Cell+Transport

** Grade level: ** 8th or 9th **Unit**: Cell Processes
 * Content Area: ** Biology

** Lesson Title ** : Cell Transport **Estimated Length:** ﻿ 3 days ** Sunshine State Standards ** : Organization and Development of Living Organisms

** Benchmarks ** :

SC.912.L.14.5: Explain the evidence supporting the scientific theory of the origin of eukaryotic cells (endosymbiosis) SC.912.L.14.2: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport)

Evolution and Equilibrium The Cell Abilities necessary to do scientific inquiry
 * National Science Education Standards**

**Rationale:**

· Cell transport occurs in our everyday life. When we mix lemonade or even spray air freshener.

**Goal objectives:** · Students will be able to differentiate between passive and active transport · Students will be able to relate each cell transport with everyday life · Students will be able to differentiate between facilitated and simple diffusion

**Content Outline:**

I. Types of transport: Passive transport, active transport, endocytosis and exocytosis a. Passive transport – movement of molecules of particles across the cell membrane while using no energy i. Particles move from high concentration to low concentration ii. Types of passive transport: 1. Simple diffusion –the movement of molecules from high concentration to low concentration ü No energy is needed, it’s a spontaneous process ü Diffuse in liquids or gas ü Once particles have evenly distributed in its space its known as equilibrium 2. Facilitated diffusion- a type of passive transport that allows substances to cross the membrane with assistance of special transport proteins a. Examples: glucose (sugar), Sodium and chloride ions 3. Osmosis – the movement of water from a region high concentration though a selectively-permeable to a region of low concentration ü Hypertonic - the concentration of the solute in the solution can be greater than the concentration of the solute in the cells ü Hypotonic - The concentration of the solute in the solution can be less than the concentration of the solute in the cells ü Isotonic - The concentration of solute in the solution can be equal to the concentration of the solute in the cell. b. Active Transport- the movement of particles across the cell membrane while using ATP (energy) - Particles move against concentration gradient to achieve equilibrium c. Endocytosis and exocytosis i. Exocytosis – a process when wastes are removed from the cell in vacuoles or proteins by Golgi bodies. The package fuses with the cell membrane and the contents are released from the cell ii. Endocytosis – a process when a large protein molecules and bacteria enter the cell by becoming enclosed in a part of a cell membrane that fold to form a complete sphere. The sphere pinches off, resulting vacuole with its content goes into the cytoplasm - Pintocytosis - cell drinking - Phagocytosis - cell eating **Anticipatory Set:** 1. Do you think a cell has the capability to allow things to come in or out? 2. Does selective permeability occur anywhere outside your body? 3. Without looking at your notes, which transport do you think requires energy? **Input:** **Day 1** · While using a PowerPoint, I will lecture for approximately 20 minutes on passive cell transports and briefly introduce active transport o Show students brief clip: [] · After the students have watched the video clip, they will complete a Venn-diagram to compare and contrast facilitated and simple diffusion. (10 minutes) · Teacher will set up lab station for osmosis/diffusion lab o Towards the end of class, students will start day one of lab experiment. (10-15 minutes) **Day 2** · During the first 5 minutes of class, students will complete bell work without using notes. · Take 5 minutes to go over bell work and answer any question about the lesson yesterday · Lecture for 10 minutes of Active Transport and exocytosis · Student will take approximately 20-25 minutes completely day 2 of lab experiment **Day 3** · Without the use of notes, student will complete bell work for approximately 5 minutes. · Take 5 minutes to go over bell work and answer any question about the lesson yesterday · Lecture for 10 minutes of Endocytosis o Watch brief clip of endocytosis and exocytosis § [] · Student will take approximately 20-25 minutes completing day 3 of lab experiment

**Model/Materials:** PowerPoint Overhead Projector Air Freshener (example of diffusion) Video clips For Lab: **Checking for understanding:** Comprehension of each day will be completed during bell work. Each bell work consists of questions from the previous class lecture. The teacher can also check for understanding from the questions asked the end of the lab. Those questions will test whether the students understood he lab or is still confused. **Closure/Summary:** Remind the students to type up their lab report based off the data they concluded from the lab
 * 2 raw eggs
 * corn syrup
 * triple beam balance
 * spoons
 * distilled water
 * food coloring
 * paper towels
 * beakers (2)

