Cell Transport, Osmosis, Diffusion, Active Transport, Biology Lesson PowerPoint

2. http://sciencepowerpoint.com/Website Link:

5. • Cell Transport Available Sheet

13. Cell Surface Area learn more at… http://www.mcgrawhill.ca/school/applets/sf10/unit3/surfacearea.htm

19. Cells

22. • Roots of a plant, hairs absorb more water and nutrients for plant.

27. • Time for student a student presentation of their organelle poster.

32.  Cytoplasm  -  -  -  -

33. • Activity! Visit the cytoplasm in the virtual cell. • http://www.wisc- online.com/Objects/ViewObject.aspx?ID=AP11403

38.  Rich chemical fluid that helps breakdown molecules for use. Moves materials through cell (food and waste)

39.  Rich chemical fluid that helps breakdown molecules for use. Moves materials through cell (food and waste)

40.  Rich chemical fluid that helps breakdown molecules for use. Moves materials through cell (food and waste) Learn more about the cytoplasm at… http://www.princeton.edu/~achaney/tmve/wiki100k/docs/Cytoplasm.html

41. • Activity! Osmosis and Diffusion in Gummy Bears.

43. • Procedure: – Everyone gets four Gummy Bears (Worms work?) – Measure the height and width of each bear in cm. – Record the mass of the bear in grams. – Label container filled ¾ of the way with water and place bears into cup. – Let stand overnight.

44. • Procedure: – Everyone gets four Gummy Bears (Worms work?) – Measure the height and width of each bear in cm. – Record the mass of the bear in grams. – Label container filled ¾ of the way with water and place bears into cup. – Let stand overnight. “Do a few volunteers want to try saltwater instead of distilled water?”

45. • Procedure: – Everyone gets four Gummy Bears (Worms work?) – Measure the height and width of each bear in cm. – Record the mass of the bear in grams. – Label container filled ¾ of the way with water and place bears into cup. – Let stand overnight. “Do they know their gummy bears will become inedible?”

46. • Procedure: – Everyone gets four Gummy Bears (Worms work?) – Measure the height and width of each bear in cm. – Record the mass of the bear in grams. – Label container filled ¾ of the way with water and place bears into cup. – Let stand overnight. “Doesn’t matter, they already volunteered?”

47. • Spreadsheet Before Placed in Water After one day of soaking Height Y____, R____, G____, O____, Height Y____, R____, G____, O____, Width Y____, R____, G____, O_____, Width Y____, R____, G____, O_____, Mass Y____, R____, G____ , O_____, Mass Y____, R____, G____, O_____, Observation before Observations after Gummy Bear work time song. https://www.youtube.com/watch?v=astISOttCQ0

48. • What do think will happen?

49. • Optional Activity! Osmosis and Corn Syrup. – Fill beak with distilled water. – Add corn syrup to dialysis tubing – Align the corn syrup and water levels in the beaker. – Visit tomorrow. Tie

56. • Cell Wall

61. • Fungi have a cell wall made of chitin. – Chitin is a complex sugar. (Polysaccharide)

80. “Feeding is so easy without cell walls.”

88. • Activity! Visit the plasma membrane in the virtual cell. • http://www.wisc- online.com/Objects/ViewObject.aspx?ID=AP11403

96.  Made of a phosolipid bilayer. Copyright © 2010 Ryan P. Murphy Phospholipids have two ends, one of which is hydrophilic, or attracted to water, and one of which is hydrophobic, or repelled by water.

97.  Made of a phosolipid bilayer. Copyright © 2010 Ryan P. Murphy Phospholipids have two ends, one of which is hydrophilic, or attracted to water, and one of which is hydrophobic, or repelled by water. Learn more about the phosolipid bilayer at… http://courses.washington.edu/conj/membrane/bilayer.htm

104. Outside Watery Environment

105. Outside Watery Environment Inside Watery Environment

119. • You can now complete this question.

139. • Please set up the following. – One clear container filled ¾ with water. – One length of dialysis tubing (20 cm) – Wet dialysis tubing and tie-of on one end. – Use finger and thumb to open wet dialysis tubing. – Using pipettes, fill dialysis tubing with starch solution. – Tie-off other end of dialysis tubing. – Place in container with one end hanging on edge so that the baggy can be removed without touching iodine.

