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Cellular Membrane and Transport

Cellular Membrane and Transport. By Ashley Weidmark and Annabelle Duarte-Monteiro. Concept Overview. Curriculum Expectations.

bianca-mccray
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Cellular Membrane and Transport

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  1. Cellular Membraneand Transport By Ashley Weidmark and Annabelle Duarte-Monteiro

  2. Concept Overview

  3. Curriculum Expectations • B2.2 plan and conduct an investigation to demonstrate the movement of substances across a membrane (e.g., the effects of salt water and distilled water on a potato) [IP, PR] • B2.5 plan and conduct an investigation related to a cellular process (e.g., factors that affect enzyme activity; factors that affect transport of substances across cell membranes), using appropriate laboratory equipment and techniques, and report the results in an appropriate format [IP, PR, C] • B3.6 describe the structure of cell membranes according to the fluid mosaic model, and explain the dynamics of passive transport, facilitated diffusion, and the movement of large particles across the cell membrane by the processes of endocytosis and exocytosis

  4. Lesson 1: Cellular Membranes • Intro: Hook - Video on Fluid Mosaic Model http://www.youtube.com/watch?v=LKN5sq5dtW4 • Read pp. 68-70 and Complete Review Questions: pp. 71 (Carter-Edwards, Trent, Susanne Gerards et al. Biology 12. 2011 ed. Toronto: McGraw-Hill Ryerson, 2011. Print.) • Define Key terms pp. 72 (Carter-Edwards, Trent, Susanne Gerards et al. Biology 12. 2011 ed. Toronto: McGraw-Hill Ryerson, 2011. Print.)

  5. Lesson 2: Passive Transport I • Complete Diffusion Activity (Gizmo) http://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=417 and student exploration sheet http://cs.explorelearning.com/materials/DiffusionSE.pdf • Complete Osmosis Activity (Gizmo) http://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=418 and student exploration sheet http://cs.explorelearning.com/materials/OsmosisSE.pdf

  6. Lesson 3: Passive Transport II • Review of 3 types of Passive Transport i.e. Simple Diffusion, Osmosis, Facilitated diffusion (channel proteins and carrier proteins) http://www.zerobio.com/flashmx/transport.swf • Lab:http://library.thinkquest.org/27819/transport_across_a_membrane_lab.html • OR Lab: http://www.mrsec.psu.edu/museum/biology/procedures/membranes.pdf

  7. Lesson 4: Active Transport • Read pp. 75-77 Complete Learning Check pp. 77 # 31-36 (Carter-Edwards, Trent, Susanne Gerards et al. Biology 12. 2011 ed. Toronto: McGraw-Hill Ryerson, 2011. Print.) • Membrane Assisted Transport: Endocytosis/Exocytosis: • http://www.maxanim.com/physiology/Endocytosis%20and%20Exocytosis/ee4.swf

  8. A Demonstration • Teachers could also do a demonstration showing the process of osmosis. The following links are links to YouTube videos that demonstrate how to do a lab involving osmosis. • Osmosis demonstration with a raw egg • http://www.youtube.com/watch?v=0c8acUE9Itw • Osmosis demonstration with potatoes • http://www.youtube.com/watch?v=i0epq8J_K5k&feature=related

  9. Common Misconceptionsand Rectifications • Misconception #1:Facilitated diffusion uses only channel proteins. Active transport uses only carrier proteins. • Rectification #1:Facilitated diffusion uses both channel protein and carrier proteins. The carrier protein can change conformation without ATP hydrolysis. Active transport uses only carrier proteins which can change conformation only upon ATP hydrolysis. 

  10. Misconception #2:Passage of small, hydrophobic molecules through the phospholipid bilayer is called “diffusion” • Rectification #2:Passage of small, hydrophobic molecules through the phospholipid bilayer is called “simple diffusion”

  11. Safety • The only safety concerns associated with this concept are outlined in the lab activity. • Students must follow proper lab procedures and handle chemicals with care. • All spills should be reported to the teacher immediately • Students should wear safety goggles when handling chemicals.

  12. Assessment Strategies • As learning: • Assess the student worksheets completed with the Gizmo activity in lesson 2 • Assess the lab report completed during lesson 3 • During lesson 4, in small groups, students can make a T-chart comparing the different types of transport systems • Of learning: • Students can construct an interactive model or diagram of the cell membrane and all the transport systems. • Paper and pencil test

  13. Practical Applications and Societal Implications • Students will understand how gases such as oxygen and carbon dioxide move in and out of blood. • Students will understand the implication of certain poisons affecting these channels and therefore effecting the body’s electrical impulses.

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