Cell Transport across the cell membrane. Kathy Jardine and Brian Evans. July 17, 2014
|
|
- Martin Henderson
- 7 years ago
- Views:
Transcription
1 Cell Transport across the cell membrane Kathy Jardine and Brian Evans July 17, 2014 INFORMATION ABOUT THE LESSON Grade Level and Subject Area 10 (9-11): Biology Time Frame 4-45 min class periods Objectives: Upon completion of this unit, students will be able to: To understand the engineering design cycle Identify the different parts of a phospholipid bilayer Define osmosis, diffusion, active transport Model a semi-permeable membrane Define/identify examples of diffusion Differentiate between passive and active transport including examples of each Design and build a semi-functional model of the phospholipid bilayer Model how a concentration gradient influences the transport of materials across a membrane Next Generation Science Standards HS-LS1 From Molecules to Organisms: Structures and Processes HS- ETS1-1. HS- ETS1-2. HS- ETS1-3. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts. Standards for Technological Literacy RST Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-ETS1-1),(HS-ETS1-3) RST Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-ETS1-1),(HS- ETS1-3) RST.11- Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent
2 12.9 understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (HS- ETS1-1),(HS-ETS1-3) Common Core State Standards in Mathematics MP.2 Reason abstractly and quantitatively. (HS-ETS1-1),(HS-ETS1-3),(HS-ETS1-4) Common Core State Standards in English and Language Arts RST Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-LS1-1) WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-LS1-1) WHST Draw evidence from informational texts to support analysis, reflection, and research. (HS-LS1-1) Prior Learning Any previous learning about cellular membranes, cellular transport would be used in this lesson. Materials Your textbook, your own notes, beaker with water, food coloring, computer with internet access, for detailed description of materials see Appendix A. Day 1: LESSON IMPLEMENTATION Objective: Upon completion of this lesson, students will be able to: To understand the engineering design cycle Pre-Assessment Do you know what engineering design cycle? And how it relates to biology? Procedures Time: 45 min 1 class period Formative Assessment Classroom discussion 1. Introduce the engineering design cycle and relate it to the scientific method 2. Discuss the work of biomedical engineers. 3. Give students a list of diseases that are caused by a malfunctioning plasma membrane. 4. Start to introduce phospholipid bilayer components. 5. Put food coloring in a beaker filled with water: discuss what is occurring. (diffusion) 6. Show animation from internet if necessary to visualize the diffusion and osmosis processes. Purpose: introduce experimental design
3 Closure Reflect: 1.) What did you learn today? 2.) What are some ways that biomedical engineers are useful in the medical field? 3.) How is diffusion different than osmosis? Summative Assessment At the end of the hour, have groups of two try and list all of the parts of the experimental design process in their notebooks. Orally discuss and write this on the board. Day 2: LESSON IMPLEMENTATION Objective: Upon completion of this lesson, students will be able to: Identify the different parts of a phospholipid bilayer Define osmosis, diffusion, active transport Define semi-permeable membrane Define/identify examples of diffusion Define/identify examples of active transport Pre-Assessment Fill up a beaker with tap water. Discuss what will happen when food coloring is added to it. Drop food coloring in the beaker. Observe and discuss. Procedures Time 45min- 1 class period Instructional Strategies/Learning Tasks 1. Review topics started on day1 2. Review phospholipid bilayer concepts 3. Teach diffusion and active transport using analogies and pictures. 4. Show animations from websites if additional resources are needed. Purpose: introduction to cellular membranes and their components Formative Assessment Closure THINK-PAIR-SHARE: (Have students answer questions about classroom discussion): 1. Differentiate between diffusion and facilitated diffusion. Give examples of molecules that experience each process. 2. Define active transport and give an example of a cell or organism that experiences this. 3. Discuss how diffusion and active transport are different- (may use a Venn diagram). Why is it necessary for a cell or organism to have both? Discuss the THINK-PAIR-SHARE; go over any misconceptions. Summative Assessment
4 Discuss the THINK-PAIR-SHARE; go over any misconceptions. Day 3-4: LESSON IMPLEMENTATION Objective: Upon completion of this lesson, students will be able to: Design and build a semi-functional model of the phospholipid bilayer. Pre-Assessment What are all of the components of a phospholipid bilayer? Have a student write them on the board; add to this list if necessary. Procedures Time: 45 min 2 class periods Formative Assessment 1. Give all students a list of materials and what they need to accomplish. 2. They should write down all of their ideas (5 min). 3. In groups they should compare ideas and pick the one they think is best (or combine them). 4. In their groups, students should build their model of the cell membrane. They will need to include definitions as well as labels of each of the following (see Appendix B- analysis questions) 5. Their model will have to allow specific molecules to go through it (items that will represent water, carbon dioxide, oxygen, glucose, sodium, etc.) 6. When they are completed, these will be tested to see if they work. It will be tested against a rubric (Appendix A) Testing their product for functionality Closure Purpose: build a functional cell membrane Have a class discuss on what everyone has learned. Review any questions still remaining. Prepare for a quiz. Summative Assessment Quiz time! Some ideas and parts of this lesson plan were inspired by the lesson Keepers of the Gate from the website: on July 18, 2014 Scenario: Appendix A- Engineering Design Project Handout The plasma membrane plays an integral role in maintaining homeostasis by controlling what comes into and out of the cell. We have discussed how small defects that result in some loss of function of the plasma membrane can result in major disorders, such as Duchenne Muscular Dystrophy.