140. 300 ml H2O

142. Warning! Iodine solutions are irritating to eyes and corrosive to skin. Take all safety precautions.

145. Teacher will add Iodine solution. Watch its diffusion through the water Warning! Iodine solutions are irritating to eyes and corrosive to skin and has toxic vapors. Take all safety precautions.

146. Teacher will add Iodine solution. Watch its diffusion through the water Warning! Iodine solutions are irritating to eyes and corrosive to skin and has toxic vapors. Take all safety precautions.

147. Teacher will add Iodine. Watch its diffusion through the water

148. 6 ml Iodine

149. 6 ml Iodine

150. Watch diffusion of iodine through the water.

155. • Heat Diffusion through a room.

159. • Please make the following “close-up” sketch of a dialysis tubing membrane.

160. H2O

161. H2O Starch

162. H2O Starch Outside of tubing

163. H2O Starch Outside of tubing Polysaccharide Long chained carbohydrate

164. H2O Starch Outside of tubing Inside tubing

166. H2O Starch Outside of tubing Inside tubing Starch is too large

171. H2O Starch Outside of tubing Inside tubing Osmosis

172. H2O Starch Outside of tubing Inside tubing Iodine added

178. H2O Starch Outside of tubing Inside tubing Diffusion

180.  Osmosis: The movement of water through a semi-permeable membrane. Copyright © 2010 Ryan P. Murphy Learn more about osmosis at… http://arbl.cvmbs.colostate.edu/hbooks/cmb/cells/pmemb/osmosis.html

181. • Video Link! Osmosis (4 minutes) – https://www.youtube.com/watch?v=eQsAzXr0UCU 4 min

185. H2O Starch Outside of tubing Inside tubing Diffusion

193. • Follow-up Questions: – Use the word “diffusion” in a sentence that has to do with this lab. – Use the word “osmosis” in a sentence that has to do with this lab – What moved into and out of the dialysis tubing? How do you know? – What is a larger molecule, Starch or Iodine? Explain?

194. • Follow-up Questions: – Use the word “diffusion” in a sentence that has to do with this lab.

195. • Follow-up Questions: – Use the word “diffusion” in a sentence that has to do with this lab. – The iodine diffused through the water as it moved from an area of high concentration to areas of low concentration.

196. • Follow-up Questions: – Use the word “osmosis” in a sentence that has to do with this lab.

197. • Follow-up Questions: – Use the word “osmosis” in a sentence that has to do with this lab. – Osmosis occurred when the water passed through the dialysis tubing which was semi- permeable.

198. • Follow-up Questions: – What moved into and out of the dialysis tubing? How do you know?

199. • Follow-up Questions: – What moved into and out of the dialysis tubing? How do you know? – The water moved both into and out of the dialysis tubing. The Iodine moved into the tubing but the starch was unable to leave the tubing.

200. • Follow-up Questions: – What moved into and out of the dialysis tubing? How do you know? – The water moved both into and out of the dialysis tubing. The Iodine moved into the tubing but the starch was unable to leave the tubing. • I know this because the Iodine solution turned the starch blue / purple.

201. • Follow-up Questions: – What’s a larger molecule, Starch or Iodine? Explain?

202. • Follow-up Questions: – What’s a larger molecule, Starch or Iodine? Explain? – Starch was larger because it did not turn the solution outside of the tubing dark until the bag was popped.

203. Using a dissection tool, teacher will create larger membrane opening so starch can escape tubing.

204. Using a dissection tool, teacher will create larger membrane opening so starch can escape tubing. Make observations.

207. Being very careful, remove dialysis tubing and place in trash. Carefully pour diluted iodine into your disposal area.

208. • Osmosis and Diffusion (Optional) – http://www.youtube.com/watch?v=aubZU0iWtgI

210. • Gummy Bear Lab Available Sheet.

211. • Before Procedure: – Everyone gets four Gummy Bears (Worms work?) – Measure the height and width of each bear in cm. – Record the mass of the bear in grams. – Label container filled ¾ of the way with water and place bears into cup. – Let stand overnight.

