Abstract:
A tactile biological cell model comprising: a plurality of organelle models configured to be manipulated by hand and arranged on a generally flat surface; where the plurality of organelle models are further configured to be arranged with respect to each other so as to represent the arrangement of a plurality of organelles of an actual biological cell. A tactile biological cell model kit comprising: a cell membrane model; a cell wall model; a central vacuole membrane model; a nucleus model; a plurality of chloroplast models; a plurality of amyloplast models; a plurality of chromoplast models; a plurality of coccus bacteria models; a plurality of bacillus bacteria models; and where each of the models are configured to be manipulated by hand and arranged on a generally flat surface with respect to each other so as to represent the arrangement of a plurality of organelles of an actual biological cell. A tactile biological cell model kit comprising: a plurality of organelle models; and where each of the organelle models are configured to be manipulated by hand and arranged on a generally flat surface with respect to each other so as to represent the arrangement of a plurality of organelles of an actual biological cell.

Description:
TECHNICAL FIELD  
       [0001]     The present invention relates to biological models, and more particularly to biological models of cells and cell structures.  
       BACKGROUND  
       [0002]     Most biology classes teach the detailed structure of cells and students learn about different cell types. Cells do not come in one size or shape. Cells are almost as diverse as the life forms on our planet. When students first attempt to view cells and recognize them under the microscope, they often find them hard to understand—the microscopic world is new to them. They may be unable to decipher individual cells, let alone tell the different cell types apart. Thus cell models have been made available for use by students. However, the current models available for teaching cell biology are static; that is their components, if any, cannot be changed, and they lack tactile qualities. These currently available models may lead to the students inferring that the cells themselves are static and all the same.  
         [0003]     Therefore, there is a need for cell models that overcome the above listed and other drawbacks.  
       SUMMARY  
       [0004]     The disclosed invention relates to a tactile biological cell model comprising: a plurality of organelle models configured to be manipulated by hand and arranged on a generally flat surface; where the plurality of organelle models are further configured to be arranged with respect to each other so as to represent the arrangement of a plurality of organelles of an actual biological cell.  
         [0005]     The disclosed invention also relates to a tactile biological cell model kit comprising: a cell membrane model; a cell wall model; a central vacuole membrane model; a nucleus model; a plurality of chloroplast models; a plurality of amyloplast models; a plurality of chromoplast models; a plurality of coccus bacteria models; a plurality of bacillus bacteria models; and where each of the models are configured to be manipulated by hand and arranged on a generally flat surface with respect to each other so as to represent the arrangement of a plurality of organelles of an actual biological cell.  
         [0006]     In addition, the disclosed invention relates to a tactile biological cell model kit comprising: a plurality of organelle models; and where each of the organelle models are configured to be manipulated by hand and arranged on a generally flat surface with respect to each other so as to represent the arrangement of a plurality of organelles of an actual biological cell. 
     
    
     BRIEF DESCRIPTION OF THE DRAWINGS  
       [0007]     The present disclosure will be better understood by those skilled in the pertinent art by referencing the accompanying drawings, where like elements are numbered alike in the several figures, in which:  
         [0008]      FIG. 1  is a top view of a disclosed tactile cell model;  
         [0009]      FIG. 2  is a top view of another disclosed tactile cell model;  
         [0010]      FIG. 3  is a top view of another embodiment of a disclosed tactile cell model;  
         [0011]      FIG. 4  is a top view of another still another embodiment of a disclosed tactile cell model;  
         [0012]      FIG. 5  is a detailed top view of a nucleus model;  
         [0013]      FIG. 6  is a side view of the nucleus model from  FIG. 5 ;  
         [0014]      FIG. 7  is a perspective view of a rough endoplasmic reticulum model;  
         [0015]      FIG. 8  is a top view of the rough endoplasmic reticulum model from  FIG. 7 ;  
         [0016]      FIG. 9  is perspective view of the inner structure a mitochondria model;  
         [0017]      FIG. 10  is a perspective view of the outer structure of the mitochondria model from  FIG. 9 ;  
         [0018]      FIG. 11  shows a perspective view of a lysosome male piece model;  
         [0019]      FIG. 12  shows a perspective view of a lysosome female piece model;  
         [0020]      FIG. 13  shows a perspective view of a vesicle model;  
         [0021]      FIG. 14  shows a perspective view of a coccus bacteria model;  
         [0022]      FIG. 15  shows a perspective view of a chloroplast model;  
         [0023]      FIG. 16  shows a cross-sectional view of the chloroplast model from  FIG. 15 ;  
         [0024]      FIG. 17  shows a perspective view of the outer membrane of the plastid models, for use in making the amyloplasts, chromoplasts and chloroplasts (as shown in  FIG. 15 );  
         [0025]      FIG. 18  shows a perspective view of the inner 4-section structure of the chloroplast model from  FIG. 15 ;  
         [0026]      FIG. 19  shows a perspective view of the inner 2-section structure of the chloroplast model from  FIG. 15 ;  
         [0027]      FIG. 20  shows a perspective view of a bacillus bacteria model;  
         [0028]      FIG. 21  shows a perspective view of an amyloplast and chromoplast model;  
         [0029]      FIG. 22  shows a cross-sectional view of the amyloplast and chromoplast model from  FIG. 21 ;  
         [0030]      FIG. 23  shows a perspective view of a differently-shaped, larger amyloplast model; and  
         [0031]      FIG. 24  shows a cross-sectional view of the amyoplast model. 
