8

Biotechnology
Quarter 1 – Module 2:
Cell Transport
(Week 2)
Biotechnology – Grade 8 Science Elective
Alternative Delivery Mode
Quarter 1 – Module 2: Cell Transport
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
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wherein the work is created shall be necessary for exploitation of such work for profit. Such agency
or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Romin R. Sanchez

Editors: Juvimar E. Montolo, Jade C. Bacon and Julito Baga

Reviewer: Feliza D. Batuigas

Lay-Out Artist: Romin R. Sanchez

Management Team

Schools Division Superintendent - Dr. Marilyn S. Andales

Assistant Schools Division Superintendent - Dr. Cartesa M. Perico
- Dr. Ester A. Futalan
- Dr. Leah B. Apao

Chief, CID - Dr. Mary Ann P. Flores

EPS in LRMS - Mr. Isaiash T. Wagas
EPS in Science - Mrs. Juvimar E. Montolo

Printed in the Philippines by

Department of Education, Region VII, Division of Cebu Province

Office Address : IPHO Bldg., Sudlon, Lahug, Cebu City
Telefax : (032) 255-6405
E-mail Address : cebu.province@deped.gov.ph
 8

Biotechnology
Quarter 1 – Module 2:
Cell Transport
(Week 2)
Introductory Message

For the facilitator:

Welcome to the Biotechnology (Science Elective Course for Grade 8)
Alternative Delivery Mode (ADM) Module on Material Transport in Cells!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.

This learning resource intends to engage the learners into guided and
independent learning activities at their own pace. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body
of the module:

Note to the Teacher

This module contains helpful tips or
strategies that will help you in guiding the
learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the learners
as they do the tasks included in the module.

ii
For the learner:

Welcome to the Biotechnology (Science Elective Course for Grade 8)

Alternative Delivery Mode (ADM) Module on Cell Transport!
The hand is one of the most symbolized parts of the human body. It is often used
to depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner is
capable and empowered to successfully achieve the relevant competencies and skills
at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.
What I Know This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s In This is a brief drill or review to help you link
the current lesson with the previous one.
What’s New In this portion, the new lesson will be
introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
What is It This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
What’s More This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have Learned This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.
What I Can Do This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.

iii
 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

iv
 What I Need to Know

Homeostasis is any self-regulating process by which biological systems tend

to maintain stability while adjusting to conditions that are optimal for survival. For a
cell to function normally, a stable state must be maintained inside the cell. For
example, the concentration of salts, nutrients, and other substances must be kept
within a certain range. Homeostasis requires constant adjustments because
conditions are always changing both inside and outside the cell. For the cell to survive,
it must allow entry of the needed particles and expel the unnecessary ones.

In your previous lesson, you have learned about the development of cell theory,
the parts of cells and the function of each of these parts.

This module will provide you with information and activities that will help you
understand the important role cells play, particularly on cell transport, to maintain
homeostasis.

After going through this module, you are expected to:

1. describe different types of passive transport,
2. explain how different types of active transport occur,
3. differentiate active transport from passive transport.

Before going on, check how much you know about this topic. Answer
the pretest on the next page in a separate sheet of paper.

What I Know

Directions: Carefully read each item. Use a separate sheet of paper for your
answers.
Write only the letter of the best answer for each question.
1. Which of the following forms the plasma membrane structure?
A. Cellulose molecules
B. Lipid molecules
C. Carbohydrates and proteins
D. Lipids, carbohydrates and proteins
2. Which of the following is NOT a form of passive transport?
A. Diffusion
B. Exocytosis
C. Osmosis
D. None of these
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3. In which of these activities of humans or cells is osmosis involved?
A. Vendors spraying vegetables with water
B. Spraying the classroom with air freshener
C. Glucose molecules moving into the cell
D. Amoeba ingesting a food particle

4. What is diffusion?
A. The movement of particles from low concentration to high concentration
B. The movement of particles from high concentration to low concentration
C. Active movement of particles, requiring energy from respiration

