PRE-LAB ASSIGNMENT

To maximize learning, BEFORE your lab period carefully read this entire lab unit
and complete these pre-lab assignments using your textbook, lecture notes, and
prior knowledge.

PRE-LAB Activity 1: Identifying Cell Components in a Wet Mount

1. Name the three components of a typical cell: Plasma membrane, cytoplasm, and the nucleus
2. How will you obtain isolated cells for this procedure?

PRE-LAB Activity 2: Identifying Cell Structures

1. Use the list of terms provided to label the accompanying diagram of a cell;
check off each term as you label it.

centrosome lysosome
cytosol nucleus
golgi apparatus nucleolus
plasma membrane rough endoplasmic
free ribosomes reticulum
smooth endoplasmic reticulum mitochondrion
ACTIVITY 1: Identifying Cell Components in a Wet Mount
Learning Outcomes
1. Prepare a wet mount of a cheek cell smear and observe the wet mount under the
microscope.
2. Identify the plasma membrane, nucleus, and cytoplasm of a cheek cell.
Materials Needed
□ Microscope slide and coverslips
□ Saline solution
□ Toothpick
□ Methylene blue
□ Filter paper or piece of paper towel
□ Microscope
Instructions
Cheek cells are the major cell type of the epithelial tissue lining the inside of your mouth. This
epithelium is composed of many layers of thin, flattened cells. Perform the following steps to
make a wet mount of these cells in order to identify the three major components of a typical cell:
1. Place a drop of saline solution on a microscope slide.
2. Carefully scrape the inside of your cheek with the end of a toothpick.
3. Place the cheek scrapings in the drop of saline solution on the slide and stir with the
toothpick.
4. Add a drop of methylene blue to the drop of saline and stir again.
5. Place a coverslip over the drop on the slide. Use the folded edge of a piece of filter
paper (or paper towel) to absorb any excess fluid.
6. Place the slide on the microscope and observe the scrapings at low power. Now, switch
to the high-power objective and examine the scrapings more closely (Figure 5-4).
7. Make a sketch of the epithelial cells that you observe. On your sketch label the plasma
membrane, the nucleus, and the cytoplasm.

8. Dispose of materials and clean up as directed by your instructor.

ACTIVITY 2: Identifying Cell Structures
Learning Outcomes
1. Describe the structure and function of the three major components of a cell (plasma
membrane, cytoplasm containing organelles, and nucleus), and identify each on a cell model or
anatomical chart.
2. Identify on a cell model or anatomical chart the following cytoplasmic organelles and describe
the function of each: ribosome, rough endoplasmic reticulum, smooth endoplasmic reticulum,
Golgi apparatus, mitochondrion, lysosome, peroxisome, centrosome, and cytoskeletal elements.
3. Identify on a cell model or diagram the following nuclear structures and describe the function
of each: nuclear envelope, nuclear pore, nucleolus, and chromatin.
4. Explain how the components of the cell function together to synthesize, package, transport,
and secrete proteins.
Materials Needed
□ Cell model or anatomical chart
Instructions
Identify each of the following cell structures on a cell model, and then write down one key word
or phrase to help you remember the function of each structure. The first answer has been
provided as an example.

Cell membrane selectively permeable

Ribosome Synthesizes proteins.
RER Synthesizes and transports proteins.
SER Synthesizes lipids and steroids (cholesterol); detoxifies drugs.
Golgi apparatus Packages and modifies proteins.
Mitochondrion Synthesizes ATP; is the “powerhouse” of the cell.
Lysosome Contains enzymes that digest worn-out organelles and substances that have entered the cell.
Peroxisome Detoxifies toxic substances.
Centrosome Organizes the mitotic spindle during cell division.
Cytoskeleton helps cells maintain their shape and internal organization
Nucleus control center of the cell.
Nuclear envelope keeps the contents of the nucleus
Nuclear pore regulates the movement of substances into and out of the nucleus.
Nucleolus ribosomal RNA (rRNA) synthesis and ribosome biogenesis
Chromatin act as packaging elements for the DNA

ACTIVITY 3: Examining the Possible Role of Osmosis in Cystic Fibrosis

Learning Outcomes
1. Demonstrate and explain the process of osmosis.
2. Demonstrate the role that a salt imbalance and osmosis might have in causing the symptoms
of cystic fibrosis.
Materials Needed
□ Dialysis tubing
□ String □ Two 500-ml beakers
□ Scissors □ Scale
□ Wax pencil □ Timer
□ 0.9% NaCl solution □ Graduated cylinder
□ 20% NaCl solution □ Paper towels
□ 250-ml beaker □ Graph paper

