12. What would happen to the animal cells in each beaker? 100% Distilled Water 80% H 2 O 70% Water 30% Dissolved Substances 80% H 2 O 80% Water 20% Dissolved Substances 80% H 2 O
13. Which way did the water move? Why did the cell get so big? 100% Distilled Water 80% H 2 O
14. Which way did the water move? Why did the cell stay the same size? 80% Water 20% Dissolved Substances 80% H 2 O
15. Which way did the water move? Why did the cell get so small? 70% Water 30% Dissolved Substances 80% H 2 O
16.
17. Which way would the solute be moving if this were active transport? Why would it move that direction? 90% Water 80% H 2 O
18.
19.
Editor's Notes
First ask the students if they know the answer. Click to bring in the picture of the cell membrane. Do not discuss all of the labeled structures. You may point out the different proteins (channel, marker, receptor).
Ask the kids what the word transport means. (To move from one place to another). Cells need to move substances in and out in order to function.
These are the three characteristics of passive transport. Concentration gradient – molecules flow with the movement of molecules. “Goes with the flow” – the different concentrations within a space.
Have students explain what is happening in the animation. Starts out highly concentrated and moves (diffuses) to achieve equilibrium. You can use the analogy of having all 30 students sitting at one desk. They would all move to even themselves out.
Tell the kids to watch the molecules moving across the membrane. Ask why they are moving. – to reach equilibrium. Notice that some molecules are disappearing (they are being used.)
Ask what the “Mickey Mouse” molecules represent. - water (They should know this from previous powerpoints). Have the students explain to what is happening. Include movement from high to low.
Facilitated Diffusion – channel proteins allows substances into the cell. Remember, the cell does not use energy during passive transport.
This shows the movement of all different substances, which is “reality.” They do not “take turns.” Get the students to explain what is happening.
Ask the students to predict what would happen to the cells in the beaker. You may want to explain solutions first. Dissolved substances would be sugars, salts, ions, etc.
Have the students predict – and then show the answer. You have to click to get the beaker and the question to show.
Predict and show answer.
Predict and show answer.
Ask the students what the energy is - ATP
Have the students predict – and then show the answer. You have to click to get the beaker and the question to show.
![The Plasma (Cell) Membrane ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)