214. • After Procedure: – Gently remove the Gummy Bear or worm from the container by pouring out the liquid • (Caution they are weak) – Dry gently with paper towel and record the mass in grams of each bear. (Protect balance) – Record the height and width of each bear in cm. – Record Observations

215. • Spreadsheet Before Placed in Water After one day of soaking Height Y____, R____, G____, O____, Height Y____, R____, G____, O____, Width Y____, R____, G____, O_____, Width Y____, R____, G____, O_____, Mass Y____, R____, G____ , O_____, Mass Y____, R____, G____, O_____, Observation before Observations after Gummy Bear work time song. https://www.youtube.com/watch?v=astISOttCQ0

216. • Spreadsheet Before Placed in Water After one day of soaking Height ____, ____, ____, ___, Height ____, ____, ____, ___, Width ____, ____, ____, ___, Width ____, ____, ____, ___, Mass ____, ____, ____, ___, Mass ____, ____, ____, ___, Observation before Observations after Find mean / averages by add up all the numbers, then divide by how many numbers there are.

217. • Spreadsheet Before Placed in Water After one day of soaking Height ____, ____, ____, ___, Height ____, ____, ____, ___, Width ____, ____, ____, ___, Width ____, ____, ____, ___, Mass ____, ____, ____, ___, Mass ____, ____, ____, ___, Observation before Observations after Find mean / averages by add up all the numbers, then divide by how many numbers there are. Example 4 3 3.5 5

218. • Spreadsheet Before Placed in Water After one day of soaking Height ____, ____, ____, ___, Height ____, ____, ____, ___, Width ____, ____, ____, ___, Width ____, ____, ____, ___, Mass ____, ____, ____, ___, Mass ____, ____, ____, ___, Observation before Observations after Find mean / averages by add up all the numbers, then divide by how many numbers there are. Example 4 + 3 + 3.5 + 5 =15.5 / 4 = 3.875 cm 4 3 3.5 5

223. • Spreadsheet Before Placed in Water After one day of soaking Height ____, ____, ____, ___, Height ____, ____, ____, ___, Width ____, ____, ____, ___, Width ____, ____, ____, ___, Mass ____, ____, ____, ___, Mass ____, ____, ____, ___, Observation before Observations after Find mean / averages by add up all the numbers, then divide by how many numbers there are. Example 4 + 3 + 3.5 + 5 =15.5 / 4 = 3.875 cm 4 3 3.5 5 3.8cm Gummy Bear work time song. https://www.youtube.com/watch?v=astISOttCQ0

224. • Find the following before questions. • % Change in mass • (After soaking mass – before soaking mass / before soaking mass x 100 = _________% • ______________ - ______________ / _____________ x 100 = ________% • % Change in height • (After soaking height – before soaking height / before soaking height x 100 = _______% • ________________ - ________________ / _________________ x 100 = _______% • % Change in width • (After soaking width – before soaking width / before soaking width x 100 = _______% • ________________ - ________________ / _________________ x 100 = _______%

227. • Find the following before questions. • % Change in mass • (After soaking mass – before soaking mass / before soaking mass x 100 = _________% • ______________ - ______________ / _____________ x 100 = ________% • % Change in height • (After soaking height – before soaking height / before soaking height x 100 = _______% • ________________ - ________________ / _________________ x 100 = _______% • % Change in width • (After soaking width – before soaking width / before soaking width x 100 = _______% • ________________ - ________________ / _________________ x 100 = _______% 8 grams 2 grams 2 grams

228. • Find the following before questions. • % Change in mass • (After soaking mass – before soaking mass / before soaking mass x 100 = _________% • ______________ - ______________ / _____________ x 100 = ________% • % Change in height • (After soaking height – before soaking height / before soaking height x 100 = _______% • ________________ - ________________ / _________________ x 100 = _______% • % Change in width • (After soaking width – before soaking width / before soaking width x 100 = _______% • ________________ - ________________ / _________________ x 100 = _______% 8 grams 2 grams 2 grams 6 grams / 2 grams = 3 grams