5. Which of these four liquids has the highest water potential?

A. Pure water
B. 30% sucrose solution
C. 50% sucrose solution
D. 80% sucrose solution

6. Which process is responsible for gas exchange in the lungs?

A. Simple Diffusion
B. Osmosis
C. Active transport
D. Exocytosis

7. What will happen to cut fruit pieces sprinkled with sugar?

A. They will gain water by osmosis
B. They will not change
C. They will lose water by osmosis
D. Cannot be determined given the situation

8. What is osmosis?
A. The overall movement of water, through a partially permeable membrane,
from a region of low solute concentration to a region of high solute
concentration
B. The overall movement of water, through a partially permeable membrane,
from a region of high solute concentration to a region of low solute
concentration
C. The overall movement of water, through a partially permeable membrane,
from a region of low water concentration to a region of high water
concentration

9. What happens to red blood cells when they are put into water?
A. They lose water and shrink, becoming wrinkled
B. Their size and shape does not change
C. They gain water and swell
D. Cannot be determined given the situation

10. Why do plant cells become flaccid in concentrated sugar solution?

A. They gain water by osmosis
B. They lose water by osmosis
C. They lose water by active transport

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11. Which process needs carrier proteins in the cell membrane?
A. Diffusion
B. Osmosis
C. Active transport

12. Which process happens against a concentration gradient?

A. Diffusion
B. Osmosis
C. Active transport

13. What happens to the rate of diffusion as the temperature increases?

A. It decreases
B. It increases
C. It stays the same

14. What is the definition of Equilibrium?

A. the process that brings LARGE particles INTO the cell through the cell
membrane
B. The movement of molecules from an area of high concentration (where
the molecules are more crowded together) to a area of low concentration
(where molecules are more spread apart)
C. the state where molecules are equally concentrated (balanced) on both
sides of the cell membrane.
D. the movement of WATER molecules across the cell membrane.

15. In the given scenario what will happen to the organism: salt is poured onto
eggplant.
A. Water will move out of the eggplant cells and the cells will shrink.
B. Water will move out of the eggplant cells and the cells will swell.
C. Water will move into the eggplant cells and the cells will swell.
D. Nothing will happen

How did you find the pretest? What was your score? If you got 15 items
correctly, you may skip the module. But if your score is 14 and below, you
must proceed with the module. Have fun learning!

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 Module
2 Transport of
Materials in Cells

Credit: McGraw-Hill Biology

Figure 1. The Plasma Membrane

The figure above shows fluid mosaic model of the plasma membrane. A variety
of proteins protrude through the plasma membrane of animal cells, and nonpolar
regions of the proteins tether them to the membrane’s nonpolar interior. The three
principal classes of membrane proteins are transport proteins, receptors, and cell
surface markers. Carbohydrate chains are often bound to the extracellular portion of
these proteins, as well as to the membrane phospholipids. These chains serve as
distinctive identification tags, unique to cells.

In Module 1, you have learned about the parts of a cells and the function of
each part. You also have known the structure of the cell membrane. In this module,
you will learn the roles of cell membrane on the overall function of cells. Particularly,
we will talk about how the cell membrane controls the entry and exit of materials in
cells.

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 What’s In

A. Directions: Below is an activity for you to recall what you have learned in
module 1. Identify the part of the cell based on the function given. Then write
Y if it can be found in an animal cell (column 3) or in plant cell (column 4).
Write N, if it is not. Use a separate sheet of paper for your answer.

WHAT AM I?

Present Present in
Cell Function in Plant
Component Animal Cell?
Cells?
1 ________ Provides structure to cell; site of many
metabolic reactions; medium in which
organelles are found
2 ________ Cell organelle that houses DNA and directs
synthesis of ribosomes and proteins
3. _________ Protein synthesis
4_________ Storage and transport; digestive function in
some cells
5. _________ Protection, structural support and maintenance
of cell shape
6. _________ Photosynthesis
7. _________ ATP production/cellular respiration
8. _________ Modifies proteins and synthesizes lipids
9. _________ Digestion of macromolecules; recycling of
worn-out organelles
10. _________ Separates cell from external environment;
controls passage of organic molecules, ions,
water, oxygen, and wastes into and out of the
cell

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B. Directions: Complete the paragraph below by filling up the blanks with
appropriate words to be chosen from the word bank below. Use a separate
sheet of paper for your answer.

