BIG IDEA 2 Cellular Processes: Energy and Communication
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- Slide 1
- BIG IDEA 2 Cellular Processes: Energy and Communication
- Slide 2
- ESSENTIAL QUESTIONS How is the cell the basic unit of life? How
do materials enter and leave the cell? What role does the cell
membrane play in cellular homeostasis? What are the relationships
between structure and function of cell organelles? How are the
characteristics of life manifested by the cell? How is free energy
used in biological systems to facilitate growth, reproduction, and
homeostasis sustainability? How is energy stored in biological
systems? How are external signals converted into cellular
responses?
- Slide 3
- DAY 1 (60 MINUTES) Bozeman Videos: A Tour of the Cell (Cells)
Cellular Organelles (Cells) Compartmentalization (Cells) Bacteria
(Diversity of Life) Required Readings: Always refer to Pearson text
correlations on the wiki under What You Need to Know for exact
pages that you are responsible for before you begin your readings
Chapter 6 (pp. 98-112), 6.1, 6.6 and 6.7 not required Chapter 27
(pp. 556-560)
- Slide 4
- LEARNING OBJECTIVES Explain how internal membranes and
organelles contribute to cell functions (LO 2.13, SP 6.2) Make a
prediction about the interactions of subcellular organelles (LO
4.4, SP 6.4) Construct explanations based on scientific evidence as
to how interactions of subcellular structures provide essential
functions (LO 4.5, SP 6.2) Use representations and models to
analyze situations qualitatively to describe how interactions of
subcellular structures, which possess specialized functions (LO
4.6, SP 1.4)
- Slide 5
- ACTIVITY ONE Use the website CELLS alive! to construct a Venn
diagram comparing eukaryotic and prokaryotic cells. Explain the
evolutionary relationships and how the cellular organelles work
together for homeostatic balance to maintain life. Time: 20
minutes
- Slide 6
- ACTIVITY TWO Review the pictures of bacteria, plant and animal
cells Compare the structures present in the different cell types
What are required functions of cells? Predict and justify how the
subcellular structures interact and provide essential functions How
do the different types of cells subcellular structures differ with
respect to the function of the cell? Time: 20 minutes
- Slide 7
- ACTIVITY THREE Design a 3-D representation of a specific
organelle Organelle should be no larger than 20cm You will present
your organelle with an explanation of the role the organelle has in
maintaining cell homeostasis Time: 20 minutes
- Slide 8
- CLOSING ACTIVITY Quiz! Time: 15 minutes Question 1: What is the
most likely pathway taken by a newly synthesized protein that will
be secreted by a cell? A) ER Golgi Nucleus B) Nucleus ER Lysosome
C) ER Golgi Vesicles that fuse with plasma membrane D) ER Lysosome
Vesicles that fuse with plasma membrane Question 2: In 4-5
sentences, explain what is meant by this statement: Life is an
emergent property (new properties that arise with each step upward
in the hierarchy of life, owing to the arrangement and interactions
of parts as complexity increases) that appears at the level of the
cell.
- Slide 9
- DAY 2 Required readings: Chapter 7 (pp. 125-138) Bozeman
videos: The Cell Membrane (Cells) Why Are Cells Small (Cells)
Transport Across Cell Membranes (Cells)
- Slide 10
- LEARNING OBJECTIVES Use representations and models to pose
scientific questions about the properties of cell membranes and
selective permeability based on molecular structure (LO 2.10, SP
1.4, SP 3.1) Construct models that connect the movement of
molecules across membranes with membrane structure and function (LO
2.11, SP 1.1, SP 7.1, SP 72.) Use representations and models to
analyze situations or solve problems qualitatively to investigate
whether dynamic homeostasis is maintained by the active movement of
molecules across membranes (LO 2.12, SP 1.4) Use calculated surface
area-to-volume ratios to predict which cell(s) might eliminate
wastes or produce nutrients faster by diffusion (LO 2.6, SP 2.2)
Explain how cell size and shape affect the overall rate of nutrient
intake and the rate of waste elimination (LO 2.7, SP 6.2)
- Slide 11
- ACTIVITY ONE Look at the vegetables on the desk in front of
you. Are they still edible? What has caused them to wilt? Can this
process be reversed? Suppose you have a houseplant that has wilted.