5 Some small, non-polar molecules are able to cross the plasma membrane along the concentration gradient directly through the phospholipid bilayer. Other smaller charged molecules, like water and charged ions, are able to cross the membrane via channel proteins through the process of facilitated diffusion. Some substrates need to be pumped across the membrane against the concentration gradient (or may be too large to cross the membrane) and require an energy input and/or the help of carrier proteins to cross the membrane via active transport. In this design contest, you will be responsible for designing a 3-D model of a plasma membrane that must allow different substrates to cross it via a variety of transport proteins. Your model should demonstrate the phospholipid bilayer and incorporate channel proteins and carrier proteins that will be able to transmit four materials that represent different types of substrates that would need to enter/exit a cell. Here are the substances that will need to cross your model membrane, the type of cell transport they would require, and what will be representing each: O2/CO2 simple diffusion represented by sand Water and ions facilitated diffusion via channel proteins represented by water Glucose (moving against the gradient (ex)intestine)) active transport via specialized transmembrane proteins represented by a pom pom Mineral ions(moving against the gradient(ex) in plant roots))- active transport via specialized transmembrane proteins Materials: Styrofoam ball - $5.00 Tape (6 ) - $ 3.00 Cotton balls (x5) -$3.00 Toothpicks (x10) - $ 2.00 Drinking Straw - $1.00 Coffee Stirrers (x5) $2.00 Rubber Band $3.00 Paper Clips (x 10) - $2.00 Craft Foam (2 x2 ) - $2.00 String (6 ) - $2.00 Cheese cloth (2 x2 ) - $1.00 Pipe cleaner $1.00 Aluminum Foil (2 x2 ) - $1.00 Play-doh (1 ball) $3.00 Q-tips (x25)-$3.00
6 Science Learning Community: Science and Engineering Lesson Plans Grading : -Structural Accuracy in modeling the membrane and membrane-bound proteins = 30% of Total Design Grade Points: Requirements: The model successfully demonstrates the structure of the phospholipid bilayer and transport proteins. The membrane is a double layer and phospholipids are relatively similar to their actual structure. Transport proteins are not embedded in the membrane and/or carrier proteins cannot repeatedly modify their form to attach with their associated substrate, pass it through the membrane, and release it. The membrane is a double layer, however, the model does not demonstrate the structure of the phospholipids (phosphate heads and fatty acid tails). Transport proteins are not embedded in the membrane. Model in no way resembles the structure of a phospholipid bilayer. Transport proteins are not embedded in the membrane. It is not a bilayer. Amount of material that passed through the membrane (sand = 3 points, water = 4 points, ions large molecules = 4 points each) = 30% of Total Design Grade (15 points) Requirements: Sand and water will be massed before and after travelling through the membrane to determine the percentage of the substrate that was able to successfully cross the membrane. The class percentages will be divided into thirds. To receive all of the points for sand and/or water the percentage of sand and/or water that successfully pass through the group s membrane must fall in the top 3 rd of the class. Water will not be able to cross the membrane without a channel protein. If you do not build a channel protein, your group will receive a zero for that grade. Reusability on active transport pumps/carrier proteins = 20% of Total Design Grade Points: Requirements: Carrier proteins can be reset to their original position (able to accept a new molecule (marble/pom pom) within 10 seconds Carrier proteins can be reset to their original position (able to accept a new molecule (marble/pom pom) within 30 seconds -Money Spent on model supplies (cost) = 20% of Total Design Grade Carrier proteins can be reset to their original position (able to accept a new molecule (marble/pom pom) within 1 minute Carrier proteins cannot be returned to their original state after transferring the molecules through the membrane Points: Requirements: Total cost of materials used to build the model falls is in the lower 25% of the class totals. Total cost of materials used to build the model falls is in the lower 50% of the class totals. Total cost of materials used to build the model falls is in the lower 75% of the class totals. Total cost of materials used to build the model is among the most expensive 25% of the class totals. Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in Partnership with the University of Wisconsin-Stout Page 6
