Presentation Slides. Molecules will always move down the concentration gradient, toward areas of lesser concentration. Think of food coloring that spreads out in a glass of water, or air freshener sprayed in a room. Selectively Permeable - membranes that allow some things through, the cell membrane is selectively permeable, water and oxygen move freely across the cell's membrane, by diffusion.
Water will move in the direction where there is a high concentration of solute and hence a lower concentration of water. A simple rule to remember is:. Salt is a solute, when it is concentrated inside or outside the cell, it will draw the water in its direction.
This is also why you get thirsty after eating something salty. If the concentration of solute salt is equal on both sides, the water will move back in forth but it won't have any result on the overall amount of water on either side.
The word " HYPO " means less, in this case there are less solute salt molecules outside the cell, since salt sucks, water will move into the cell. The cell will gain water and grow larger.
In plant cells, the central vacuoles will fill and the plant becomes stiff and rigid, the cell wall keeps the plant from bursting. The word " HYPER " means more, in this case there are more solute salt molecules outside the cell, which causes the water to be sucked in that direction.
This is why it is dangerous to drink sea water - its a myth that drinking sea water will cause you to go insane, but people marooned at sea will speed up dehydration and death by drinking sea water.
This is also why "salting fields" was a common tactic during war, it would kill the crops in the field, thus causing food shortages. Sometimes, large molecules cannot cross the plasma membrane, and are "helped" across by carrier proteins - this process is called facilitated diffusion. Diffusion and Osmosis Presentation Slides.Warm-Up : How is floating in a pool different from performing a swim stroke like the back stroke? The intent of this question is for students to identify that movement occurs whether one swims or floats.
But, swimming expends more energy than floating and swimming moves you against a current but floating will not. When one floats, they move with the current. Allow students to respond and listen for identification of the points that make floating different from swimming. Before class, place a cup or beaker of water on each table. Begin the lesson by introducing the vocabulary associated with the lesson: equilibriumosmosis, diffusionhomeostasisactive transport, passive transport, hypertonic, hypotonic, isotonicexocytosis, endocytosis, cell membrane, selective permeability, turgor pressure, sodium potassium pump, concentration gradient, dynamic equilibrium.
Say each word aloud and ask students to repeat the term after you. Clap out the syllables for the terms with 3 or more syllables. This helps students hear the word parts of more complex words so that they can pronounce them correctly.
Instruct students to add the bolded terms to their Vocabulary Map. Remind students that the bolded terms contain prefixes, suffixes, Greek or Latin root words. Provide explicit instruction of each term when it arises during the course of instruction. Ask students why people soak beans overnight before cooking. A common misconception is that the cells soak up materials like salt or water. Refrain from addressing misconceptions at this time. But, make a mental note to address any identified misconceptions during instruction.
Then, ask students to predict what will happen if a place a drop of food coloring is added to the cup of water on the desk. Again, allow students to share their predictions. Listen and note any misconceptions that arise.
Make a mental note to address any misconceptions during instruction.Teachers Pay Teachers is an online marketplace where teachers buy and sell original educational materials.
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This set of 7 printable illustrated notes or graphic organizer worksheets is designed to improve student comprehension as you discuss cells, organelles, diffusion and osmosis, mitosis, and meiosis.
Your students will love to doodle and learn! Pages in this resource Animal cell organelles2. BiologyChemistryGeneral Science. PrintablesGraphic OrganizersInteractive Notebooks. Add to cart. Wish List. This product provides visual, interactive notes for the following concepts: Types of cells prokaryotic, eukaryotic, plant, animalCell organelles nucleus, mitochondria, chloroplasts, cell wall, cell membrane, cytoplasm, lysosome, vacuoleCellular transport passive transport, active transport.
Cell Transport Graphic Notes. Diffusion and Osmosis worksheets aren't always the most useful learning tools. These doodle note style pages are an excellent substitute for traditional worksheets.
