Homework:

1. Bio 9C: Thursday, 12.2.10Title:Movement Across Cell Membranes – Day 1 • Homework: Read pages 182-189 (Section 7-3): Take notes based on the questions on the back of Assignment Sheet and write your answers in your notebook. • Do Now: (in your notebook) • Which molecule is bigger, starch or glucose? Explain with a diagram in our notebook. • Today’s Objectives: • Design an experiment by drawing from your knowledge of starch, glucose, cell membranes, and experimental indicators that test for the presence of starch and glucose.

2. Movement Across cell Membranes Moretti and Dickson

3. Designing a Lab: Diffusion Across Cell Membranes Planning the Experiment: • Individual: • Read Overview • Small Groups: • Planning the Experiment • How do we test for Starch and Glucose? • Whole Class Discussion Model Cell w/ Dialysis Tubing Membrane Starch & Glucose Solution Water • Objectives for Class: • Design an experiment by drawing from your knowledge of starch, glucose, cell membranes, and experimental indicators that test for the presence of starch and glucose.

4. Designing a Lab: Diffusion Across Cell Membranes Class Discussion: • Starch • How do we test for it? • Use Iodine • How do we know starch has passed through membrane? • Iodine outside the dialysis bag turns from yellow-orange to purplish- brown • Glucose • How do we test for it? • Boil it in Benedicts solution or use a glucose test strip • How do we know glucose has passed through the membrane? • Glucose test strip will change color • Objectives for Class: • Design an experiment by drawing from your knowledge of starch, glucose, cell membranes, and experimental indicators that test for the presence of starch and glucose.

5. Designing a Lab: Diffusion Across Cell Membranes Planning the Experiment: • Individual: • Read Overview • Small Groups: • Planning the Experiment • How do we test for Starch and Glucose? • Whole Class Discussion • Small Group: • Experimental Set-Up • Whole Class Review: • Experimental Set-Up Model Cell w/ Dialysis Tubing Membrane Starch & Glucose Solution Water • Objectives for Class: • Design an experiment by drawing from your knowledge of starch, glucose, cell membranes, and experimental indicators that test for the presence of starch and glucose.

6. Demo • What is happening to the dye in the water? • Based on prior knowledge, what do you think this is called?

7. New Vocabulary Diffusion • Concentration • How much “stuff” is in a given amount of liquid • Mass of a solute (stuff in the liquid) per a given volume of the total solution • i.e.: 12g of salt in 3L of water = 12g/3L = 4g/L • Diffusion • Movement of molecules from a high concentration (more stuff) to low concentration (less stuff) • Osmosis • Movement of water through a selectively permeable membrane from a high concentration to low concentration Note: For osmosis to occur, the membrane only allows water to pass across and not the solute Osmosis • Objectives for Class: • Use scientific vocabulary to explain how a cell membrane controls what enters and leaves a cell

8. New Vocabulary • Selective Permeability • When a cell membrane (or any membrane for that matter) only allows certain materials to pass across the membrane and not others • Substance usually pass across based on the size, shape, and charge (+/-/neutral) of the molecules • Objectives for Class: • Use scientific vocabulary to explain how a cell membrane controls what enters and leaves a cell

9. New Vocabulary Diffusion, Osmosis and Selective Permeability In Action: http://zoology.okstate.edu/zoo_lrc/biol1114/tutorials/Flash/Osmosis_Animation.htm • Objectives for Class: • Use scientific vocabulary to explain how a cell membrane controls what enters and leaves a cell

10. Bio 9C: Friday, 12.3.10Title:Movement Across Cell Membranes – Day 2 • Homework: Type the following sections of the Diffusion Lab: • Background Info • Purpose/Hypothesis • Summary of Procedure • Do Now: (in your notebook) • Take out lab prep and get ready to review procedures • Today’s Objectives: • Design an experiment to test diffusion of starch and glucose across a membrane • Use scientific vocabulary to explain how a cell membrane controls what enters and leaves a cell

11. Designing a Lab: Diffusion Across Cell Membranes Review Experimental Set-Up: • Part I: • Set-up Dialysis Bag • Moisten tube and tie one end • Add the starch & glucose solution to the tube • Tie the top of the tube • Rinse w/ tap water to wash excess solution from outside of bag • Set-up Beaker • Fill a 250 ml beaker ¾ of the way with water • Add Iodine to water – mixture should be orange-ish • Put dialysis bag into beaker with water and iodine • Part II: Wait 30 min to allow for substances to move across the membrane Starch & GlucoseSolution Water and Iodine • Objectives for Class: • Design an experiment by drawing from your knowledge of starch, glucose, cell membranes, and experimental indicators that test for the presence of starch and glucose.

12. Designing a Lab: Diffusion Across Cell Membranes Review Experimental Set-Up: • Part III: • How do you know the following substances have left the bag: • Starch? • Glucose? • What other substances might move across the bag? How will you know? Starch& Glucose Solution Water and Iodine • Objectives for Class: • Design an experiment by drawing from your knowledge of starch, glucose, cell membranes, and experimental indicators that test for the presence of starch and glucose.