7 Science Learning Community: Science and Engineering Lesson Plans Appendix B- Analysis questions Total Design Grade = / 50 points Name Hour Date Define the following terms in your own words: 1. Cell membrane 2. Phospholipid a. Label the hydrophilic (head or tail) and the hydrophobic head or tail accordingly 3. Receptor and signal molecules 4. Selective permeability 5. Transport protein channels 6. Cholesterol component 7. Fluid mosaic model 8. Diffusion a. Example of particles that diffuse through a cell Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in Partnership with the University of Wisconsin-Stout Page 7
8 Science Learning Community: Science and Engineering Lesson Plans 9. Active transport a. Examples of particles that use active transport through a cell Answer the following questions referring to your model: 1. What part of your model represents the following: a. Hydrophobic tails? b. Hydrophilic heads? c. Transport (carrier) proteins d. channel proteins e. cholesterol 2. How is diffusion different from facilitated diffusion? Give an example of a molecule that does diffusion and one that does facilitated diffusion? 3. Differentiate between active transport and diffusion. 4. Explain how the swabs and straws actually represent the components of a real cell membrane. 5. Roll the bundle of cotton swabs between your hands. Do the individual swabs move? Without pulling the straw out can you move it between the swabs? How does this represent the fluid mosaic model? Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in Partnership with the University of Wisconsin-Stout Page 8
9 Science Learning Community: Science and Engineering Lesson Plans 6. What was the hardest part of building your model? 7. How did completing this project help with your understanding of how a cell membrane works in a cell? 8. What do you think would happen if one of the components to the cell membrane- say the transport proteins- all were stuck open? Stuck shut? Be descriptive and scientific in your answer. Funded by an Elementary and Secondary Education Act Title IIb Wisconsin Improving Teacher Quality Grant in Partnership with the University of Wisconsin-Stout Page 9
Cell Membrane & Tonicity Worksheet
NAME ANSWER KEY DATE PERIOD Cell Membrane & Tonicity Worksheet Composition of the Cell Membrane & Functions The cell membrane is also called the PLASMA membrane and is made of a phospholipid BI-LAYER.
More informationCell Membrane Coloring Worksheet
Cell Membrane Coloring Worksheet Composition of the Cell Membrane & Functions The cell membrane is also called the plasma membrane and is made of a phospholipid bilayer. The phospholipids have a hydrophilic
More information1.1.2. thebiotutor. AS Biology OCR. Unit F211: Cells, Exchange & Transport. Module 1.2 Cell Membranes. Notes & Questions.
thebiotutor AS Biology OCR Unit F211: Cells, Exchange & Transport Module 1.2 Cell Membranes Notes & Questions Andy Todd 1 Outline the roles of membranes within cells and at the surface of cells. The main
More informationCommon Core Standards for Literacy in Science and Technical Subjects
A Correlation of Miller & Levine Biology To the Common Core Standards for Literacy in Science and Technical Subjects INTRODUCTION This document demonstrates how meets the Common Core Standards for Literacy
More informationCHAPTER 5.1 5.2: Plasma Membrane Structure
CHAPTER 5.1 5.2: Plasma Membrane Structure 1. Describe the structure of a phospholipid molecule. Be sure to describe their behavior in relationship to water. 2. What happens when a collection of phospholipids
More informationUnit 2: Cells, Membranes and Signaling CELL MEMBRANE. Chapter 5 Hillis Textbook
Unit 2: Cells, Membranes and Signaling CELL MEMBRANE Chapter 5 Hillis Textbook HOW DOES THE LAB RELATE TO THE NEXT CHAPTER? SURFACE AREA: the entire outer covering of a cell that enables materials pass.
More informationFIGURE 2.18. A. The phosphate end of the molecule is polar (charged) and hydrophilic (attracted to water).
PLASMA MEMBRANE 1. The plasma membrane is the outermost part of a cell. 2. The main component of the plasma membrane is phospholipids. FIGURE 2.18 A. The phosphate end of the molecule is polar (charged)
More informationMembrane Structure and Function
Membrane Structure and Function Part A Multiple Choice 1. The fluid mosaic model describes membranes as having A. a set of protein channels separated by phospholipids. B. a bilayer of phospholipids in
More informationHomeostasis and Transport Module A Anchor 4
Homeostasis and Transport Module A Anchor 4 Key Concepts: - Buffers play an important role in maintaining homeostasis in organisms. - To maintain homeostasis, unicellular organisms grow, respond to the
More information4. Biology of the Cell
4. Biology of the Cell Our primary focus in this chapter will be the plasma membrane and movement of materials across the plasma membrane. You should already be familiar with the basic structures and roles
More informationChapter 8. Movement across the Cell Membrane. AP Biology
Chapter 8. Movement across the Cell Membrane More than just a barrier Expanding our view of cell membrane beyond just a phospholipid bilayer barrier phospholipids plus Fluid Mosaic Model In 1972, S.J.