Cholesterol hydrophilic hydrophobic phospholipid

extracellular intracellular nonpolar tails polar heads
phospholipid bilayer

Cell Membranes

1. The plasma membrane, according to the fluid-mosaic model mainly compose

of _________________ and protein.
2. Each phospholipid molecule consists of two parts:
a. A polar head that gives it a ___________ property which makes it attracted
with water.
b. A pair of non-polar tails that give it a _____________ property which repels
water
3. In plasma membrane, phospholipids arrange themselves into two layers
(bilayer)
a. The hydrophilic heads of the outer layer face the _________ fluid.
b. The hydrophilic heads of the inner layer face the _________ fluid.
4. The ___________ acts as barrier which isolated the two sides of the
membrane.

Notes to the Teacher

This module contains brief but substantial concepts

of Transport of Materials in Cells. Enrichment
activities and assessments for the learners are
provided.

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 What’s New?

For you to understand the lesson well, do the following activities.

Have fun while learning and good luck!

Activity 1: “Just Like Cell Membranes”

Soap films can behave like membranes.

A cell membrane (also called a plasma membrane) regulates what comes in

and what goes out. This activity helps you explore the properties of soap films and
relate them to the properties of plasma membranes and the mechanics of transport
across membranes.

COVID-19 Learning Note: Some viruses, including the novel coronavirus, are
surrounded by the same type of membrane that surrounds human cells. This
activity uses a soap film to model how membranes behave. Because soap has
similar properties to the components of a virus’s membrane, it can disrupt the
viral membrane on contact, inactivating the virus.

Materials Needed:
• Bubble Solution : can be made from these mixtures ( Allow the solution to stay
overnight before use for longest-lasting bubbles.)
- 1/2 Cup water, 1/4 Cup dishwashing liquid (JoyTM), 1 teaspoon sugar.
OR
- 2/3 Cup. distilled water, 1/3 Cup. dishwashing liquid (JoyTM), 1 tsp
vegetable oil
• Cotton string
• Two drinking straws
• Scissors
• Food tray or similar container that is wider than the straws
• Two plastic cylinders with smooth openings or a 2–4 inch (5–10 cm) section of
PVC pipe
• Sharp knife or single edge razor blade (not shown)
• Sheet of black construction paper or other black material
• Pen or other thin object

7
Procedure

1. Cut a piece of string that’s approximately

four times the length of the straw. Thread
it through the two straws and tie the ends
together to make a loop see figure on the
side.

2. Move the straws and string into the shape

of a rectangle. This is your bubble
frame. Cut the excess string from the ends
of the knot. Move the string through the straws so that the knot is hidden inside
one of the straws.

3. To create a handle for the frame, cut another piece of string that’s approximately
three times the length of the straw. Thread the string through one of the straws
and tie the ends together

4. Fill the tray with the soap solution to a depth of at least 1 inch (2.5 cm).

5. Shape the bubble frame into a rectangle. Holding the frame by the handle,
immerse the entire frame into the bubble solution. Lift the frame up by the
handle until the bottom of the frame is slightly out of the bubble solution and
the straws are parallel to the tabletop. You should have a rectangular soap
film between the two straws. If there isn’t any soap there try immersing and
lifting the frame again.

6. Hold the soap film in front of the black construction paper or other black
material. Carefully observe the surface of the film. Blow gently on the film
and watch what happens. Repeat the first two steps if the bubble pops while
you are completing the steps below.

7. Wet your finger in the bubble solution. Gently poke through the soap film
with your finger.

Question 1(Q1): What happens? Can you move your finger around in the film?