229. • Find the following before questions. • % Change in mass • (After soaking mass – before soaking mass / before soaking mass x 100 = _________% • ______________ - ______________ / _____________ x 100 = ________% • % Change in height • (After soaking height – before soaking height / before soaking height x 100 = _______% • ________________ - ________________ / _________________ x 100 = _______% • % Change in width • (After soaking width – before soaking width / before soaking width x 100 = _______% • ________________ - ________________ / _________________ x 100 = _______% 8 grams 2 grams 2 grams 6 grams / 2 grams = 3 grams

230. • Find the following before questions. • % Change in mass • (After soaking mass – before soaking mass / before soaking mass x 100 = _________% • ______________ - ______________ / _____________ x 100 = ________% • % Change in height • (After soaking height – before soaking height / before soaking height x 100 = _______% • ________________ - ________________ / _________________ x 100 = _______% • % Change in width • (After soaking width – before soaking width / before soaking width x 100 = _______% • ________________ - ________________ / _________________ x 100 = _______% 8 grams 2 grams 2 grams 300 6 grams / 2 grams = 3 grams Increase

231. • Question • What happen to a gummy bear soaked in water? – Please answer in one really strong paragraph with supportive data (%). • You must use the words osmosis, high, low, concentration, diffused, juicy, lifeguard, molecules, tragic, and Alfred in your paragraph.

232. • Alfred the juicy gummy bear drown one day at pond with no lifeguard. The dive team was dispatched but could not find him. After several days he was found enlarged. The autopsy revealed a 75% increase in width. The large gelatin molecules kept Alfred from dissolving. The coroner described that the high concentration of distilled water diffused through the gelatin of the bear. This was because Alfred had a low concentration of water in him before drowning. Water diffused from high to low concentrations and through a semi-permeable membrane. The final autopsy report revealed a tragic death by osmosis.

235. • Gummy bears didn’t grow in salt water because salt water has a high concentration of solute (the salt), making the gummy bear hypotonic or isotonic to the salt water.

236. • Gummy bears didn’t grow in salt water because salt water has a high concentration of solute (the salt), making the gummy bear hypotonic or isotonic to the salt water. – No transfer of water should have occurred. – The bear might have even shrunk.

237. • Which bear was placed in Saltwater?

249.  Important prefixes

250.  Important prefixes Hypo = Low

251.  Important prefixes Hypo = Low

252.  Important prefixes Hypo = Low Hyper = High

253.  Important prefixes Hypo = Low Hyper = High

254.  Important prefixes Hypo = Low Hyper = High Iso = Equal

255.  Important prefixes Hypo = Low Hyper = High Iso = Equal

260.  Hypotonic Solution: The cell has a higher concentration in it than in the area surrounding it.  Water moves into the cell to equal out concentrations. The cell swells Copyright © 2010 Ryan P. Murphy Cell

264.  Hypotonic Solution: The cell has a higher concentration in it than in the area surrounding it.  Water moves into the cell to equal out concentrations. The cell swells Copyright © 2010 Ryan P. Murphy CellAnimal cells may eventually burst (lysis)

265. • Organisms that die in the water will experience some swelling of the cells. – Gases from decomposition will often cause the animal to float for some time. – Flies and other decomposers will eventually create punctures and the animal may sink. Copyright © 2010 Ryan P. Murphy

266. • Organisms that die in the water will experience some swelling of the cells. – Gases from decomposition will often cause the animal to float for several days. – Flies and other decomposers will eventually create punctures and the animal may sink. Copyright © 2010 Ryan P. Murphy

282.  Hypertonic Solution: Concentration of the cell is less than outside of the cell.  Water moves out of the cell to try to even out the concentration. Cell Shrinks Copyright © 2010 Ryan P. Murphy Cell

283.  Hypertonic Solution: Concentration of the cell is less than outside of the cell.  Water moves out of the cell to try to even out the concentration. Cell Shrinks (Plasmolysis) Copyright © 2010 Ryan P. Murphy Cell Plant Cell

292.  Isotonic Solution: The cell has an equal proportion of concentration with the area surrounding.  Water continually flows in and out to keep concentration even. Copyright © 2010 Ryan P. Murphy Cell

293.  Isotonic Solution: The cell has an equal proportion of concentration with the area surrounding.  Water continually flows in and out to keep concentration even. (Happy Animal Cell) Copyright © 2010 Ryan P. Murphy Cell