More informationCELL MEMBRANES, TRANSPORT, and COMMUNICATION. Teacher Packet
AP * BIOLOGY CELL MEMBRANES, TRANSPORT, and COMMUNICATION Teacher Packet AP* is a trademark of the College Entrance Examination Board. The College Entrance Examination Board was not involved in the production
More informationCELL MEMBRANE & CELL TRANSPORT (PASSIVE and ACTIVE) Webquest
Name: Period: CELL MEMBRANE & CELL TRANSPORT (PASSIVE and ACTIVE) Webquest PART I: CELL MEMBRANES WEBSITE #1: http://www.wisc-online.com/objects/index_tj.asp?objid=ap1101 1. What is the BASIC UNIT of LIFE?
More informationPART I: Neurons and the Nerve Impulse
PART I: Neurons and the Nerve Impulse Identify each of the labeled structures of the neuron below. A. B. C. D. E. F. G. Identify each of the labeled structures of the neuron below. A. dendrites B. nucleus
More informationChapter 3. Cellular Structure and Function Worksheets. 39 www.ck12.org
Chapter 3 Cellular Structure and Function Worksheets (Opening image copyright by Sebastian Kaulitzki, 2010. Used under license from Shutterstock.com.) Lesson 3.1: Introduction to Cells Lesson 3.2: Cell
More informationCell Biology - Part 2 Membranes
Cell Biology - Part 2 Membranes The organization of cells is made possible by membranes. Membranes isolate, partition, and compartmentalize cells. 1 Membranes isolate the inside of the cell from the outside
More informationModes of Membrane Transport
Modes of Membrane Transport Transmembrane Transport movement of small substances through a cellular membrane (plasma, ER, mitochondrial..) ions, fatty acids, H 2 O, monosaccharides, steroids, amino acids
More informationBIOLOGICAL MEMBRANES: FUNCTIONS, STRUCTURES & TRANSPORT
BIOLOGICAL MEMBRANES: FUNCTIONS, STRUCTURES & TRANSPORT UNIVERSITY OF PNG SCHOOL OF MEDICINE AND HEALTH SCIENCES DISCIPLINE OF BIOCHEMISTRY AND MOLECULAR BIOLOGY BMLS II / B Pharm II / BDS II VJ Temple
More informationBSC 2010 - Exam I Lectures and Text Pages. The Plasma Membrane Structure and Function. Phospholipids. I. Intro to Biology (2-29) II.
BSC 2010 - Exam I Lectures and Text Pages I. Intro to Biology (2-29) II. Chemistry of Life Chemistry review (30-46) Water (47-57) Carbon (58-67) Macromolecules (68-91) III. Cells and Membranes Cell structure
More informationBiological cell membranes
Unit 14: Cell biology. 14 2 Biological cell membranes The cell surface membrane surrounds the cell and acts as a barrier between the cell s contents and the environment. The cell membrane has multiple
More informationSix major functions of membrane proteins: Transport Enzymatic activity
CH 7 Membranes Cellular Membranes Phospholipids are the most abundant lipid in the plasma membrane. Phospholipids are amphipathic molecules, containing hydrophobic and hydrophilic regions. The fluid mosaic
More informationIons cannot cross membranes. Ions move through pores
Ions cannot cross membranes Membranes are lipid bilayers Nonpolar tails Polar head Fig 3-1 Because of the charged nature of ions, they cannot cross a lipid bilayer. The ion and its cloud of polarized water
More informationCell Transport and Plasma Membrane Structure
Cell Transport and Plasma Membrane Structure POGIL Guided Inquiry Learning Targets Explain the importance of the plasma membrane. Compare and contrast different types of passive transport. Explain how
More informationCell Membrane Structure (and How to Get Through One)
Cell Membrane Structure (and How to Get Through One) A cell s membrane is a wall of sorts that defines the boundaries of a cell. The membrane provides protection and structure for the cell and acts as
More informationDate: Student Name: Teacher Name: Jared George. Score: 1) A cell with 1% solute concentration is placed in a beaker with a 5% solute concentration.
Biology Keystone (PA Core) Quiz Homeostasis and Transport - (BIO.A.4.1.1 ) Plasma Membrane, (BIO.A.4.1.2 ) Transport Mechanisms, (BIO.A.4.1.3 ) Transport Facilitation Student Name: Teacher Name: Jared
More informationDIFFUSION (HYPERTONIC, HYPOTONIC, & ISOTONIC SOLUTIONS) THE GUMMY BEAR LAB PASS
DIFFUSION (HYPERTONIC, HYPOTONIC, & ISOTONIC SOLUTIONS) THE GUMMY BEAR LAB PASS Have you ever wondered why your fingers have wrinkles after soaking in a bath tub? Your students have probably wondered the
More informationChapter 7: Membrane Structure and Function
Name Period Concept 7.1 Cellular membranes are fluid mosaics of lipids and proteins 1. The large molecules of all living things fall into just four main classes. Name them. 2. Explain what is meant when
More informationCh. 8 - The Cell Membrane
Ch. 8 - The Cell Membrane 2007-2008 Phospholipids Phosphate head hydrophilic Fatty acid tails hydrophobic Arranged as a bilayer Phosphate attracted to water Fatty acid repelled by water Aaaah, one of those
More informationTotal body water ~(60% of body mass): Intracellular fluid ~2/3 or ~65% Extracellular fluid ~1/3 or ~35% fluid. Interstitial.