= **Venn-Diagram (Passive vs. Active Transport)** = Name: ­­ ___ Date:__ _ __ Period: ___

__ Complete the Venn-diagram below using what you learned from the following: PowerPoint, video clip, textbook or prior knowledge. Be sure to include example of what type of molecules can pass through the membrane and/or example of each transport to receive full credit. __



__ // ***This can be used to help you study for your test, so use it to** // __ // **your advantage** //**// J //**//*//

= **Bell work Activities** = **Bell Work Day 2** **Passive Transport** ¨ Passive Transport uses no  ¨ Substances move from to concentrations ¨ **Diffusion** is the movement of substances from high to low concentration. Oil-soluble substances pass through the lipid part of membranes easily by diffusion also. ¨ **Osmosis** is the diffusion of. Water diffuses through the membranes by either slow diffusion through the lipid bilayer or through protein channels.

**Bell Work Day 3** **Active Transport and Exocytosis**

¨ Active Transport requires energy from energy-rich molecules. ¨ Substances move from to concentrations. ¨ Exocytosis is the of large quantities of substances (e.g. milk from milk glands, venom from venom glands) out of a cell. The transport of large quantities occurs when vesicles containing the substances bind temporarily with the cell membrane.

__ ** Osmosis Lab: Egg Cell Model ** __ This lab activity will use a chicken egg as a cell model. We will expose the chicken egg to a hypertonic environment to make it shrink, and a hypotonic environment to make it swell. The shrinking and swelling will be caused by osmosis. 2 raw eggs corn syrup triple beam balance spoons distilled water food coloring paper towels beakers (2)
 * Introduction: **
 * Materials: **
 * Day 1 __**
 * 1) Get 2 raw eggs and determine the mass for each.
 * Initial mass: __ grams ||


 * 1) Carefully place both eggs in a beaker.
 * 2) Add enough vinegar to cover the eggs. (Note that the eggs will probably float)
 * 3) Let the eggs soak for 2 minutes and observe what happens


 * Observations: (write it out or draw what you see) ||


 * 1) Label your beaker and keep it at your lab station in a safe place.

** Day 2 **
 * 1) Observe and record any changes in your eggs.


 * Observations: (write it out or draw what you see) ||


 * 1) Carefully lift the eggs out of the beaker and rinse them off under running water. Carefully rub the shell remnants off with your fingers.
 * 2) Dry the eggs off carefully with a paper towel and measure their mass.

|| Mass after vinegar treatment: ___ grams for both eggs __ Mass after distilled water treatment: _____ ||
 * # Rinse out the beaker.
 * 1) Pour concentrated fructose solution (corn syrup) over the egg until there is 100mL of liquid in one of the beakers and label this beaker. Place the other egg in 150mL of distilled water and label this beaker. Additionally add 2 drops of food coloring to your distilled water egg.
 * 2) Place your beakers again at your lab station in a safe place labeled with the proper solutions, family number, and period. || Mass after syrup treatment: _

** Day 3 **

Mass before syrup = Mass after syrup = %change in mass = mass before minus mass after divided mass before times 100 6. Calculate the same percent change in mass for the distilled water egg.
 * 1) Remove your eggs from the syrup and distilled water and rinse them off very gently under running water.
 * 2) Blot dry on a paper towel
 * 3) Record mass of egg after syrup treatment
 * 4) Repeat steps 1-3 for the egg in distilled water.
 * 5) Calculate percent change in mass:
 * 1) Calculate percent change in mass:

This number should be negative since the egg should have lost mass. ||
 * % change in mass = __%

(ALERT: These eggs are a salmonella risk and must be disposed of properly.)
 * 1) Rinse out your beakers and rub off any labels.
 * 2) Throw eggs away in special bucket for future flushing down toilet.