295. • Optional Activity! Osmosis and Corn Syrup. – Fill beak with distilled water. – Add corn syrup to dialysis tubing – Align the corn syrup and water levels in the beaker. – Visit tomorrow. – What happened? Tie

296. • Optional Activity! Osmosis and Corn Syrup. – Fill beak with distilled water. – Add corn syrup to dialysis tubing – Align the corn syrup and water levels in the beaker. – Visit tomorrow. – What happened? Tie

297. • Optional Activity! Osmosis and Corn Syrup. – The corn syrup was hypertonic (more solute). Water was hypotonic. The water moved into the dialysis tubing to equal the concentrations (isotonic). – The fluid in the tubing rose. Tie

312. • Is this hypotonic, hypertonic, or isotonic?

313. • Is this hypotonic, hypertonic, or isotonic? • Equal concentrations.

314. 1

315. 2

316. 3

317. 4

319. 6

320. 7 8 9

321. 10

322. • Bonus: Who is that?

324. 1

325. 1 H2O H2O

326. 1 H2O H2O Cell was hypertonic

327. 2

328. 2 H2O

329. 2 H2O Cell was hypertonic

330. 2 H2O Cell was hypertonic Cell didn’t lysis because of cell walls

331. 2 H2O Cell was hypertonic Cell didn’t lysis because of cell walls

332. 3

333. 3 H2O H2O H2O H2O H2O H2O

338. 4

339. 4

346. 6

347. 6

348. 7 8 9

349. 7 8 9

350. 7 8 9

351. 7 8 9

352. 10

353. 10

354. • Bonus: Who is that?

355. • Bonus: Who is that? The Cheshire Cat

356. • Bonus: Who is that? The Cheshire Cat

359. • Student volunteer needed to read.

361. • Answer! Humans can't drink salt water because the kidneys can only make urine that is less salty than salt water. Therefore, to get rid of all the excess salt taken in by drinking salt water, you have to urinate more water than you drank, Copyright © 2010 Ryan P. Murphy

362. • Answer! Humans can't drink salt water because the kidneys can only make urine that is less salty than salt water. Therefore, to get rid of all the excess salt taken in by drinking salt water, you have to urinate more water than you drank, so you die of dehydration. Copyright © 2010 Ryan P. Murphy

363. • Activity! Revisiting our egg days later.

364. • Activity! Revisiting the egg in vinegar. – Weigh the egg. – Draw and describe the eggs properties. – How has it changed? – Why has it changed?

376. • The vinegar soaked egg.. – The acid wore away the shell. – Egg increased in size. – Water in vinegar passed through eggs membrane, from high concentration in vinegar to low concentration in egg. – Denaturation of proteins causes egg to become rubbery. Copyright © 2010 Ryan P. Murphy

382.  Proteins can do this.

387. • Activity! Simulation. – Please view the animation, and then try and recreate what is occurring. – Roles include, Na (Sodium), K (Potassium), ATP, Transport Proteins. Copyright © 2010 Ryan P. Murphy

394. • Activity! A large group of students join hands and through endocytosis engulf the lonely student.

395. • Activity! A large group of students join hands and through endocytosis engulf the lonely student.

396. • Activity! A large group of students join hands and through endocytosis engulf the lonely student. Lonely student gets digested.

401. • Can you get somebody else? Cell is now larger.

408. • Video Link! Endocytosis and Exocytosis – http://highered.mcgrawhill.com/olcweb/cgi/pluginpop.cgi?it=swf::535::535 ::/sites/dl/free/0072437316/120068/bio02.swf::En docytosis%20and%20Exocytosis Copyright © 2010 Ryan P. Murphy

492. • You should be close to this page on your unit assessment.