_____________________________________________________________

8. Now wet a non-soapy finger in plain water and poke it into the film.

Q2: What happens?__________________________________________

9. Try gently poking a dry finger through the soap film.

Q3: What happens now?_______________________________________

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10. Make a new film on the frame. Hang the frame. Roll a plastic cylinder or PVC
tube section in the bubble solution to coat its surfaces. Grasp the film can near one
end and remove it from the solution. If films have formed across the openings of the
cylinder, pop them. Insert one end of the film can through the soap film on the
frame. If the film pops, make another and try again.

When you successfully insert a bubble-coated film can through the soap film,
leave the can in this position and pass an object (such as a pen) through the
openings of the can, from one side of the film to the other .

Q4: Can you move the film can around in the soap film? ____________________

11. Try putting a dry film can through the soap film. Q5. What do you notice?

_______________________________________________________________

Based on your observations,

Q6: What conditions allow objects to pass through the soap film without popping it?
_________________________________________________________________

Q7: What conditions cause the film to pop? ______________________________

Q8: Do you think the flexibility of the film influences its ability to resist popping? Why
or why not?

______________________________________________________________

Q9. If the film has properties similar to a cell membrane, what does this tell us about
cell membrane ability to control entry and exit of materials?

__________________________________________________________________

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 What is It?

Every cell in your body needs to take in nutrients, oxygen, and raw materials
and export wastes and other substances—but it’s not just a random traffic jam! A cell
membrane (also called a plasma membrane) regulates what comes in and what
goes out.

Transport Across Membranes

If a cell were a house, the plasma membrane would be walls with windows and
doors. Being semi-permeable, allowing some substances to pass through while others
cannot. The presence of channel proteins and carrier proteins also helps the plasma
membrane perform its function. Moving things in and out of the cell is an important
role of the plasma membrane to maintain homeostasis. It controls everything that
enters and leaves the cell. There are two basic ways that substances can cross the
plasma membrane: passive transport and active transport.

Passive Transport

Passive transport occurs when substances cross the plasma membrane

without any input of energy from the cell. No energy is needed because the substances
are moving from an area where they have a higher concentration to an area where
they have a lower concentration. Concentration refers to the number of particles of a
substance per unit of volume. The more particles of a substance in a given volume,
the higher the concentration. A substance always moves from an area where it is more
concentrated to an area where it is less concentrated. It’s a little like a ball rolling down
a hill. It goes by itself without any input of extra energy. In passive transport, particles
will diffuse down a concentration gradient, from areas of higher concentration to
areas of lower concentration, until an equal concentration inside and outside the cell
is reached.

There are several different types of passive transport, including simple

diffusion, osmosis, and facilitated diffusion.

Simple Diffusion

Diffusion is the movement of a substance across a membrane, due to a

difference in concentration, without any help from other molecules. The substance
simply moves from the side of the membrane where it is more concentrated to the
side where it is less concentrated. Figure 2 below shows how diffusion works.
Substances that can squeeze between the lipid molecules in the plasma membrane
by simple diffusion are generally very small, hydrophobic (water-fearing) molecules,
such as molecules of oxygen and carbon dioxide.

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FIGURE 2. Diffusion.
If a lump of sugar is dropped into a beaker of water (a), its molecules dissolve
(b) and diffuse (c). Eventually, diffusion results in an even distribution of sugar
molecules throughout the water called the equilibrium state(d). (Image credit: McGrawHill
Biology)

Osmosis

Osmosis is the net movement of water across a semipermeable membrane

from an area of lower solute concentration to an area of higher solute concentration.
It is therefore a special type of diffusion
— the diffusion of water molecules
across a membrane. Like other
molecules, water moves from an area of
higher concentration to an area of lower
concentration. Water moves in or out of
a cell until its concentration is the same
on both sides of the plasma membrane.

This process is illustrated in the

beaker example on the right, where
there will be a net flow of water from the
compartment on the left to the compartment on the right until the solute concentrations
are nearly balanced. Note that they will not become perfectly equal in this case
because the hydrostatic pressure exerted by the rising water column on the right will
oppose the osmotic driving force, creating an equilibrium that stops short of equal
concentrations.

