Better+Cell+Challenge



Design a better cell!

A cell needs to be able to do at least the following:
 * Produce ATP or some other energy molecule
 * Acquire resources
 * Reproduce
 * Repair
 * Defend
 * Regulate movement of substances between the inside and outside
 * Communicate within
 * Communicate with the external environment
 * Create proteins (enzymes and structures)

Consider limitations of cells and develop a model of a better cell. Natural selection has been at work on this project for 3.5 billion years. I’ll give you 7 days. Please be creative in how you will share your finished work.


 * ** Design a better Cell PBL Rubric ** || ** Exceeds Expectations **

20-19 || ** Meets Expectations **

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">18-16 || <span style="font-family: Tahoma,Geneva,sans-serif;">** Approaches **

<span style="font-family: Tahoma,Geneva,sans-serif;">** Expectations **

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">15-13 || <span style="font-family: Tahoma,Geneva,sans-serif;">** Does Not Meet Expectations **

<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">12-1 || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;">- Does student plan and structure the project thoughtfully and purposefully? ||  || Wiki demonstrates background research, a plan for learning about cell structures work together, evaluation of potential cell limitations or organelle diseases. Final product goes through multiple revisions ||  ||   || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;"> - Does student demonstrate the understanding of ideas through inquiry, research, analysis, or experience? ||  || Final product demonstrates thorough understanding about universal aspects of how all cells work (organelles) and why the cell is the most basic unit of life. ||  ||   || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;"> - Does student use a variety of skills and strategies to apply knowledge to the problem or project? ||  || Range of skills include research, interpreting complex text and explaining concepts and relationships in everyday language and using analogies. Organizational scheme is used to compare cellular advantages and disadvantages. Focus is on maintaining cellular functions while using resources and energy efficiently. ||  ||   || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;"> - Does student take the necessary steps to fully realize the project goals? ||  || Team members collaborate in and out of class. Responsibility is shared for making sure all team members understand how the cell (and it's organelles) work. Final product goes through revisions. Presentation of the product is shared. ||  ||   || <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 10pt;"> - Does student effectively communicate the central ideas of the project? ||  || The presentation is rehearsed, with an outline of big ideas provided to the audience. The presentation includes a reflective piece (i.e. why/how did this challenge help us to understand the cell better? How will this experience lay a foundation for future studies) ||  ||   ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">** Design **
 * <span style="font-family: Tahoma,Geneva,sans-serif;">** Knowledge **
 * <span style="font-family: Tahoma,Geneva,sans-serif;">** Application **
 * <span style="font-family: Tahoma,Geneva,sans-serif;">** Process **
 * <span style="font-family: Tahoma,Geneva,sans-serif;">** Presentation **