Which organism demonstrates locomotion

What is an elodea cell? Which are smaller onion cells or elodea? Is an elodea a plant cell? Is a plant cell a elodea or epithelial? What is an elodea leaf? Does an elodea cell have an organism? Do elodea cells have a cytoplasm? Do Elodea cell have cytoplasm? Do elodea float on water? Do elodea nucleus leaf cells have a nucleus? What is a elodea plant? How big is the elodea cell? Which type of cell is smaller the onion cell or the elodea cell?

Are Elodea plants freshwater or saltwater plants? Do chloroplasts move in elodea cells? Is elodea an autotroph or a heterotroph? Does elodea respire in light or dark? Do Elodea cells have starch? People also asked. What kingdom does lactobacillus belong in? View results. What kingdom is Lactobacillus in? Study Guides.

Trending Questions. Still have questions? Find more answers. Previously Viewed. Unanswered Questions. What characteristics of a tragic hero does Macbeth possess and banquo lack? What does the name indicate? Protoslo is a harmless chemical that will slow down microbes without interfering with their characteristic movements, so that the students will be able to observe them through the microscope. Use a toothpick to gently mix the culture and Protoslo together.

When students begin to look through the microscope, they may find that microorganisms are still moving too quickly to make observations. If so, they should add one or two more drops of Protoslo. Carefully, replace the cover slip so that there is almost no air trapped in the slide. One technique is to place the cover slip on the edge of the well, and gently slide it completely into place over the well. This might take a few attempts. Depending on class size, you may pass around the jars of cultures, or you may set up them up on a table in a separate area.

Have paper towels on hand and keep some culture in reserve in case of spills. Divide students into pairs, with one student preparing the Euglena slide and the other preparing the Paramecium slide. Once the slides are prepared, have students use paper and pencils to create a chart with two columns.

Center the slide so that the culture is under the light path. Using the low power objective 4x , have students take turns looking through the eyepiece. Students may need assistance in focusing the image. Ask the students to record their observations color, shape, method of locomotion, etc. To observe the microbes in more detail, have students switch to a higher power objective 10x and adjust the sharpness of the image with the fine adjustment knob.

Have students record any additional observations that they were not able to see at the lower magnification. Warning: If you are using a standard microscope, do not use the 40x objective with the deep well slide. At this point, the objective might be too close to the slide. Repeat steps for the Paramecium slide. Have students compare and contrast their observations. Review the definitions for a flagellate and a ciliate. Can they identify which microorganism is the flagellate and which microorganism is the ciliate?

What characteristics do both microorganisms share? What characteristics are different in each? What are some of the advantages to each type of locomotion? How would you maintain the lives of these microorganisms as classroom pets? Why did we use a deep well slide for this investigation and not a flat microscope slide and slip cover? Volvox barberi can be ordered separately. Engineers often use their knowledge of science and technology, together with design strategies, to solve practical problems.

In this part of the lesson, students get the chance to see this process in action by viewing and discussing a video. In this video, Dr. Dabiri, a biophysicist at the California Institute of Technology, discusses jellyfish, submarines, blood flow, and wind farms.

Once they are done, ask students these questions:. The video of Dr. Imitating nature in human technology is known as biomimicry.

These observations help engineers create new inventions and design improvements to existing technology. Encourage them to explain their answers. In this part of the lesson, students will have a chance to learn more about a living organism and how it moves and then apply that knowledge to design, draw, and describe a practical application of one of the methods of locomotion they observed in the lab. Introduce the laboratory activity by discussing basic information about the Kingdom Protista.

Point out that while Paramecium, Amoeba, and Euglena are single-celled organisms, Volvox is a colony of individuals. Ask why protists might be good organisms to study in a high-school classroom.

Distribute the Locomotion in Protists student sheet. Direct the students to make their observations in their lab notebooks. Review the directions for the lab, focusing on proper microscope use and slide preparation. Stress that students should put Paramecium and Euglena on flat slides with coverslips and use both low and high power on their microscopes, and that they should put Amoeba and Volvox on depression slides with no coverslips and use low power only.