     
    
     DETAILED DESCRIPTION  
       [0032]      FIG. 1  shows a top view of a disclosed tactile cell model  10 . This particular tactile cell model  10  is a representation of an animal cell. Other cell types are included in this disclosure, including, but not limited to: cheek cell, elodea cell, and onion cell. The tactile cell model  10  comprises various organelle models that make up the cell. All the organelle models are tactile, that is, the student, or any other user, can touch, hold, and move the organelle models thereby giving the student a better and tactile understanding of the cell and cell structures. The organelle models shown in this particular cell model  10  comprise: a nucleus model  12 , a cell membrane model  14 , a plurality of mitochondria model  18 , a plurality of vesicle models  22 , a plurality of golgi models  26 , a plurality of lysosome models  30 , a rough endoplasmic reticulum model  34 , and a smooth endoplastic reticulum model  38 . The cell membrane model  14  may comprise bendable wire covered in plastic or fabric.  
         [0033]      FIG. 2  shows a top view of another disclosed tactile cell model  42 . This particular tactile cell model  42  is a representation of a human cheek cell. The tactile cell model  42  comprises: a nucleus model  12 , a cell membrane model  14 , a coccus bacteria model  46  attached to the cell membrane model  14 , and a bacillus bacteria model  50  attached to the cell membrane model  14 .  
         [0034]      FIG. 3  shows a top view of another embodiment of a disclosed tactile cell model  54 . This particular tactile cell model  54  is a representation of a elodea cell as may be seen under a laboratory microscope. The tactile cell model  54  comprises: a cell membrane model  14 , a central vacuole model  58 , a plurality of chloroplast models  62 , and a cell wall  63 . The vacuole model  58 , similar to the cell membrane model  14 , may comprise a bendable wire covered in plastic or fabric.  
         [0035]      FIG. 4  shows a top view of another still another embodiment of a disclosed tactile cell model  62 . This particular tactile cell model  62  is a representation of an onion cell. The tactile cell model  62  comprises: a nucleus model  12 , a cell membrane model  14 , and a central vacuole model  58 .  
         [0036]     The cell models shown in  FIGS. 1 through 4  comprise various organelle models that may be placed on a generally flat surface, such as, but not limited to a table, desk, or floor. The organelle models may be touched, arranged, moved an otherwise manipulated by students to assist those students in learning about the cells and the cell organelles.  
         [0037]      FIG. 5  shows a detailed top view of a nucleus model  12 . The radius of the nucleus model  12  may be about 1 inch to about 6 inches, and preferably about 3.25 inches. The nucleus model  12  is made out of a plastic material. A plurality of chromatin  66  and one or more nucleolus  70  are shown formed in the plastic material of the nucleus model  12 . There is also an inner membrane  67 , and an outer membrane  68 .  FIG. 6  shows a side view of the nucleus model  12 . The nucleus comprises a plurality of nuclear pores  74 . The nucleus has a width “w” of about 0.5 inches to about 5 inches, and preferably about 2.4 inches.  
         [0038]      FIG. 7  shows a perspective view of a model rough endoplasmic reticulum model  34 .  
         [0039]      FIG. 8  shows a top view of the rough endoplasmic reticulum model  34 . The length “L RER ” of the rough endoplasmic reticulum model  34  is about 7 inches to about 28 inches, and preferably about 14¼ inches. The width “W RER ” of the endoplasmic reticulum model  34  is about 3.5 inches to about 14 inches, and preferably about 7 inches.  
         [0040]     The mitochondria model  18  from  FIG. 1  is shown in  FIGS. 9 through 10 . The inner structure  78  of the mitochondria model  18  is shown in perspective in  FIG. 9 . A perspective view of the outer structure  82  of the mitochondria model  18  is shown in  FIG. 10 . The width “W MO ” is about 2.5 inches to about 11 inches, and preferably about 5¼ inches. The depth “D MO ” is about ¼ inch to about 3 inches, and preferably about 1 ½ inches. The inner structure  78  will be configured to fit into the outer structure  82 .  