Included sets with images and with drawing boxes.This reinforcement worksheet was designed for introductory biology, to help students learn concepts related to cell transport across the membrane. Words include osmosis, diffusion, hypertonic, and hypotonic, semipermeable, and active and passive transport.
The exercise has vocabulary and a list of sentences or definitions for students to match to the words. I use google slides and guided notes to present the lesson with a Cystic Fibrosis as the guiding question and phenomenon.
Students do other exercises with this unit, such as Investigation: How Can Diffusion Be Observedwhere students place starch in a bag and see how iodine will pass through the bag and turn the starch purple.
I usually do these types of reinforcement activities during class, and have students first try to complete it as a practice quiz. Then students either work in groups or pairs to complete the words that they are unsure about. The worksheet can be projected onto the board and answers can be checked. Save my name, email, and website in this browser for the next time I comment. Cell Biology. Prev Article. Next Article. Leave a Reply Cancel reply Save my name, email, and website in this browser for the next time I comment.Langelier Biology.
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Answer Key For Cell Transport
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Test 1 Review.The students enter the room, take out their Chromebooks and begin working on a Socrative quiz. While they work on the quiz, I am able to see their result in real time. This allows me to work with individual students later in the lesson, to clarify areas in which they are having difficulty.
Moreover, the students receive immediate feedback as they answer the questions, so they know whether or not they answered the question correctly and what the correct answer was supposed to be. Once the students have completed the quiz, we review their flipped notes. For this particular in-class review of the notes, I focus in on having the students make as many connections between chemistry and biology as possible. We review the terms compounds, elements, molecules, and atoms in the context of biology.
I also focus in on laying some of the foundation for genetics by introducing nucleic acids. After we have reviewed the notes, I have the students log into their Chromebooks and find their plasma membrane worksheet on our Google Classroom site. For this lesson, the students will be focusing in on the cell membrane. Some of the students have difficulty building a membrane that will stay together, so by completing the activity on the SMARTBoard, those students are still able to follow along without becoming overly frustrated if they cannot build the phospholipid bilayer of the membrane.
I also lead the students through the Build a Membrane activity because I want to emphasize the questions that I have designed to accompany the activity. While the students understand the function of the cell membrane, they do not understand how it is constructed. I have found that this activity helps them to remember the construction and I am able to use this activity as a reminder and reference during future lessons. Once we have finished with the Build a Membrane activity, the students work on their own to review the other activities listed.
While the students are working on this, I am checking in with individual students regarding their scores on the quiz from the beginning of the lesson. During this check in, I ask them to explain their thinking regarding the questions they missed on the quiz. I address their misconceptions and help them think of ways for remembering the correct information.
Many times the students will tell me that they hit the wrong button. When they tell me this, I ask them to tell me what the correct answer was and to explain why it was the correct answer. This helps to ensure that the student does know the correct answer. Within this mini unit on cells, I spend a great deal of time reviewing the cell membrane.
I do this because as we move through the upcoming units, specifically the circulatory system unit, the students will need to understand the processes through which items enter and leave cells.
Near the end of class, I ask the students to turn to a neighbor and describe the most frustrating part of the game and the most interesting. Without a doubt, the most frustrating thing for the students was having the cell membrane fall apart and them having to rebuild it. While this was frustrating for them, it did require repetition and they were able to remember the construction in later lessons.
I then called the class back together to have them describe some of the chemistry related words and processes that appeared in the activity. Empty Layer. Home Professional Learning. Professional Learning. Learn more about. Sign Up Log In. SWBAT identify the connections between chemical compounds and cells. Big Idea This lesson helps students see the connections between chemistry and biology at the cellular level.
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Science Fair. The Inner Life of a Cell. Inquiry Questions:. How are cell structures adapted to their functions? What variables affect the rate of transport across a membrane? Why is it important that cell membranes are selectively permeable? How does a cell maintain homeostasis both within itself and as part of a multicellular organism?
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