The ability of an extracellular solution to make water move into or out of a cell
by osmosis is known as its tonicity. A solution's tonicity is related to its osmolarity,
which is the total concentration of all solutes in the solution. A solution with low
osmolarity has fewer solute particles per liter of solution, while a solution with high
osmolarity has more solute particles per liter of solution. When solutions of different
osmolarities are separated by a membrane permeable to water, but not to solute,
water will move from the side with lower osmolarity to the side with higher osmolarity.

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 Three terms—hypotonic, isotonic, and hypertonic—are used to compare the
osmolarity of a cell to the osmolarity of the extracellular fluid around it.

Credit: https://biologydictionary.net

Figure 4: Tonicity and Osmosis

Osmosis is important in many biological processes, and it often takes place at

the same time that solutes diffuse or are transported. The figure below shows how
osmosis works, as well as the role it plays in the water balance of cells.

Figure 5: Unless an animal cell (such as the red blood cell in the top panel) has an adaptation
that allows it to alter the osmotic uptake of water, it will lose too much water and shrivel up in a
hypertonic environment. If placed in a hypotonic solution, water molecules will enter the cell causing it
to swell and burst. Plant cells (bottom panel) become plasmolyzed in a hypertonic solution, but tend to
do best in a hypotonic environment. Water is stored in the central vacuole of the plant cell . (Photo
from https://opencurriculum.org/5358/cell-transport-and-homeostasis/)

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Facilitated Diffusion

Water and many other substances cannot simply diffuse across a membrane.
Hydrophilic molecules, charged ions, and relatively large molecules such as glucose
all need help with diffusion. The help comes from special proteins in the membrane
known as transport proteins. Diffusion with the help of transport proteins is
called facilitated diffusion. There are several types of transport proteins, including
channel proteins and carrier proteins. Both are shown in Figure 6 below:

• Channel proteins form pores, or tiny holes, in the membrane. This allows water
molecules and small ions to pass through the membrane without coming into
contact with the hydrophobic tails of the lipid molecules in the interior of the
membrane.

• Carrier proteins bind with specific ions or molecules, and in doing so, they
change shape. As carrier proteins change shape, they carry the ions or
molecules across the membrane.

FIGURE 6: Facilitated Diffusion

Channel proteins and carrier proteins help substances diffuse across a cell
membrane. Substances are moving down its concentration gradient through a membrane
protein (not between the phospholipids). In this diagram, molecules move from the
extracellular space to the intracellular space. (Photo from https://opencurriculum.org)

Active Transport

Active transport occurs when energy is needed for a substance to move

across a plasma membrane. Energy is needed because the substance is moving
from an area of lower concentration to an area of higher concentration. This is a little
like moving a ball uphill; it can’t be done without adding energy. The energy for
active transport comes from the energy-carrying molecule called ATP (adenosine
triphosphate). Like passive transport, active transport may also involve transport
proteins.

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Sodium-Potassium Pump
An example of active transport is the sodium-potassium pump. When this
pump is in operation, sodium ions are pumped out of the cell, and potassium ions
are pumped into the cell. Both ions move from areas of lower to higher
concentration, so ATP is needed to provide energy for this “uphill” process. Figure 7
below explains in more detail how this type of active transport occurs.

Figure 7: The Sodium-Potassium Pump. The sodium-potassium pump

moves sodium ions (Na+) out of the cell and potassium ions (K+) into the cell. First,
three sodium ions bind with a carrier protein in the cell membrane. Then, the carrier
protein receives a phosphate group from ATP. When ATP loses a phosphate group,
energy is released. The carrier protein changes shape, and as it does, it pumps the
three sodium ions out of the cell. At that point, two potassium ions bind to the carrier
protein. The process is reversed, and the potassium ions are pumped into the cell.
(Photo from https://opencurriculum.org/5358/cell-transport-and-homeostasis/)

Vesicle Transport
Some molecules, such as proteins, are too large to pass through the plasma
membrane, regardless of their concentration inside and outside the cell. Very large
molecules cross the plasma membrane with a different sort of help, called vesicle
transport. Vesicle transport requires energy, so it is also a form of active transport.
There are two types of vesicle transport: endocytosis and exocytosis. Both types are
shown in Figure 8 and 9 and described below.