Instructions
Set up and conduct the demonstration as follows:
1. Cut two 6-inch-long strips of dialysis tubing.
2. Pour 100 ml of distilled water into a 250-ml beaker, submerge the two strips of dialysis
tubing in the water in the beaker, and soak the strips for 3 minutes.
3. Tie off one end of one of the strips with a piece of string. Rub the other end of the strip
between your thumb and first finger to open it.
4. Fill the tubing approximately half full with 0.9% NaCl solution. While being careful not to
trap air within the tubing, tie off the other end of the strip with a second piece of string.
This bag of fluid represents a “normal cell” of the respiratory passageway. Dry off the
outside of the “cell” with a paper towel; then use the scales to weigh the bag, and record
the data as “Starting weight of bag” in the chart that follows these instructions.
5. Repeat step 4 with the remaining strip of dialysis tubing using a 20% NaCl solution. This
“cell” represents a respiratory passageway cell that has a defective chloride channel (a
“defective cell”). Remember that defective chloride channels cause chloride levels inside
the cell to increase because the normal transport of chloride out of the cell is prevented.
As a result, water moves into the cell by osmosis and the mucus on the surface of the
respiratory passageway cell becomes dehydrated, thick, and sticky.
6. Fill one 500-ml beaker with 400 ml of 0.9% NaCl solution, and label this beaker “Normal
Condition.”
7. Fill the other 500-ml beaker with 400 ml of 0.9% NaCl solution, and label this beaker
“Cystic Fibrosis Patient.” The 0.9% NaCl solution in each beaker represents the mucus
on the surfaces of cells in the respiratory passageways.
8. Place the “normal cell” in the “Normal Condition” beaker, and place the “defective cell” in
the “Cystic Fibrosis Patient” beaker (Figure 5-5).
a. When the “normal cell” is placed in the beaker of 0.9% NaCl solution, what do you
predict will happen? Why?

b. When the “defective cell” is placed in the beaker of 0.9% NaCl solution, what do you
predict will happen? Why?

9. Remove the bags from the beakers and weigh them at 5-minute intervals; that is, at 0, 5,
10, 15, and 20 minutes. Each time be sure to wipe excess fluid off the outside of each
“cell” before weighing it.
10. Record the resulting weight data in the table below.
 11. Plot your data on a piece of graph paper. Using change in weight along the y-axis and
time along the x-axis, plot the change in weight over time. Be sure to label both axes and
to include units.

12. Answer the following questions based on your results:

a. Did a net movement of water occur into the “normal cell” or out of the “normal cell”?
Why?

b. Did a net movement of water occur into the “defective cell” or out of the “defective
cell”? Why?

c. Based on this osmosis demonstration, explain how defective chloride channels in the
epithelial cells of the respiratory tract could result in the formation of thickened mucus.

ACTIVITY 4: Identifying the Stages of the Cell Cycle

Learning Outcomes
1. Characterize the stages of the cell cycle.
2. Explain the events that occur during interphase.
3. Outline the events that occur during the four mitotic stages.
4. Identify a cell in interphase and a cell in each of the four stages of mitosis on microscope
slides or photomicrographs.
5. Sketch a cell in interphase and a cell in each stage of mitosis and then describe the
major events that occur during each of these phases of the cell cycle.
Materials Needed
□ Whitefish blastula slides
□ Microscope
□ Whitefish blastula photomicrographs
Instructions
Using either a whitefish blastula slide or photomicrographs provided by your instructor, locate
cells in interphase and in each phase of mitosis (prophase, metaphase, anaphase, and
telophase). Sketch the appearance of each phase within the circles provided for this activity, and
then write a brief description of the events that are occurring in each of these phases of the cell
cycle.
ACTIVITY 5: Exploring Cellular Diversity
Learning Outcomes
1. Sketch the following four specialized cell types: erythrocyte (red blood cell), sperm cell,
cardiac muscle fiber, and nerve cell.
2. Compare and contrast the structure and function of each of thesefour specialized cell types.
Materials Needed
□ Photomicrographs of microscope and slides of a blood smear, sperm cells, cardiac muscle
fibers, and a neuron smear
Instructions
Observe each of the following specialized cell types using photomicrographs or microscopic
slides provided by your instructor. Make a sketch of each cell type and then state where each of
these specialized cell types is found in the body and describe how each is adapted to its
function.
POST-LAB ASSIGNMENTS
Part I. Check Your Understanding

Activity 1: Identifying Cell Components in a Wet Mount

1. Cheek cells:
a. are anucleate.
b. are filled with hemoglobin.
c. are thin, flattened cells.
d. are classified as connective tissue cells.
e. contain axons and dendrites.

