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- What is the function of: a. Label the cell below. Describe each of these processes: phagocytosis - consuming large food particles , pinocytosis - consuming large liquid particles, exocytosis - pushing waste or vesicles out of the cell 4. What is the difference between active transport and passive transport? Give a specific example of each type. Describe the process of making and exporting a protein from a cell. Vesicles are exported out of the cell exocytosis 6. Describe the cell membrane and its properties. What is its function? What is diffusion and facilitated diffusion? What is osmosis? List and describe the stages in the life cycle of a cell. What is the centriole and the spindle and what is their role in cellular reproduction? What is the difference between chromosomes, chromatin, and chromatids? What is DNA and what do the letters stand for? Explain the process of cellular respiration and why it is important for the cell.
- Cellular respiration uses oxygen and glucose to create ATP, ATP is necessary for many of the cell function, like the active transport. Respiration occurs in the mitochondria. What will happen to cells placed in each type of solution?
- What is the function of: a. Label the cell below. Describe each of these processes: phagocytosis - consuming large food particles , pinocytosis - consuming large liquid particles, exocytosis - pushing waste or vesicles out of the cell 4. What is the difference between active transport and passive transport? Give a specific example of each type. Describe the process of making and exporting a protein from a cell. Vesicles are exported out of the cell exocytosis 6. Describe the cell membrane and its properties. What is its function? What is diffusion and facilitated diffusion? What is osmosis? List and describe the stages in the life cycle of a cell.
Lights, Camera, Acting Transport! Using Role-play To Teach Membrane Transport
What is the centriole and the spindle and what is their role in cellular reproduction? What is the difference between chromosomes, chromatin, and chromatids? What is DNA and what do the letters stand for? Explain the process of cellular respiration and why it is important for the cell. Cellular respiration uses oxygen and glucose to create ATP, ATP is necessary for many of the cell function, like the active transport. Respiration occurs in the mitochondria. What will happen to cells placed in each type of solution?- Furthermore, many students find it challenging to accurately visualize, and thereby understand, processes that occur at the molecular and cellular levels 1 , 2. By creating tangible representations of subcellular processes, this role-play exercise gives students a perceptible framework around which to construct their knowledge of this topic. In addition, the social nature of the activity provides students and instructors with the opportunity to discuss concepts as they are introduced and address questions as they arise.
- Previous approaches to teaching membrane transport have included the use of computer models, analysis of "classic" papers, and laboratory experiments and even a fully scripted play 6. However, we believe that one of the great strengths of the activity described here is its impromptu and interactive nature, which encourages students to actively evaluate and think about the concepts at hand. Lights, Camera, Acting Transport!
- The role-play activity involves three acts and is routinely performed with approximately 24 students during a single minute activity discussion session. Each act takes approximately 30 minutes, but instructors can choose to implement only one or two of the acts in a single class session if time is limited. The exercise can also be streamlined if the pre- and post-test Supplemental Files S1 and S2 are not used, the optional Think-Pair-Share activities Supplemental File S3 are eliminated, and if students prepare in advance through a reading assignment and pre-activity worksheet Supplemental File S4. Table 1 provides a breakdown of the activities within each act and the estimated amount of time that should be allotted for each. There were several reasons for selecting role-play as the instructional tool to deliver this material. There is sufficient evidence from the biology education literature to suggest that role-play has been used effectively to teach a number of topics, including protein synthesis 7 , glycolysis 8 , and optimal foraging theory 9.
- Several of my own colleagues have used role-play to teach the mechanisms of protein synthesis and food digestion to college students at different academic levels. As a form of experiential learning, the method 1 allows students to immerse themselves in the subject matter, 2 can bring a sense of immediacy and reality to otherwise static academic material, 3 provides a relatively safe environment in which students can practice using and applying new concepts, and 4 represents a change of pace that can be both fun and engaging for students 10 , To my surprise, I received extremely positive feedback on post-activity surveys and end-of-semester evaluations.