http://www.bristol.ac.uk/phys-pharm/teaching/staffteaching/sergeykasparov.htmlpharm/teaching/staffteaching/sergeykasparov.html Physiology of the Cell Membrane Membrane proteins and their roles (channels,
More informationOsmosis and Diffusion
Spring Upshaw Lauren Beal Mary-Kate Perrone Kate Loftus Osmosis and Diffusion Students will explore the concepts of osmosis and diffusion through two days of lessons. Students will build upon prior knowledge
More informationCells and Their Housekeeping Functions Cell Membrane & Membrane Potential
Cells and Their Housekeeping Functions Cell Membrane & Membrane Potential Shu-Ping Lin, Ph.D. Institute of Biomedical Engineering E-mail: splin@dragon.nchu.edu.tw Website: http://web.nchu.edu.tw/pweb/users/splin/
More informationMembrane Transport. Extracellular Concentration of X
Use the following graph to answer questions 1 and 2. Rate of diffusion of X into the cell 1. Which of the following processes is represented by the above graph? c. Active transport 2. Molecule X is most
More informationMembrane Structure and Function
Membrane Structure and Function -plasma membrane acts as a barrier between cells and the surrounding. -plasma membrane is selective permeable -consist of lipids, proteins and carbohydrates -major lipids
More informationKeystone Review Practice Test Module A Cells and Cell Processes. 1. Which characteristic is shared by all prokaryotes and eukaryotes?
Keystone Review Practice Test Module A Cells and Cell Processes 1. Which characteristic is shared by all prokaryotes and eukaryotes? a. Ability to store hereditary information b. Use of organelles to control
More informationSection 7-3 Cell Boundaries
Note: For the past several years, I ve been puzzling how to integrate new discoveries on the nature of water movement through cell membranes into Chapter 7. The Section below is a draft of my first efforts
More informationCell membranes and transport. Learning Objective:
Cell membranes and transport Content Fluid mosaic model of membrane structure Movement of substances into and out of cells Learning Objective: a. Describe and explain the fluid mosaic model of membrane
More informationCellular Structure and Function
Chapter Test A CHAPTER 7 Cellular Structure and Function Part A: Multiple Choice In the space at the left, write the letter of the term or phrase that best answers each question. 1. Which defines a cell?
More informationAcademic Standards for Reading in Science and Technical Subjects
Academic Standards for Reading in Science and Technical Subjects Grades 6 12 Pennsylvania Department of Education VII. TABLE OF CONTENTS Reading... 3.5 Students read, understand, and respond to informational
More informationThe Lipid Bilayer Is a Two-Dimensional Fluid
The Lipid Bilayer Is a Two-Dimensional Fluid The aqueous environment inside and outside a cell prevents membrane lipids from escaping from bilayer, but nothing stops these molecules from moving about and
More informationCell and Membrane Practice. A. chromosome B. gene C. mitochondrion D. vacuole
Name: ate: 1. Which structure is outside the nucleus of a cell and contains N?. chromosome. gene. mitochondrion. vacuole 2. potato core was placed in a beaker of water as shown in the figure below. Which
More informationLab 4: Osmosis and Diffusion
Lab 4: Osmosis and Diffusion The plasma membrane enclosing every cell is the boundary that separates the cell from its external environment. It is not an impermeable barrier, but like all biological membranes,
More informationDiffusion and Osmosis
Diffusion and Osmosis OBJECTIVES: 1. To explore how different molecules move by diffusion and osmosis through semi-permeable membranes. 2. To understand how different concentration gradients affect the
More informationFig. 1. Background. Name: Class: Date:
Background Bubbles make a great stand in for cell membranes. They re fluid, flexible, and can self-repair. Bubbles and cell membranes are alike because their parts are so similar. If you could zoom down
More informationNORTH DAKOTA SCIENCE CONTENT STANDARDS
NORTH DAKOTA SCIENCE CONTENT STANDARDS Draft April 2014 Draft Performance Expectations by Grade: High School Engineering Design Released for Public Comment North Dakota Department of Public Instruction
More information7. A selectively permeable membrane only allows certain molecules to pass through.