         [0041]     The lysosome model  30  from  FIG. 1  is shown in  FIGS. 11 and 12 . The lysosome model  30  comprises two pieces, a male piece  86  shown in  FIG. 11  and a female piece  90  shown in  FIG. 12 . The male piece  86  is configured to removeably snap into the female piece  90 . The male piece  86  has a plurality of pins  90  configured to fit in a plurality of opening  94  located on the female piece. The lysosome model  30  may have an outer diameter of about ¼ inch to about 3 inches, and preferably about ½ inches. The male piece  86  and female piece  90  may have a depth “D L ” of about 1.4 inch to about 1½ inch, and preferably about ⅗ of an inch.  
         [0042]      FIG. 13  shows a perspective view of a vesicle model  98 . The vesicle has an outer diameter “OD V ” of about ¼ inch to about 1½ inch, and preferably about ¾ inch.  
         [0043]      FIG. 14  shows a perspective view of a coccus bacteria model  46  from  FIG. 2 . The coccus bacteria model  46  has an outer diameter “OD CB ” of about  1 / 2  inch to about 4 inches, and preferably about 2 inches.  
         [0044]      FIG. 15  shows a perspective view of a chloroplast model  62  from  FIG. 3 .  FIG. 16  shows a sectional view of the chloroplast model  62 . The chloroplast model  62  comprises an outer shell  102 , an inner 4-section structure  106 , and one or more inner 2-section structures  110 .  
         [0045]      FIG. 17  shows a perspective view of the outer shell  102 . The outer shell may have width “W OS ” of about 2 inches to about 8 inches, and preferably about 4 inches. The outer shell  102  may have a length “L OS ” of about 3 inches to about 12 inches, and preferably about 6 inches.  FIG. 18  shows a perspective view of the inner 4-section structure  106 . The inner 4-section structure  106  comprises four discs  114 . Three of the four discs may have a plurality of holes  118 . The inner 4-section structure may have a height “H 4 ” of about 1 inch to about 4 inches, and preferably about 2 inches. The inner 4-section structure  106  may have a width “W 4 ” of about ½ inch to about 2 inches, and preferably about 1 inch.  FIG. 19  shows a perspective view of the inner 2-section structure  110 . The inner 2-section structure  110  comprises  2  discs  122 . One of the discs may have a plurality of holes  118 . The inner 2-section structure  110  may have a height “H 2 ” of about ½ inch to about 2 inches, and preferably about 1 inch. The inner 2-section structure  110  may have a width “W 2” of about  ½ inch to about 2 inches, and preferably about 1 inch. The inner 4-section structure  106  is configured to be removeably connectable with the inner 2-section structure  110  via pins that are insertable in the holes  118  of the inner 4-section structure  106  and the inner 2-section structure  110 .  
         [0046]      FIG. 20  shows a perspective view of a bacillus bacteria model  50  from  FIG. 2 . The bacillus bacteria model  50  has a length “L BB ” of about 2 inches to about 8 inches, and preferably about 4 inches. The bacillus bacteria model  50  has a depth of about 2 inch to about 2 inches, and preferably about 1 inch.  
         [0047]      FIG. 21  shows a perspective view of an amyoplast model  126 .  FIG. 22  shows a cross-sectional view of the amyoplast model  126 . The amyoplast model comprises an inner shell  130  and an outer shell  134 . The amyoplast model has a length “L A ” of about 3 inches to about 12 inches, and preferably about 6 inches, and a width “W A ” of about 2 inches to about 8 inches and preferably about 4 inches, and a depth “D A ” of about 1 inch to about 4 inches, and preferably about 2 inches. The inner shell is configured to removeably snap  130  into the outer shell  134 .  
         [0048]      FIG. 23  shows a perspective view of a pentagonal shaped amyoplast model  138 .  FIG. 24  shows a cross-sectional view of the amyoplast model  138 . The pentagonal shaped amyoplast model  138  comprises an inner shell  142  and an outer shell  146 . The pentagonal shaped amyoplast model  138  has a length “L PA ” of about 3 inches to about 14 inches, and preferably about 7 inches and a depth “D PA ” of about 1 inch to about 6 inches, and preferably about 3 inches. The inner shell  142  is configured to removeably snap into the outer shell  146 .  