Design an experiment to test whether or not this process can be
reversed in a houseplant. Ideas to think about: Permeability of
membranes Properties of the cell membrane Movement of molecules
across a membrane Time: 25 minutes
- Slide 12
- ACTIVITY TWO Create a visual representation (any way you want)
to illustrate and explain examples of passive and active transport
across the cell membrane. Be sure to include: The role of proteins
in cellular transport Hypotonic, hypertonic and isotonic
environments in plant and animal cells Movement of large molecules
(exocytosis and endocytosis) When and how active transport is
accomplished Time: 25 minutes
- Slide 13
- ACTIVITY THREE Cells can not be indefinitely large. Why not?
Design an experiment using potatoes and iodine to show the
efficiency of 3 different sizes of cells Calculate the surface
area-to-volume ratio (SA:V) for each of the cubes. Which SA:V ratio
was the most efficient size? Does this correlate to the smallest
cube or the biggest cube? Time: 25 minutes
- Slide 14
- CLOSING ACTIVITY Quiz! Time: 15 minutes
- Slide 15
- DAY 3 Required readings: Lab #4: Diffusion and Osmosis Bozeman
videos: Osmosis lab walk-through (AP Bio Labs) Diffusion demo (AP
Bio labs) Supplemental resources: AP Biology Lab Manual, Lab #1 AP
Biology CD ROM, Lab #1
- Slide 16
- LEARNING OBJECTIVES Use representations and models to analyze
situations or solve problems qualitatively to investigate whether
dynamic homeostasis is maintained by the active movement of
molecules across membranes (LO 2.12, SP 1.4) Use calculated surface
area-to-volume ratios to predict which cell(s) might eliminate
wastes or produce nutrients faster by diffusion (LO 2.6, SP 2.2)
Explain how cell size and shape affect the overall rate of nutrient
intake and the rate of waste elimination (LO 2.7, SP 6.2)
- Slide 17
- LAB #4: OSMOSIS AND DIFFUSION You will be designing and
conducting experiments to investigate the process of diffusion and
osmosis in the transport of molecules across cell membranes You
will analyze how SA:V ratios affect the rate of diffusion by
measuring the movement of materials into a cell Required: CERR lab
report for procedure 1, 2 and 3 Experimental design for procedure 3
Due next Wednesday Time: 90 minutes
- Slide 18
- PROCEDURE 1: SURFACE AREA AND CELL SIZE Completed on Friday (a
similar activity) Write down the steps you took in order to
complete the experiment What were the variables? What was
controlled (not what was the control)? What did you find? Which
type of cell is most efficient? A large SA:V or a small SA:V?
- Slide 19
- PROCEDURE 2: MODELING DIFFUSION AND OSMOSIS Read through
Procedure 2 and discuss the IV questions with your partner, as well
as the questions after the materials list Instead of dialysis
tubing, use the plastic sandwich bags Instead of sucrose, we will
use a starch solution Get the cells ready and place them into the
beakers with water (take their mass first) Take their mass after
you have completed the set up of procedure 3 Maximum time: 30
minutes
- Slide 20
- PROCEDURE 3: OBSERVING OSMOSIS IN LIVING CELLS Discuss the
questions with your partner before designing your experiment Omit
part 1 Design an experiment that answers how solute concentration
affects the water potential in potatoes There are 5 different
solution concentrations, which are unknown to you How will you
collect data, what data do you need to collect and how will you
analyze it? You will come back tomorrow to measure the changes in
your potato Discuss the questions with your partner to help aid
your design Maximum time: 45 minutes
- Slide 21
- WATER POTENTIAL: WHAT DOES IT MEAN? Water potential the force
that drives water to move in a given direction Solute concentration
and pressure potential contribute to water potential = p + s
Increased pressure potential = increased water movement Water moves
from a region of higher water potential to a region of lower water
potential until it reaches equilibrium As the solute concentration
of the solution is increased, the amount of water that flows out of
the cell will increase
- Slide 22
- DAY 4 Required Readings: Chapter 2 (none is actually
highlighted, but if you have not taken chemistry, it is a good idea
to look over this chapter) Chapter 3 Chapter 4 (exclude pp. 63-66)
Bozeman Videos: Water: A Polar Molecule (Water) Chemical Bonds:
Ionic and Covalent (chemistry) (optional) The Molecules of
Cells
- Slide 23
- LEARNING OBJECTIVES Justify the selection of data regarding the