- We gave students the opportunity to provide open-ended feedback on the exercise, and also administered a second post-test ten weeks later to examine student retention of key concepts over time. We are convinced from these data that students not only enjoy the activity, but also learn from it. Furthermore, we have evidence that these learning gains are retained over a week period. In this article, we will focus on the detailed instructions for conducting the activity and will present a summary of select assessment data.
- Figure 1. Acting Transport-Diagram of the classroom set-up for the activity A chalkboard or whiteboard to use as needed for stage directions, Think-Pair-Share T-P-S prompts, and explanations. An overhead projector or large sticky notes 2 ft x 3 ft to show students T-P-S prompts prepared in advance optional. Role cards Supplemental File S5 labeled with the names of the molecules that students will be impersonating.
- Multiple cards will be needed for some terms, so color-coded cards are recommended e. Index cards for students to use when brainstorming about their subcellular identities. Textbooks: Any introductory biology text should cover the material necessary to prepare instructors and students for this activity. We have used both of the following: Campbell Biology tenth edition. Reece, J. San Francisco, CA. Pearson, Benjamin Cummins Publishing. Raven Biology tenth edition. Mason, K. New York, NY. McGraw-Hill Companies, Inc. ISBN: As the play is essentially unscripted, students must discuss and justify their actions as they attempt to apply their knowledge to the themes of each act. Assessment Assessment is ongoing throughout this activity.
- It is easy to gauge what students know through their actions and verbal responses. Questioning their decisions and evaluating their responses during the activity can provide additional knowledge. Immediate feedback is provided as the instructor plays the role of the director of the play; however, allowing students to discuss and debate prior to providing corrections is advised. In addition, the pre- and post-tests can be administered before and after the activity to assess student learning gains, and the retention test can be administered at some later date to assess retention of concepts.
- The retention test includes the same five multiple-choice questions as the pre- and post-tests, with answers in a different order. Inclusive Teaching This lesson was designed to appeal to a diverse group of students with a variety of learning preferences. However, it also appeals to students who appreciate visual learning tools, as it allows them to envision the cellular processes that would otherwise be highly abstract. We have built in time for independent thinking and T-P-S prior to each act, in order to make the lesson less intimidating for the quieter more reflective students. The consistent popularity of this lesson, in addition to our assessment data, suggests that we are appealing to and benefitting all of our learners. Teaching Timeline for Acting Transport Table 1. Acting Transport-Teaching Timeline Preparation for Role-Play We begin the lesson by reviewing the answers to the pre-activity worksheet on a whiteboard.
Cell Transport Review ANSWERS | Cell Membrane | Cell (Biology)
We solicit answers from students and then add detail and explanation, when necessary. This ensures that any misunderstandings from the reading are resolved and provides an opportunity for students to ask questions if they need clarification. Note: If the pre- and post-tests are used, we collect the pre-activity worksheets as students enter, and hand out the pre-test. We allow students minutes to complete the pre-test. After collecting the pre-test, we hand back the pre-activity worksheets. We do not go over the answers to the pre-test immediately, but wait until after the post-test is completed at the end of class. Next, we provide students with a general description of the activity and the learning objectives. We explain that they will be the actors in a three-act play that will help them understand the various ways that substances pass into and out of the cell, a critical function of the plasma membrane in sustaining homeostasis and life. Before each act, we introduce students to the stage setup, pointing out the location of the plasma membrane and the interior and exterior of the cell.Cell Transport Review Worksheet Answers Chapter 7 3 - Worksheet
We use the whiteboard for sketching out stage directions and prompts as outlined below. ACT I: The Selective Barrier Act I takes approximately 35 minutes and addresses the following learning objectives: Compare and contrast the mechanisms of simple and facilitated diffusion. Identify, and provide a rationale for, the mechanism s by which various substances cross the plasma membrane. If there are extra students in the class, you can double up on the substances in line e. Introduce Act I. The phospholipids must discuss each candidate and agree on a decision, while providing an explanation as to why they let some substances enter and deny entry to others. All substances must begin at this entry point; those that are turned away can either argue their case if they feel that they were unjustly denied entry or look for an alternative entrance into Club Cell along the plasma membrane.- The alternate entry points are manned by channel and carrier proteins that cater to a different clientele i. The purpose of this act is to help students understand how solutes e. Randomly distribute role cards and index cards to students for Act I. Separate the membrane components from the public as you pass out the cards. Ask all students to individually think about their molecular identities and write down important characteristics on their index cards. Should you be allowed to enter at the main entrance? If not, what might you need to cross the membrane? For membrane components, think about what substances you will allow to cross and why.