         [0049]     The organelles and other cell structures described with respect to  FIGS. 1 through 24  are not an exhaustive list. Any organelle and cell structure that may be modeled in a plastic material for tactile and interactive use by students are encompassed by this patent application. Additionally, cell membrane and vacuoles may be made out bendable wire covered in a plastic material or fabric. The plastic material may be any of a number of suitable materials including, but not limited to: nylon, foam, polycarbonate, and PVC. Additionally, instead of a plastic material, other material may be suitable for the organelle and cell structures, such other materials include, but are not limited to: foam and rubber. Finally, the concept for these models could also be worked into multimedia methods, for individual use or presentation on a computer.  
         [0050]     Each organelle model both generally feels and generally looks like the appropriate organelle. Each organelle may be individually maneuverable such that students can put the cell components together to represent each specific cell type viewed under the microscope. In this manner, students can manipulate the models while they are viewing a particular cell in the microscope in order to better understand the cell and organelles.  
         [0051]     The models are configured to make the abstract appearance of cells in the microscope more tangible for students. When students who are just starting to view cells try these models, they may find it challenging to arrange the organelles properly. But as they continue to do this (and to correct each other), they begin to “get it”. They begin to know what they are supposed to be seeing. Then they can go back to the microscope and not only see what they are supposed to see but also feel confident in their viewing. They learn all about the cells they see and other cells by manipulating these models. They also learn to distinguish the organelles visible in the light microscope in lab from those only visible with electron microscopy. Even more satisfying is that they enjoy the hands-on approach that the models offer.  
         [0052]     The disclosed invention may be offered in kits. The kits are configured to help students with what they typically see in the lab under the light microscope; help students understand how even the smallest cellular components (visible under the electron microscope) carry out the tasks the cell undergoes; and help students understand single-celled protists. Each kit could be used independently, and teachers could use one or all three depending on their curriculum needs. The kits would contain plastic models and bendable wire cell membranes and vacuoles, all packed in a drawstring bag, making them readily portable from classroom to classroom. The wires would be of two types—a thicker wire for cell walls and a thinner wire for cell membranes, including vacuolar membranes.  
                             TABLE 1                           Description of the three Dynamic Cell Model kit components.            Kit One: Cells as   Kit Two: Cells as           viewed through the   viewed through the       light microscope   electron microscope       (kit for prototyping   (for possible proto-       with NSF funds)   typing as funds allow)   Kit Three: Protists               cell membrane   cell membrane   cell membrane       cell wall   cell wall   ciliated cell membrane       central vacuole   nucleus   2 flagellar attachments       membrane       nucleus   rough endoplasmic   for cell membrane           reticulum       8 chloroplasts   smooth endoplasmic   cell wall           reticulum       8 amyloplasts   6 mitochondria   nucleus/macronucleus       8 chromoplasts   Golgi complex   micronucleus       16 bacteria (8   3 lysosomes   2 contractile vacuoles       coccus and 8   9 vesicles   6 chloroplasts         bacillus )       eye spot               6 food vacuoles                  
 
         [0053]     The potential end users for these kits include all educational institutions with the initial target being secondary and postsecondary organizations. The potential also exists for their application in museums and informal science education settings. The disclosed models are unique and consistent with current research on teaching and learning; there are no models currently available for teaching about cells that are so dynamic and versatile. Advantages of the disclosed models include: tactile, hands-on approach to learning appeals to individuals who learn best by manipulating objects; developed specifically for teaching and learning about cells in both lab and lecture settings; the models offer students with disabilities a way to learn about cells (e.g., a blind student can use them as tactile models even though they could not view the cells through a microscope); the models are engaging, interactive, and can reflect hundreds of cell types; since there may be a plurality of kits available, a school would only have to buy the kits that relate to their aspects of interest; the models are lightweight and portable, for convenience in carrying from room-to-room. Additionally, the organelles may be colorful, and may generally be the same color as may be seen under a microscope, or may colored according to the category of organelle, or may be colored in a fanciful fashion.  
         [0054]     It should be noted that the terms “first”, “second”, and “third”, and the like may be used herein to modify elements performing similar and/or analogous functions. These modifiers do not imply a spatial, sequential, or hierarchical order to the modified elements unless specifically stated.  
         [0055]     While the disclosure has been described with reference to several embodiments, it will be understood by those skilled in the art that various changes may be made and equivalents may be substituted for elements thereof without departing from the scope of the disclosure. In addition, many modifications may be made to adapt a particular situation or material to the teachings of the disclosure without departing from the essential scope thereof. Therefore, it is intended that the disclosure not be limited to the particular embodiments disclosed as the best mode contemplated for carrying out this disclosure, but that the disclosure will include all embodiments falling within the scope of the appended claims.