CHAPTER 2 GETTING IN & OUT OF CELLS PASSIVE TRANSPORT Cell membranes help organisms maintain homeostasis by controlling what substances may enter or leave cells. Some substances can cross the cell membrane
More informationTransmembrane proteins span the bilayer. α-helix transmembrane domain. Multiple transmembrane helices in one polypeptide
Transmembrane proteins span the bilayer α-helix transmembrane domain Hydrophobic R groups of a.a. interact with fatty acid chains Multiple transmembrane helices in one polypeptide Polar a.a. Hydrophilic
More informationo Ivy Tech DESN 102- Technical Graphics DESN 103- CAD Fundamentals
Indiana Department of Education Academic Course Framework ARCHITECHTURAL DRAFTING AND DESIGN I Architectural Drafting and Design I Gives students a basic understanding of the detailing skills commonly
More informationIB104 - Lecture 9 - Membranes
There have been many magnificent boats built to try to reach 50 knots. This was the creation of an Australian team that held the record for more than a decade, from 1993 till 2005, at 46.5 knots with their
More informationOsmosis, Diffusion and Cell Transport
Osmosis, Diffusion and Cell Transport Types of Transport There are 3 types of transport in cells: 1. Passive Transport: does not use the cell s energy in bringing materials in & out of the cell 2. Active
More informationLesson Plan: The Building Blocks of Photosynthesis
Lesson Plan: The Building Blocks of Photosynthesis Summary In this lesson, students will use colored blocks to represent the elements in photosynthesis and illustrate how they are broken down and reassembled
More informationQuick Hit Activity Using UIL Science Contests For Formative and Summative Assessments of Pre-AP and AP Biology Students
Quick Hit Activity Using UIL Science Contests For Formative and Summative Assessments of Pre-AP and AP Biology Students Activity Title: Quick Hit Goal of Activity: To perform formative and summative assessments
More informationProcess of Science: Using Diffusion and Osmosis
Process of Science: Using Diffusion and Osmosis OBJECTIVES: 1. To understand one way to approach the process of science through an investigation of diffusion and osmosis. 2. To explore how different molecules
More informationStandards. Interactive Media, July 2012, Page 1 of 6
Indiana Department of Education Academic Course Framework INTERACTIVE MEDIA Interactive Media prepares students for careers in business and industry working with interactive media products and services;
More information2 strong elastic bands holding beakers together. beaker representing the solution surrounding the cells. elastic band holding net onto one beaker.
Using a pot model to represent osmosis Student sheet To do 1 Set up the potato investigation as instructed. 2 Record the mass of the potato which is then placed in distilled water... g 3 Record the mass
More information2007 7.013 Problem Set 1 KEY
2007 7.013 Problem Set 1 KEY Due before 5 PM on FRIDAY, February 16, 2007. Turn answers in to the box outside of 68-120. PLEASE WRITE YOUR ANSWERS ON THIS PRINTOUT. 1. Where in a eukaryotic cell do you
More informationDiffusion, Osmosis, and Membrane Transport
Diffusion, Osmosis, and Membrane Transport Introduction... 2 Diffusion and osmosis as related to cellular processes... 2 The hotter the medium, the faster the molecules diffuse... 2 TASK 1: TEMPERATURE
More informationBIOL 305L Laboratory Two
Please print Full name clearly: Introduction BIOL 305L Laboratory Two Osmosis, because it is different in plants! Osmosis is the movement of solvent molecules through a selectively permeable membrane into
More informationCONNECTING LESSONS NGSS STANDARD
CONNECTING LESSONS TO NGSS STANDARDS 1 This chart provides an overview of the NGSS Standards that can be met by, or extended to meet, specific STEAM Student Set challenges. Information on how to fulfill
More informationo Ivy Tech CRIM 101- Intro to Criminal Justice Systems CRIM 113- Criminal Investigations
Indiana Department of Education Academic Course Framework CRIMINAL JUSTICE I Criminal Justice I Introduces specialized classroom and practical experiences related to public safety occupations such as law
More informationOperation Oil Spill Clean Up Independent Investigation
Name: Due Date: Class Period: Operation Oil Spill Clean Up Independent Investigation Offshore oil drilling and the use of supertankers for transporting oil pose the risk of oil spills. Oil spills can damage
More informationCellular Membranes I. BACKGROUND MATERIAL
Cellular Membranes Objectives: 1. To explore the nature of cellular membranes by investigating environmental conditions which stress them. 2. To learn methods for measuring the extent of stress on the
More informationCells & Cell Organelles
Cells & Cell Organelles The Building Blocks of Life H Biology Types of cells bacteria cells Prokaryote - no organelles Eukaryotes - organelles animal cells plant cells Cell size comparison Animal cell
More informationBuild a Bridge. Based on the book
Fifth Grade English Design Brief Build a Bridge Based on the book Bridge to Terabithia by Katherine Paterson Background: You have just completed reading the book Bridge to Terabithia. Jess has asked for
More informationLeaving Cert Biology. Conduct any Activity to Demonstrate Osmosis. Experiments
Leaving Cert Biology Conduct any Activity to Demonstrate Osmosis Experiments CONDUCT ANY ACTIVITY TO DEMONSTRATE OSMOSIS Materials/Equipment Distilled water Electronic balance Sucrose solution (80%) Scissors
More information5 E Lesson Plan. Title: Modeling Photosynthesis Grade Level and Course: 7 th grade, Life Science 10 th grade, Biology
5 E Lesson Plan Title: Modeling Photosynthesis Grade Level and Course: 7 th grade, Life Science 10 th grade, Biology Materials: a. aluminum tray b. waxed paper c. 6 green marshmallows d. 12 pink marshmallows
More informationHealth Science Education II, August 2013, Page 1 of 5