- Ask students to form small groups individuals to review the questions above and discuss the notes they prepared on their molecular identities. Encourage them to make changes as needed. Assign the components of the plasma membrane to their positions. A good first exercise for the class as a whole is to ask the phospholipids how they think they should arrange themselves i.
- Next, line up the public outside of the club. Substances that are rejected by the phospholipids must look for another way in by talking to the other membrane components. Remind students to use their notes to vocally justify all decisions and if necessary contestations. After all substances are in Club Cell or have been permanently denied entry , collect the role cards and ask students to return to their seats. Review major concepts on the board, and invite student questions and feedback. If there were critics in the audience, ask them to summarize some of the key points from the act. Common points of confusion in Act 1: Specificity of channels and transporters. This allows for a discussion of specificity of channels. Although methionine is the only amino acid used in Act I and a generic amino acid transporter is in the membrane , a discussion about specificity of amino acid transporters is also advised.
- Multiple paths exist for certain molecules. Molecules such as water, and even glucose, can pass through the membrane bilayer, but their passage is slow due to polarity and size. Aquaporins are available in cells to facilitate rapid transport of water, and many different transporters promote the uptake of glucose. Concentration gradients drive diffusion. If prompted to think about cellular respiration, students usually figure out that the cell is taking up more O2 and releasing more CO2.
- This can lead to a discussion about the role of concentration gradients in simple and facilitated diffusion. Single molecules can enter or exit, but the net movement depends on the concentration of the molecule on both sides of the membrane. This is an important point to raise, since this act involves only single molecules on the outside of the cell. The location of ATP. There is one molecule of ATP in line and students are generally confused about how to get it across the membrane.
Chapter 7 Cell Transport Worksheet Answers + My PDF Collection
This allows for a review of the structure of ATP students forget how large and charged it is and a discussion about the role of ATP in the cell. While ATP is found in extracellular spaces, it is produced and utilized inside the cell. It cannot enter using any of the mechanisms available in this act. The adenosine and phosphates work together as a single ATP molecule; alternately, one person can play ATP, but should still carry separate cards or balloons to represent three separate phosphate groups.- Any molecule against the concentration gradient: active transport Macromolecules: endocytosis or exocytosis Explain what is happening in this diagram: Water diffuses across a membrane from the region of lower solute concentration to the region of higher solute concentration. Explain how osmosis can lead to turgidity, using a labeled diagram. If the environment a plant cell is placed into is considered to be hypotonic, then water will flow into the plant cell causing it to swell turgid. This is the normal condition for a plant cell. Annotate the diagram below to show how a protein pump is used in active transport of molecules across a plasma membrane. Define vesicle. Vesicles are tiny sacs made of membrane. They are used to transport items around the cell.
- They come from membranes within the cell or the plasma membrane itself. Either way, it is a circular sac made of a phospholipid bilayer. Compare and contrast facilitated diffusion and active transport. Compare: Both types of transport use integral membranes to move molecules. Contrast: Facilitated diffusion is a form of passive transport: no energy required because molecules are moving with their concentration gradient. Active transport requires energy because molecules are being moves against their concentration gradient.
- Since carbs are big, the cell uses facilitated diffusion to help move them into the cell. What factors will increase the rate of carbohydrate uptake by the cell? Can the rate of carbohydrate uptake continually increase or will the rate eventually level out? Explain your reasoning. The rate of carb uptake by the cell will be increased as the concentration of carbs on the outside of the cell increases. It adds to the concentration gradient and more carbs will be moved into the cell.