Questions:


 * 1) Write a hypothesis based on the syrup treatment.

If a “cell” is placed in a concentrated fructose solution it will experience a environment. This will cause the cell to lose because the concentration of sugar is outside of the “cell” compared to inside the “cell.”


 * 1) Write a hypothesis based on the water treatment.

If a “cell” is placed in water it will experience a _ environment. This will cause the cell to gain because the concentration of solutes is _ outside of the “cell” compared to inside the “cell.”


 * 1) Explain why vinegar was used first.


 * 1) Did your “cell” gain back all of the mass it lost? Explain using your percent changes in mass numbers.


 * 1) Draw a sketch of the lab procedure you did in the space below. Include all the different treatments.


 * || ===Osmosis Lab Report Rubric: Egg Cell model===



**Chella Jacques ** ||  ||


 * CATEGORY || **4** || **3** || **2** || **1** ||
 * **Experimental Hypothesis** || Hypothesized relationship between the variables and the predicted results is clear and reasonable based on what has been studied. || Hypothesized relationship between the variables and the predicted results is reasonable based on general knowledge and observations. || Hypothesized relationship between the variables and the predicted results has been stated, but appears to be based on flawed logic. || No hypothesis has been stated. ||
 * **Question/Purpose** || The purpose of the lab or the question to be answered during the lab is clearly identified and stated. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">The purpose of the lab or the question to be answered during the lab is identified, but is stated in a somewhat unclear manner. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">The purpose of the lab or the question to be answered during the lab is partially identified, and is stated in a somewhat unclear manner. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">The purpose of the lab or the question to be answered during the lab is erroneous or irrelevant. ||
 * <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 11pt;">**Materials** || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">All materials and setup used in the experiment are clearly and accurately described. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Almost all materials and the setupu used in the experiment are clearly and accurately described. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Most of the materials and the setup used in the experiment are accurately described. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Many materials are described inaccurately OR are not described at all. ||
 * <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 11pt;">**Procedures** || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Procedures are listed in clear steps. Each step is numbered and is a complete sentence. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Procedures are listed in a logical order, but steps are not numbered and/or are not in complete sentences. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Procedures are listed but are not in a logical order or are difficult to follow. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Procedures do not accurately list the steps of the experiment. ||
 * <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 11pt;">**Conclusion** || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Conclusion includes whether the findings supported the hypothesis, possible sources of error, and what was learned from the experiment. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Conclusion includes whether the findings supported the hypothesis and what was learned from the experiment. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Conclusion includes what was learned from the experiment. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">No conclusion was included in the report OR shows little effort and reflection. ||
 * <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 11pt;">**Drawings/Diagrams** || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Clear, accurate diagrams are included and make the experiment easier to understand. Diagrams are labeled neatly and accurately. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Diagrams are included and are labeled neatly and accurately. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Diagrams are included and are labeled. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Needed diagrams are missing OR are missing important labels. ||
 * <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 11pt;">**Appearance/Organization** || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Lab report is typed and uses headings and subheadings to visually organize the material. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Lab report is neatly handwritten and uses headings and subheadings to visually organize the material. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Lab report is neatly written or typed, but formatting does not help visually organize the material. || <span style="color: #000000; display: block; font-family: arial,verdana,tahoma; font-size: 9pt;">Lab report is handwritten and looks sloppy with cross-outs, multiple erasures and/or tears and creases. ||

= **Resources** =

Bell Work questions Venn Diagram created by Chella Jacques Video clips can be found on: <span style="display: block; font-family: 'Courier New'; line-height: 115%; margin-left: 1in; text-align: left; text-indent: -0.25in;">o Rubric created on: Material Cost:
 * Osmosis/Diffusion Lab – received from internship 1 teacher Mr. Downs
 * []
 * []
 * []
 * []

Air Freshener (example of diffusion): //Walmart $0.97// For Lab:
 * 2 raw eggs: //Walmart $1.24 for a dozen large eggs//
 * corn syrup
 * triple beam balance
 * spoons
 * distilled water
 * food coloring
 * paper towels
 * beakers (2)