometer. That that it is one millionth of a micrometer and one trillionth of a meter.

e. Microorganisms are microscopic—they are so small that we cannot see just one or two of them with the naked eye. But, when there are millions or trillions, we can actually see them without a microscope. One way that scientists can observe microorganisms is by letting them multiply until the populations are big enough to see with the naked eye. This is called growing a culture. Research and draw a diagram to show how cultures are prepared.

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