- However, the rate of uptake will NOT continually increase because there are only so many integral proteins that can facilitate the movement into the cell before theyre all occupied. Rate will level out. Complete and annotate the diagram below to show the process of vesicle transport of a protein molecule through a eukaryote cell. Begin with protein synthesis in the Rough ER and finish with exocytosis though the plasma membrane. Label all organelles shown. Proteins are synthesized by ribosomes on the Rough ER. The protein then gets transported to the golgi. There, it will get further modified and packaged for secretion.
- When it gets packaged, phospholipids from the golgi membrane will pinch off to form a vesicle around the protein. The vesicle will move to the plasma membrane, fuse with it, and then the protein will get released from the cell. Distinguish between exocytosis and endocytosis. In endocytosis, the cell takes IN biological membranes and particulate matter by forming new vesicles from the plasma membrane. Plasma membrane temporarily shrinks in size. Plasma membrane temporarily increases in size. Related Interests.
- Adenosine triphosphate-binding cassette transporters ABC transporters comprise a large and diverse protein family, often functioning as ATP-driven pumps. Usually, there are several domains involved in the overall transporter protein's structure, including two nucleotide-binding domains that constitute the ATP-binding motif and two hydrophobic transmembrane domains that create the "pore" component.
- In broad terms, ABC transporters are involved in the import or export of molecules across a cell membrane; yet within the protein family there is an extensive range of function. There is evidence to support that plant ABC transporters play a direct role in pathogen response, phytohormone transport, and detoxification. PhABCG1 is expressed in the petals of open flowers. In general, volatile compounds may promote the attraction of seed-dispersal organisms and pollinators, as well as aid in defense, signaling, allelopathy, and protection. In these transgenic lines, a decrease in emission of volatile compounds was observed. Subsequent experiments involved incubating control and transgenic lines that expressed PhABCG1 to test for transport activity involving different substrates. Ultimately, PhABCG1 is responsible for the protein-mediated transport of volatile organic compounds, such as benezyl alcohol and methylbenzoate, across the plasma membrane.
- Pleiotropic Drug Resistance ABC transporters are hypothesized to be involved in stress response and export antimicrobial metabolites. This unique ABC transporter is found in Nicotiana tabacum BY2 cells and is expressed in the presence of microbial elicitors. NtPDR1 is localized in the root epidermis and aerial trichomes of the plant. Experiments using antibodies specifically targeting NtPDR1 followed by Western blotting allowed for this determination of localization. Furthermore, it is likely that the protein NtPDR1 actively transports out antimicrobial diterpene molecules, which are toxic to the cell at high levels. The energy derived from the pumping of protons across a cell membrane is frequently used as the energy source in secondary active transport.
Transport Across A Cell Membrane Questions (practice) | Khan Academy
Crane presented for the first time his discovery of the sodium-glucose cotransport as the mechanism for intestinal glucose absorption. Function of symporters and antiporters. In an antiporter two species of ion or other solutes are pumped in opposite directions across a membrane. One of these species is allowed to flow from high to low concentration which yields the entropic energy to drive the transport of the other solute from a low concentration region to a high one. An example is the sodium-calcium exchanger or antiporter , which allows three sodium ions into the cell to transport one calcium out.- The exchanger comes into service when the calcium concentration rises steeply or "spikes" and enables rapid recovery. Symporter[ edit ] A symporter uses the downhill movement of one solute species from high to low concentration to move another molecule uphill from low concentration to high concentration against its concentration gradient. Both molecules are transported in the same direction. An example is the glucose symporter SGLT1 , which co-transports one glucose or galactose molecule into the cell for every two sodium ions it imports into the cell.
- Often enzymes from lysosomes are then used to digest the molecules absorbed by this process. Substances that enter the cell via signal mediated electrolysis include proteins, hormones and growth and stabilization factors. This forces the viral DNA into the host cell.
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