493. • Video Link! Cell Transport Crash Course. – Advanced and Optional – Preview for language. – http://www.youtube.com/watch?v=dPKvHrD1eS4 &list=EC3EED4C1D684D3ADF

494. • Cell Transport PowerPoint Review Game

495. http://sciencepowerpoint.com/Website Link:

496. • This PowerPoint is one part of my Cellular Biology Unit. This unit includes… • A 3 Part 1,800 Slide PowerPoint slideshow • 11 page bundled homework package that chronologically follows the PowerPoint slideshow • 16 pages of unit notes with visuals for students who need assistance and support staff • Video and activity links, PowerPoint review game, answers keys, rubrics, and much more. • http://sciencepowerpoint.com/Cellular_Biology_Uni t.html

498. Areas of Focus within the Cellular Biology Unit What is SPONCH?, Biologically Important Molecules, % of SPONCH in Living Things, What does it mean to be living?, Characteristics of Living Things, Needs of Living Things, Cellular Biology, History of Cellular Biology, Modern Cell Theory, Types of Cells, Prokaryotic Cells, Eukaryotic Cells, Cellular Organelles, Cell Wall, Plasma Membrane, Passive Transport, Diffusion, Osmosis, Active Transport, The Nucleus, DNA, Chromatin / Chromosomes, Nucleolus, Transcription, Translation Nuclear Membrane, Rough Endoplasmic Reticulum, Smooth Endoplasmic Reticulum, Ribosomes, Protein Synthesis, Golgi Apparatus, Lysosomes, Cytoskeleton / Microtubules / Microfilaments, Centrioles, Plastid, Mitochondria, Vacuoles, Organelles by real images, and much more.Full unit can be found at… http://sciencepowerpoint.com/Cellular_Biology_Unit.html

503. • Please visit the links below to learn more about each of the units in this curriculum – These units take me about four years to complete with my students in grades 5-10. Earth Science Units Extended Tour Link and Curriculum Guide Geology Topics Unit http://sciencepowerpoint.com/Geology_Unit.html Astronomy Topics Unit http://sciencepowerpoint.com/Astronomy_Unit.html Weather and Climate Unit http://sciencepowerpoint.com/Weather_Climate_Unit.html Soil Science, Weathering, More http://sciencepowerpoint.com/Soil_and_Glaciers_Unit.html Water Unit http://sciencepowerpoint.com/Water_Molecule_Unit.html Rivers Unit http://sciencepowerpoint.com/River_and_Water_Quality_Unit.html = Easier = More Difficult = Most Difficult 5th – 7th grade 6th – 8th grade 8th – 10th grade

504. Physical Science Units Extended Tour Link and Curriculum Guide Science Skills Unit http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Metric_Methods. html Motion and Machines Unit http://sciencepowerpoint.com/Newtons_Laws_Motion_Machines_Unit.html Matter, Energy, Envs. Unit http://sciencepowerpoint.com/Energy_Topics_Unit.html Atoms and Periodic Table Unit http://sciencepowerpoint.com/Atoms_Periodic_Table_of_Elements_Unit.html Life Science Units Extended Tour Link and Curriculum Guide Human Body / Health Topics http://sciencepowerpoint.com/Human_Body_Systems_and_Health_Topics_Unit.html DNA and Genetics Unit http://sciencepowerpoint.com/DNA_Genetics_Unit.html Cell Biology Unit http://sciencepowerpoint.com/Cellular_Biology_Unit.html Infectious Diseases Unit http://sciencepowerpoint.com/Infectious_Diseases_Unit.html Taxonomy and Classification Unit http://sciencepowerpoint.com/Taxonomy_Classification_Unit.html Evolution / Natural Selection Unit http://sciencepowerpoint.com/Evolution_Natural_Selection_Unit.html Botany Topics Unit http://sciencepowerpoint.com/Plant_Botany_Unit.html Ecology Feeding Levels Unit http://sciencepowerpoint.com/Ecology_Feeding_Levels_Unit.htm Ecology Interactions Unit http://sciencepowerpoint.com/Ecology_Interactions_Unit.html Ecology Abiotic Factors Unit http://sciencepowerpoint.com/Ecology_Abiotic_Factors_Unit.html

505. • Thank you for your time and interest in this curriculum tour. Please visit the welcome / guide on how a unit works and link to the many unit previews to see the PowerPoint slideshows, bundled homework, review games, unit notes, and much more. Thank you for your interest and please feel free to contact me with any questions you may have. Best wishes. • Sincerely, • Ryan Murphy M.Ed • ryemurf@gmail.com

506. • The entire four year curriculum can be found at... http://sciencepowerpoint.com/ Please feel free to contact me with any questions you may have. Thank you for your interest in this curriculum. Sincerely, Ryan Murphy M.Ed www.sciencepowerpoint@gmail.com

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