types of molecules that an animal, plant, or bacterium will take up
as necessary building blocks and excrete waste products (LO 2.8, SP
4.1) Explain the connection between the sequence and subcomponents
of a biological polymer and its properties (LO 4.1, SP 7.1)
Construct explanations based on evidence of how variation in
molecular units provides cells with a wider range of functions (LO
4.22, SP 6.2) Represent graphically or model quantitatively the
exchange of molecules between an organism and its environment, and
the subsequent use of these molecules to build new molecules that
facilitate dynamic homeostasis, growth, and reproduction (LO 2.9,
SP 1.1, SP 1.4)
- Slide 24
- ACTIVITY ONE What role do carbon and nitrogen play in the
production of complex organic molecules such as amino acids (AA),
protein (PRO) and nucleic acids (NA) in living organisms? To answer
this question, you will work in a small group to complete one of
the carbon cycle or the nitrogen cycle. Create a model or
representation of either cycle Choose a particular ecosystem
(biome) that your cycle is in For your ecosystem, what are the
biotic and abiotic factors in the cycle? How do the biotic and
abiotic factors keep the cycle going? Time: 25 minutes
- Slide 25
- ACTIVITY TWO Look at the different beakers that are on the
front desk. Write down any observations and questions that you have
about the liquids that are in the beakers. You have been asked to
test the different substances to find out which one is water. You
can not smell it or taste it (one is toxic). Knowing the different
properties of water, choose 3 that you will test to determine which
one is water. Write down the steps and questions you will ask along
the way. Time: 15 minutes
- Slide 26
- ACTIVITY THREE You will be given a property of water to depict
as a superhero for a comic strip Create a 5-panel comic strip that
illustrates and explains the important role water has in a
biological system You will explain and present your comic strip to
the class Properties: Water can participate in hydrogen bonds
because it is a polar molecule Cohesion Moderation of temperature
Solid is less dense than liquid Universal solvent Time: 30
minutes
- Slide 27
- CLOSING ACTIVITY Quiz! Time: 20 minutes
- Slide 28
- DAY 5 Required Readings: Chapter 5 Bozeman Videos: Biological
Molecules (Biochemistry) The Molecules of Life (Chemistry)
- Slide 29
- LEARNING OBJECTIVES Explain the connection between the sequence
and the subcomponents of a biological polymer and its properties
(LO 4.1, SP 7.1) Construct explanations based on evidence of how
variation in molecular unites provides cells with a wider range of
functions (LO 4.22, SP 6.2) Represent graphically or model
quantitatively the exchange of molecules between an organism and
its environment, and the subsequent use of these molecules to build
new molecules that facilitate dynamic homeostasis, growth and
reproduction (LO 2.9, SP 1.1, SP 1.4)
- Slide 30
- ACTIVITY ONE Create molecular models demonstrating the SPONCH
elements that form the macromolecules important to the homeostasis
of living systems Make sure your models can be manipulated to
represent concepts such as dehydration, hydrolysis and synthesis
You can draw your models on cue cards to help you remember Time: 20
minutes
- Slide 31
- ACTIVITY TWO Look at the picture you have been given and answer
the following question: Explain with justification the role of
SPONCH elements in the environment depicted on your card and how
they are integral parts of the macromolecules essential to living
systems. Share your answer with someone who has a different picture
than you. Time: 15 minutes
- Slide 32
- ACTIVITY THREE Testing for macromolecules You will be given the
following food samples: Egg, raw, hard boiled Vegetable oil Glucose
Potato Unknown Devise a plan to test for the presence of the
different macromolecules that may be present in the foods
given
- Slide 33
- ACTIVITY THREE (CONTD) Test for starch: Iodine Test for
glucose: Benedicts solution Test for fat: paper towel Test for
protein: NaOH and CuSO4 solutions What are the results if it is
positive? Negative? Time: 30 minutes
- Slide 34
- ACTIVITY FOUR Look at the following food labels and create a
graphic organizer to explain the role of macromolecules in the
human body Fold the paper given to you in 4 and label each square
with one of the macromolecules (CHO, fat, PRO, NA) Explain and
justify how the food item will or will not supply the macromolecule
sources to our bodies Describe the type of molecules our body