13. Implementing the Lab: Diffusion Across Cell Membranes Review Experimental Set-Up: • Part I: • Preparing Dialysis Bag • Soak the dialysis tube in water to soften • Tie one end into a knot • Fill the tube about half-way w/ starch/ glucose solution • Tie the other end of the tube into a knot to seal the bag • Rinse w/ tap water to wash excess solution from outside of bag • Preparing the Beaker • Label your beaker • Fill a 140 ml beaker ¾ of the way with water • Add 10-15 drops of Iodine to water and mix . Note the color of the water • Test water with glucose test strip and note any color change • Preparing the Model: • Put dialysis bag into beaker with water and iodine solution • Part II: • Wait 30 min to allow for substances to move across the membrane • Part III: • Data Collection • Diagram the experimental set-up • Create a data table to collect data • Collect data by recording any color change to the beaker, dialysis bag, and/or glucose test strip. Starch & GlucoseSolution Water and Iodine

14. New Vocabulary • Lipid Bilayer • Two layers of lipids that form the outer membrane of a cell. • Flexible • Strong • Do not Dissolve in water zoom out • Image to the right shows the lipid bilayer of a cell. Notice how it has other components like protein channels & “pumps” built into it. • Objectives for Class: • Use scientific vocabulary to explain how a cell membrane controls what enters and leaves a cell

15. Bio 9C: Monday, 12.6.10Title:Movement Across Cell Membranes – Day 3 • Homework: Finish Typing the Following Section of the Lab: • Data/ Results • Analysis • Conclusion Bring in a printed copy of your background information section to class on Monday!!! • Do Now: • What is the purpose of the lab? • Today’s Objectives: • Use scientific vocabulary to explain how a cell membrane controls what enters and leaves a cell • Make clear connections between various vocabulary words and concepts to each other and to the purpose of the lab, so as to write a better Background Information Section.

16. New Vocabulary • Facilitated Diffusion • When a substance diffuses through a membrane by going through a protein channel • Regular diffusion goes through the lipid bilayer Protein Channel • Objectives for Class: • Use scientific vocabulary to explain how a cell membrane controls what enters and leaves a cell

17. New Vocabulary • Active Transport • When a substance is pumped across a membrane from where there’s a low concentration (less stuff) to where there’s a high concentration (more stuff) • Requires a pump (made of protein) and ATP energy! • Objectives for Class: • Use scientific vocabulary to explain how a cell membrane controls what enters and leaves a cell

18. Diffusion Across Cell Membranes: Review Background Information • Objectives for Class: • Implement an experiment to test diffusion of starch and glucose across a membrane

19. Diffusion Across Cell Membranes: Presenting the Data/ Results • Color Change? Glucose Test Strip changed color Bag Turned Purple/ Black Starch & GlucoseSolution No Color Change to the Water Remember: Selective Permeability In Action: http://zoology.okstate.edu/zoo_lrc/biol1114/tutorials/Flash/Osmosis_Animation.htm Water and Iodine • Objectives for Class: • Use scientific vocabulary to explain how a cell membrane controls what enters and leaves a cell

20. Diffusion Across Cell Membranes: Data Analysis • Work in your groups to explain what your results mean. • If there are color changes, state was this means in terms of what substances are present, but • DO NOT explain why the substance is where it is (this should go in the conclusion section) Starch & GlucoseSolution Water and Iodine • Objectives for Class: • Use scientific vocabulary to explain how a cell membrane controls what enters and leaves a cell • Make clear connections between various vocabulary words and concepts to each other and to the purpose of the lab, so as to write a better Background Information Section.

21. Bio 9C: Tuesday, 12.7.10Title:Movement Across Cell Membranes – Day 4 • Homework: Finish Typing/ Revising the Lab Report: • Final Copy Due Thursday w/ Rubric! • Do Now: • Take out the Typed Background Information Section of the Denatured Enzymes Lab Report • Today’s Objectives: • Use scientific vocabulary to explain how a cell membrane controls what enters and leaves a cell • Make clear connections between various vocabulary words and concepts to each other and to the purpose of the lab, so as to write a better Background Information Section.

22. Writing Better Background Information Sections • Task I: • Read the to example Background Information sections from the Denatured Enzyme Lab and grade them according to the rubric. • Discuss the grading • Objectives for Class: • Use scientific vocabulary to explain how a cell membrane controls what enters and leaves a cell • Make clear connections between various vocabulary words and concepts to each other and to the purpose of the lab, so as to write a better Background Information Section.

23. Writing Better Background Information Sections • Task II: Whole Class • Create a mind-map to connect the vocabulary and concepts for the Background Information Section. This will help us outline this section for us as well. • Objectives for Class: • Use scientific vocabulary to explain how a cell membrane controls what enters and leaves a cell • Make clear connections between various vocabulary words and concepts to each other and to the purpose of the lab, so as to write a better Background Information Section.

24. Writing Better Background Information Sections • Task III: • Use mind-map/ outline to re-write your background information section more effectively. • Objectives for Class: • Use scientific vocabulary to explain how a cell membrane controls what enters and leaves a cell • Make clear connections between various vocabulary words and concepts to each other and to the purpose of the lab, so as to write a better Background Information Section.

25. Diffusion Across Cell Membranes: Complete Lab Report • Revise Background Information Section • Complete all sections of the Lab Report Starch & GlucoseSolution Water and Iodine • Objectives for Class: • Use scientific vocabulary to explain how a cell membrane controls what enters and leaves a cell • Make clear connections between various vocabulary words and concepts to each other and to the purpose of the lab, so as to write a better Background Information Section.

26. Bio 9C: Wednesday, 12.8.10Title:No Class – Half Day • Homework: • Do Now: • Today’s Objectives: