Lipid bilayer membranes surround cells and also organelles throughout eukaryotic cells. It would be a mistake, however, to think of membranes simply as structural partitions between cells and parts of cells. Rather, membranes are biologically active. They regulate transport of compounds, interact with other cells, and are involved in cell signaling.
Models in this section will explore these various functions of membranes. This model simulates the movement of molecules across a semi-permeable membrane. Two types of molecules start out on one side of the membrane and move by Brownian motion. Students can adjust the membrane permeability and heat for each molecule.
Biologically Active Regulators Lipid bilayer membranes surround cells and also organelles throughout eukaryotic cells. Models are best viewed on large screens and landscape modes. If you are having trouble loading the models, please make sure java is enabled in your browser. Launch Model. Directions — PDF. Share this model with others.
Toggle Sliding Bar Area.To browse Academia. Skip to main content. Log In Sign Up. Download Free PDF. Bahiyah Shabazz. Describe two variables that affect the rate of diffusion. Multiple factors affect the rate of diffusion. For example, diffusion rate increases as solute concentration increases, and diffusion rate increases as solute molecular weight decreases. Why do you think the urea was not able to diffuse through the 20 MWCO membrane?
How well did the results compare with your prediction? Predictions may vary. The urea molecules were not able to diffuse through the 20 MWCO membrane because they were too large to fit through the pores.
Describe the results of the attempts to diffuse glucose and albumin through the MWCO membrane. Glucose molecules were able to diffuse through the MWCO membrane, but albumin could not. Put the following in order from smallest to largest molecular weight: glucose, sodium chloride, albumin, and urea.
Sodium chloride, urea, glucose, albumin. Explain one way in which facilitated diffusion is the same as simple diffusion and one way in which it differs. Simple diffusion and facilitated diffusion both proceed passively without the input of energy down their concentration gradients. However, unlike simple diffusion, facilitated diffusion requires a carrier protein.
The larger value obtained when more glucose carriers were present corresponds to an increase in the rate of glucose transport. Explain why the rate increased. Glucose transport can only occur via glucose carriers, so increasing the density of the carriers increases the rate of transport. This is consistent with 10th Martini Figurethough different from what is pictured in 10th Martini Figure Teachers Pay Teachers is an online marketplace where teachers buy and sell original educational materials.
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Share this resource. Report this resource to TpT. Product Description. Have your students see diffusion in action with this spin on the traditional cornstarch and iodine demo. Complete with predictions and analysis. Materials required: cornstarch, iodine, beaker, dialysis tubing or baggies. Other resources you may be interested in: 1.
Cell Transport PowerPoint Presentation - student fill in version included; completely editable; 42 slides 2. Passive Transport Coloring -students color and label the different types of passive transport and answer questions.
Sodium Potassium Coloring 3 versions for differentiation 5. Endocytosis and Exocytosis Coloring 6. Diffusion Reading Exercise - Diffusion Across the Respiratory Membrane covers the simple diffusion of oxygen and carbon dioxide, and how the rate of diffusion might be affected. The Cell Membrane Practice- one page that involves coloring, filling in a table, and short answer. Cell Transport Graphic Organizer 9. Diffusion of Food Coloring Do Now- simple fill in that students complete watching food coloring diffuse in a beaker Cell Environments- 2 page worksheet exploring hypotonic, hypertonic, and isotonic environments.
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No Downloads. Views Total views.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.
Egg Osmosis Sample 2 lab
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.
Inform students that they will engage in a lab activity that will allow them to observe hat happens when food coloring is place in water. Distribute instructions for the Simple Diffusion Lab.Cell Unit Study Guide.
A comprehensive list of terms you need to know, concepts you need to understand, and tasks you need to be able to do in order to be successful on this unit assessment. A list of terms you need to know, concepts you need to understand, and things you need to be able to do in order to be successful on the quiz.
Cumulative Unit Review. This document contains a review assignment over all material covered in the Cell Structures and Processes Unit. Cells and Energy Critical Reading.
Use the reference page to answer critical thinking questions about the transformation and use of energy within the cell. Cellular Respiration Virtual Lab. Complete a virtual experiment to help you better understand the connection between photosynthesis and cellular respiration.
Photosynthesis Virtual Lab. Complete various online experiments in order to gain a better understanding of photosynthesis. Photosynthesis and Cellular Respiration Review. Photosynthesis and Cellular Respiration Foldable. This foldable reviews and compares the major aspects of photosynthesis and cellular respiration. Chloroplast and Mitochondria Diagrams. Cell Transport Lab. Use dialysis tubing to model the movement of molecules across a semi permeable membrane!
Cell Transport Mountain. This graphic organizer helps students better understand active and passive transport and the importance of the cell membrane. Cell Structures "Checkpoint" Warm-Up.
This "checkpoint" helps students understand how prepared they are for the cell structures portion of the quiz and test! Students will use and manipulate bubbles in order to gain a better understanding of the structure and function of the cell membrane.
Cell Transport Webquest. Explore various tutorials and animations to gain a better understanding of the cell membrane and how cell transport helps to maintain homeostasis.
Cell Membrane Notes. Microscope Review. This document contains a review of the microscope and looks at frequently asked questions. Variations in Cell Structures - Microscope Lab. View plant and animal cells under the microscope in order to gain a better understanding of eukaryotic cell structures! Cell Structures Game Board. Cell Structures Game Board Questions. Cell Diagram Coloring. Color the animal cell and plant cell diagrams according to the directions and then answer the analysis questions.
Check out this tutorial! Photosynthesis Video Lecture. Cell Respiration Video Lecture.Introduction: Transport can be either passive or active. Passive transport is the movement of substances across the membrane without any input of energy by the cell. Active transport is the movement of materials where a cell is required to expend energy.
In the case of this lab the discussion will be centered on passive transport. The simplest type of passive transport is diffusion. Diffusion is the movement of molecules from an area of higher to an area of lower concentration without any energy input. Diffusion is driven by the kinetic energy found in the molecules. Diffusion will eventually cause the concentration of molecules to be the same throughout the space the molecules occupy, causing a state of equilibrium to exist.
Another type of passive transport is that of osmosis. Osmosis is the movement of water across a semi-permeable membrane. The process by which osmosis occurs is when water molecules diffuse across a cell membrane from an area of higher concentration to an area of lower concentration.
The direction of osmosis depends on the relative concentration of the solutes on the two sides. In osmosis, water can travel in three different ways. If the molecules outside the cell are lower than the concentration in the cytosol, the solution is said to be hypotonic to the cytosol, in this process, water diffuses into the cell until equilibrium is established. If the molecules outside the cell are higher than the concentration in the cytosol, the solution is said to be hypertonic to the cytosol, in this process, water diffuses out of the cell until equilibrium exists.
If the molecules outside and inside the cell are equal, the solution is said to be isotonic to the cytosol, in this process, water diffuses into and out of the cell at equal rates, causing no net movement of water. In osmosis the cell is selectively permeablemeaning that it only allows certain substances to be transferred into and out of the cell. In osmosis, the proteins only on the surface are called peripheral proteins, which form carbohydrate chains whose purpose is used like antennae for communication.
Embedded in the peripheral proteins are integral proteins that can either be solid or have a pore called channel proteins. Channel proteins allow glucose, or food that all living things need to live, pass through. Hypothesis: In the syrup solution, there will be a net movement of molecules out of the egg, and in the water solution, the molecules will diffuse in and out of the cell at equal rates. Materials: The materials used in this lab were 2 fresh eggs in the shell, an overhead marker, ml of water, graduated cylinder, 1 large beaker, 2 medium beakers, 1 small beaker, white vinegar, Karo syrup, distilled water, pencil, paper, lab apron, lab goggles, saran wrap, masking tape, plastic tray, tongs, electronic balance, osmosis lab sheet, and computer.
Methods: On day 1measure the masses of both the eggs with the shell. Label 1 beaker vinegarand then use the graduated cylinder to measure mL of vinegar to put in the labeled beaker. Place both eggs in the solution place a small beaker on top of the eggs, if necessary then cover.
Let the eggs stand for 24 hours or more to remove the shell. On day 2record the observations of what happened to the eggs in the vinegar solution. Carefully, remove the eggs from the vinegar, gently rinsing the eggs off in water. Clean the beakers used for the vinegar solution preparing them for the syrup solution, and then label the 2 medium beakers syrup.
Before the eggs are placed in the syrup solution record the mass of both eggs then put it on the datasheet. After that has been done, place the eggs in the beaker, pouring enough syrup to cover the eggs, cover them loosely and let them stand for 24 hours. On day 3record the observations of the egg from the syrup solution.
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Carefully, remove the eggs from the beakers, gently rinsing the syrup off of the eggs. Pour the remaining syrup in the container provided by the teacher. Clean the two beakers used in the syrup solution, preparing them for the water solution.