2. Name the three components of a typical cell.

2. Fill in the blank with the appropriate organelle.
a. Functions in the synthesis of steroid hormones. Smooth endoplasmic reticulum
b. Synthesizes actin and myosin. Free Ribosomes
c. Is the smallest of the cytoskeletal elements. Microfilaments
d. Contains digestive enzymes. Lysosome
e. Receives proteins from the rough endoplasmic reticulum. Golgi apparatus

Activity 3: Examining the Possible Role of Osmosis in Cystic Fibrosis

1. The movement of a solvent (usually water) from an area of higher water concentration to an
area of lower water concentration through a selectively permeable membrane is called osmosis.

2. One possible hypothesis explaining the cause of cystic fibrosis involves a defective protein in
the plasma membrane. As a result of this defective protein, chloride ions are unable to leave the
epithelial cells of the respiratory and digestive tracts and water moves into the cell by osmosis.
How does this movement of water affect the mucus on the surface of the epithelial cells?
The mucus surface of the respiratory passageway cell becomes dehydrated, thick, and sticky
that covers the cell which leads to symptoms linked with cystic fibrosis.
Activity 4: Identifying the Stages of the Cell Cycle
1. Identify the stages of mitosis represented by each of the following photomicrographs.

Activity 5: Exploring Cellular Diversity

1. Identify the following cell type and label its three parts.

2. Identify the indicated cell type and name one unique feature of it.
PART II. Putting It All Together
A. Review Questions
Answer the following questions using your lecture notes, your textbook, and your lab notes:
1. Circle the organelle that you would expect to be most abundant in each of the following cells:
a. A cell that produces an abundance of steroid hormones
smooth endoplasmic reticulum; ribosome; rough endoplasmic reticulum
b. A cell that synthesizes and secretes proteins
Golgi apparatus; peroxisome; lysosome
c. A cell that exhibits a high rate of metabolic activity
ribosome; centrosome; mitochondrion
d. A cell that detoxifies alcohol
peroxisome; rough endoplasmic reticulum; inclusion

2. Fill in the blanks as you describe how a pancreatic β-cell produces and secretes insulin:
Insulin, a protein, is produced by ribosomes attached to the endoplasmic reticulum.
The insulin is then packaged by the secretory granules.
Secretory vesicles pinch off and the protein is released from the cell via a process called
exocytosis

3. In Activity 3, the dialysis tubing containing 0.9% NaCl represented a “normal cell” and the
dialysis tubing containing 20% NaCl represented a “defective cell.” Each of these “cells” was
placed in a 0.9% NaCl solution. Circle the correct term to describe the tonicity of the “cells” and
the solution in which each was placed.
a. The “normal cell” was ________________________ (hypertonic, isotonic, hypotonic)
compared
to the solution in which it was placed.
b. The “defective cell” was ________________________ (hypertonic, isotonic, hypotonic)
compared
to the solution in which it was placed.

4. Determine whether each of the following characteristics is unique to a sperm cell (sperm),
unique to a nerve cell (nerve), or common to both cell types (both).
a. Contains a flagellum. sperm
b. Contains mitochondria. both
c. Is uninucleate sperm
d. Contains an axon. nerve
e. Transmits electrical messages. nerve
5. Determine whether each of the following characteristics is unique to a mature red blood cell
(RBC), unique to a cardiac muscle fiber (muscle fiber), or common to both cell types (both).
a. Is packed with proteins.both
b. Is anucleate. RBC
c. Is surrounded by a cell membrane.both
d. Is packed with mitochondria. Muscle fiber
e. Transports oxygen. Muscle fiber
B. Concept Mapping
1. Fill in the blanks to complete this concept map outlining the structure and function of
a highly specialized skeletal muscle fiber.

2. Construct a unit concept map to show the relationships among the following set of
terms. Include all of the terms in your diagram. Your instructor may choose to assign
additional terms.