Indiana Department of Education Indiana Academic Course Framework HEALTH SCIENCE EDUCATION II Health Science Education II is an extended laboratory experience at the student's choice of clinical site designed
More informationProvided by TryEngineering - www.tryengineering.org
Provided by TryEngineering - Lesson Focus Lesson focuses on the engineering behind keeping food and other items cool. Students work in teams to develop a system to make an insulated liquid container that
More informationo Ivy Tech DESN 105- Architectural Design I DESN 113- Intermediate CAD o Vincennes University ARCH 221- Advanced Architectural Software Applications
Indiana Department of Education Academic Course Framework ARCHITECHTURAL DRAFTING AND DESIGN II Architectural Drafting and Design II presents a history and survey of architecture and focuses on the creative
More informationMusic Makers. paper clips
Fifth Grade Science Design Brief Music Makers Background: We know that sound is a form of energy produced and transmitted by vibrating matter and that pitch is determined by the frequency of a vibrating
More informationWeb Design, February 2013, Page 1 of 5
Indiana Department of Education Academic Course Framework WEB DESIGN Web Design is a course that provides instruction in the principles of web design using HTML/XHTML and current/emerging software programs.
More informationHuman Anatomy & Physiology I with Dr. Hubley. Practice Exam 1
Human Anatomy & Physiology I with Dr. Hubley Practice Exam 1 1. Which definition is the best definition of the term gross anatomy? a. The study of cells. b. The study of tissues. c. The study of structures
More informationEFFECT OF SALT ON CELL MEMBRANES
EFFECT OF SALT ON CELL MEMBRANES LAB CELL 2 INTRODUCTION A eukaryotic cell, a cell with a nucleus, not only has a plasma membrane as its external boundary, but it also has a variety of membranes that divide
More informationFlorida Department of Education Student Performance Standards
Course Title: Digital Design 3 Course Number: 8209530 Course Credit: 1 Course Description: Florida Department of Education Student Performance Standards This course continues the development of industry-standard
More informationGet It Right. Answers. Chapter 1: The Science of Life. A biologist studies all living things.
Discover Biology 'N' Level Science Chapter 1 Chapter 1: The Science of Life A biologist studies all living things. In order to carry out the scientific method, we need to ask questions. Discover Biology
More informationClass time required: Two 40-minute class periods + homework. Part 1 may be done as pre-lab homework
Diagnosing Diabetes Teacher information Summary: Students analyze simulated blood plasma samples collected during a glucose tolerance test for diabetes. They test glucose and insulin levels to determine
More informationGeorgia Department of Education Grade 4 Career Development Activity Business Management & Administration Estimated Time: 45 minutes
Goal Students will identify Business Management and Administration as a Georgia career cluster Objectives define a career cluster as a grouping of occupations with common skills and knowledge identify
More informationProvided by TryEngineering - www.tryengineering.org
Provided by TryEngineering - L e s s o n F o c u s Lesson focuses on sports engineering and advanced materials development. Students work in a team to devise a racquet out of everyday materials that could
More informationAnatomy and Physiology Placement Exam 2 Practice with Answers at End!
Anatomy and Physiology Placement Exam 2 Practice with Answers at End! General Chemical Principles 1. bonds are characterized by the sharing of electrons between the participating atoms. a. hydrogen b.
More informationBiology. STANDARD II: Objective 3. Osmosis Inquiry Labs
Biology STANDARD II: Objective 3 Osmosis Inquiry Labs Background Knowledge: Students should have used a microscope before and be familiar with the parts. They should also know how to make a wet mount slide.
More informationElectron Transport Generates a Proton Gradient Across the Membrane
Electron Transport Generates a Proton Gradient Across the Membrane Each of respiratory enzyme complexes couples the energy released by electron transfer across it to an uptake of protons from water in
More informationChapter 5: The Structure and Function of Large Biological Molecules
Name Period Concept 5.1 Macromolecules are polymers, built from monomers 1. The large molecules of all living things fall into just four main classes. Name them. 2. Circle the three classes that are called
More informationo Ivy Tech CONT 101 Introduction to Construction CONT 106 Construction Blueprint Reading BCOT 104 Floor and Wall Layout
Indiana Department of Education Academic Course Framework CONSTRUCTION TECHNOLOGY I Construction Technology I focuses on classroom and laboratory experiences involving the formation, installation, maintenance,
More informationCELLS An Introduction to Cell Structure & Function
CELLS An Introduction to Cell Structure & Function Introduction: In this lab exercise we will be studying three general aspects of cellular structure and function. First, we will observe the anatomical
More informationAP Biology Essential Knowledge Student Diagnostic
AP Biology Essential Knowledge Student Diagnostic Background The Essential Knowledge statements provided in the AP Biology Curriculum Framework are scientific claims describing phenomenon occurring in
More informationNerve Cell Communication
Nerve Cell Communication Core Concept: Nerve cells communicate using electrical and chemical signals. Class time required: Approximately 2 forty minute class periods Teacher Provides: For each student
More informationJournal of Virginia Science Education. Exposing Student Misconceptions about Cellular Structure: A Curriculum Topic Study. Abbie Martin, M.Ed.