requires as essential building blocks and why this particular food
is necessary for homeostasis Present your findings to the class
Time: 20 minutes
- Slide 35
- CLOSING ACTIVITY Quiz! Time: 5 minutes
- Slide 36
- DAY 6 (60 MINUTES) Required readings: Chapter 8 Bozeman videos:
Chapter 5b Enzymes
- Slide 37
- LEARNING OBJECTIVES Refine representations and models to
explain how the subcomponents of a biological polymer and their
sequence determine the properties of that polymer (LO 4.2, SP 1.2)
Use models to predict and justify that change in the subcomponents
of a biological polymer affect the functionality of the molecule
(LO 4.3, SP 6.4) Analyze data to identify how molecular
interactions affect structure and function (LO 4.17, SP 5.1)
- Slide 38
- ACTIVITY ONE LabBench Activity: Enzyme Catalysis
http://www.phschool.com/science/biology_place/labbench/lab2/intro.html
http://www.phschool.com/science/biology_place/labbench/lab2/intro.html
Look over the various concepts for enzymes Read through the design
of the lab Time: 20 minutes
- Slide 39
- ACTIVITY TWO Get into a group of 4 I will give you either an
endergonic or exergonic reaction to act out, either in a skit, a
poem, a song, etc. In your play, be sure to show whether or not:
Energy is absorbed or released The reaction is spontaneous or not
If bonds are broken or formed If ATP is used, and where An example
Time: 25minutes for planning, 5 minutes for acting
- Slide 40
- CLOSING ACTIVITY Quiz! Time: 10 minutes
- Slide 41
- DAY 7 Required Readings: None Bozeman Videos: Lab #2: Enzyme
Catalysis Supplemental Readings AP Bio lab manual lab #2
- Slide 42
- LEARNING OBJECTIVES Refine representations and models to
explain how the subcomponents of a biological polymer and their
sequence determine the properties of that polymer (LO 4.2, SP 1.2)
Use models to predict and justify that change in the subcomponents
of a biological polymer affect the functionality of the molecule
(LO 4.3, SP 6.4) Analyze data to identify how molecular
interactions affect structure and function (LO 4.17, SP 5.1)
- Slide 43
- LAB: ENZYMES HELP US BREAK DOWN HARMFUL SUBSTANCES The enzyme
catalase is present in our bodies and helps break down hydrogen
peroxide (toxic) into water and oxygen: 2H 2 O 2 O 2 + 2H 2 O You
will be given 100% catalase, as well as some liver for your
experiment. You need to decide with your partner what you are going
to test, and devise a plan to test it Show me your plan before you
begin your experiment Time: 90 minutes
- Slide 44
- DAY 8 Required Readings: Chapter 6 (6.2, 6.3, 6.4, 6.5) Chapter
25 (exclude 25.6) Chapter 26 (exclude 26.4, 26.5) Bozeman Videos:
Essential Characteristics of Life are Conserved
- Slide 45
- LEARNING OBJECTIVES Justify the scientific claim that organisms
share many conserved core processes and features that evolved and
are widely distributed among organisms today (LO 1.16, SP 6.1) Pose
scientific questions that correctly identify essential properties
of shared, core life processes that provide insights into the
history of life on Earth (LO 1.14, SP 3.1)
- Slide 46
- ACTIVITY ONE Look at the pictures/micrographs of the following
items: Mitochondria Chloroplast Linear chromosomes Nuclear envelope
What do you notice about these pictures? What can you deduce from
these pictures? What role do these organelles have in the
functioning of the cell? How do they maintain homeostasis? Time: 15
minutes
- Slide 47
- ACTIVITY TWO Research Lynn Margulis hypothesis of endosymbiosis
(20 minutes) Work in a group of 4 to pool your information that you
have gathered (15 minutes) How would the endosymbiont lose its
autonomy and become an organelle in eukaryotic cells? Provide
examples and justify evidence supporting the endosymbiotic theory
for the origin of eukaryotes Provide evidence to refute Margulis
hypothesis that prokaryotes gave rise to eukaryotes We will have a
class discussion about what you have found (10 minutes) Time: 45
minutes total
- Slide 48
- ACTIVITY THREE Create a visual representation (comic strip,
concept map, model, etc.) to show the theory of endosymbiosis
Present to the class Time: 20 minutes
- Slide 49
- CLOSING ACTIVITY Quiz! Time: 10 minutes
- Slide 50
- DAY 9: UNIT TEST Topics covered: Water & the Fitness of the
Environment (3) Carbon & the Molecular Diversity of Life (4)
The Structure and Function of Large Biological Molecules (5) A Tour
of the Cell (6) Membrane Structure and Function (7) An Introduction
to Metabolism (8) Prokaryotes (27.1) Evolution of Eukaryotes from
Prokaryotes (6,25, 26)