Exposing Student Misconceptions about Cellular Structure: A Curriculum Topic Study Introduction Abbie Martin, M.Ed. Curriculum topic study allows teachers to investigate a specific concept in math or science
More informationLESSON 17: Balloon Rockets ESTIMATED TIME Setup: 5 10 minutes Procedure: 5 10 minutes
LESSON 17: Balloon Rockets ESTIMATED TIME Setup: 5 10 minutes Procedure: 5 10 minutes DESCRIPTION Apply the concepts of pressure and Newton s laws of motion to build simple rockets. OBJECTIVE This lesson
More information6023-1 - Page 1. Name: 4) The diagram below represents a beaker containing a solution of various molecules involved in digestion.
Name: 6023-1 - Page 1 1) Which one of the following situations indicates a serious organ system malfunction? A) Mitochondria stop functioning in a unicellular organism exposed to pollutants. B) White blood
More informationLesson 4.10: Life Science Plant & Animal Cell Functions
Weekly Focus: Reading Comprehension Weekly Skill: Compare & Contrast Lesson Summary: This week students will continue with lessons in Life Science. The work contains foundational knowledge about plant
More informationIIn our high tech world, one of the hottest areas of development
Topic 1.1 Why are cells important? Key Concepts Studying cells helps us understand how organisms function. Cellular organelles work together to carry out life functions. Cellular processes enable organisms
More informationCells, Diffusion, Osmosis, and Biological Membranes
Cells, Diffusion, Osmosis, and Biological Membranes A. Objectives Upon completion of this lab activity, you should be able to: 1. Define and correctly use the following terms: solute, solvent, selectively
More informationCell Unit Practice Test #1
ell Unit Practice Test #1 Name: ate: 1. Which organelle is primarily concerned with the conversion of potential energy of organic compounds into suitable form for immediate use by the cell?. mitochondria.
More informationElements & Macromolecules in Organisms
Name: Date: Per: Table # Elements & Macromolecules in rganisms Most common elements in living things are carbon, hydrogen, nitrogen, and oxygen. These four elements constitute about 95% of your body weight.
More informationCellular Respiration: Practice Questions #1
Cellular Respiration: Practice Questions #1 1. Which statement best describes one of the events taking place in the chemical reaction? A. Energy is being stored as a result of aerobic respiration. B. Fermentation
More informationName: Hour: Elements & Macromolecules in Organisms
Name: Hour: Elements & Macromolecules in Organisms Most common elements in living things are carbon, hydrogen, nitrogen, and oxygen. These four elements constitute about 95% of your body weight. All compounds
More informationConstruction Technology: HVAC I, July 2012, Page 1 of 5
Indiana Department of Education Academic Course Framework CONSTRUCTION TECHNOLOGY: HVAC I Construction Technology: HVAC I includes classroom and laboratory experiences concerned with heat generation, ventilation,
More informationIllinois School for the Deaf Course Curriculum. Craft and Structure RL.6.4. RL.6.5. RL.6.6. Integration of Knowledge and Ideas RL.6.7. RL.6.8. RL.6.9.
Illinois School for the Deaf Course Curriculum Course Title: Science Grades 6-8 Cycle: Year 3 (Physical Science) Course Agenda: Topic Length of Unit Characteristics of Matter 3 weeks MS-PS1-1., MS-PS1-3.,
More informationTable of Content. Enzymes and Their Functions Teacher Version 1
Enzymes and Their Functions Jeisa Pelet, Cornell University Carolyn Wilczynski, Binghamton High School Cornell Learning Initiative in Medicine and Bioengineering (CLIMB) Table of Content Title Page Abstract..
More informationNO CALCULATORS OR CELL PHONES ALLOWED
Biol 205 Exam 1 TEST FORM A Spring 2008 NAME Fill out both sides of the Scantron Sheet. On Side 2 be sure to indicate that you have TEST FORM A The answers to Part I should be placed on the SCANTRON SHEET.
More informationAdvanced Subsidiary GCE Biology
Advanced Subsidiary GCE Biology F211 Cells, Exchange and Transport - High banded Candidate style answer Introduction OCR has produced these candidate style answers to support teachers in interpreting the
More information