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 Endocytosis is the type of
vesicle transport that moves a
substance into the cell. The plasma
membrane completely engulfs the
substance, a vesicle pinches off from
the membrane, and the vesicle
carries the substance into the cell. Image from https://www.ck12.org/section/cell-transport-and-homeostasis-
When an entire cell is engulfed, the
process is called
phagocytosis(eating). When fluid is
engulfed, the process is called
pinocytosis (drinking).

Credit: McGraw-Hill Biology

Figure 8 : Endocytosis
Exocytosis is the type of
vesicle transport that moves a
substance out of the cell. A vesicle
containing the substance moves
through the cytoplasm to the cell
membrane. Then, the vesicle
membrane fuses with the cell
membrane, and the substance is
released outside the cell.

Credit: McGraw-Hill Biology

Figure 9: Exocytosis

Here are some enrichment activities for you to work on to master and
strengthen the basic concepts you have learned from this lesson.

15
 What’s More

Activity 2: Tea Bag Activity

Objective: To observe a simple diffusion and osmosis process at different

temperatures

Materials: 2 tea bags

2 100-ml beaker or transparent bottles/glass (similar)
Water at different temperature ( cold and hot water)

Procedure:
1. Fill each beaker/container with water up to ¾ full. Label beaker with cold water as
A, beaker with hot water as B.

2. Place one tea bag in each of the container simultaneously. Make a hypothesis of
this experiment.

3. Observe what happens to the tea particles and the color of water outside and
inside the tea bag. Do not stir the contents nor shake the container.

QUESTIONS TO ANSWER:
1. Did you prove your hypothesis through the experiment?

2. What evidence did you get from the experiment that proved or disproved your
hypothesis?

3. What is the solute in this lab?

4. What is the solvent in this lab?

5. In what direction does the tea particles move? What do you call this process?

6. In what direction does the water particles move? What do you call this
process?

7. In which container does the food coloring spread faster?

8. What factors affect the rate of diffusion?

9. Define equilibrium.

16
ACTIVITY 3: OBSERVING OSMOSIS

Objectives:
1. Describe the direction of the movement of water molecules across a
differentially permeable membrane and the condition that brings this about.

2. Observe the effects of osmosis in living cells.

Materials:
2 pcs transparent glass/ plastic cup
4 strips of raw potato (peeled and cut into the same length and width)
2 teaspoons salt
Water
Ruler marker
Procedure:
1. Measure the dimensions of the potato strips. Record these data in the table
below.
2. Fill the cups with water (height just enough to cover the potato strip). Label
the first cup as A and the second cup as B. Place 2 teaspoons of salt into
container B. Stir the contents in container B until salt is fully dissolved. Mark
the location of the top water level in each container.
3. Soak the potato strips for 30 to 45 minutes in the container, two in each
container.
4. Take the strips out of the container and measure the dimensions of the
soaked strips. Also observe the level of water in each container. Are there
changes?
Record this data on the table below.
Container Solution Sample BEFORE SOAKING AFTER SOAKING
Length Width Length Width
A Pure/Tap 1
water
2
B Salt 1
solution
2

Questions to Answer:
1. What happens to the potato strips in container A after soaking?

2. What happens to the potato strips in container B after soaking?

3. What may have caused these to happen to potato strip in A? in B?

17
 4. What happens to the water level in each container after soaking the potato
strips? Why is this so?

5. Define osmosis.

6. What causes osmosis to occur?

Great job! You have understood the lesson.

Are you now ready to summarize?

What I Have Learned

Directions:

A. Summarize what you have learned from the lesson and activities by
completing the completing the concept map for cell transport below

Cell
Transport

Passive __(1)____
Transport -

Simple (2) Vesicles (6)

Diffuion

Channel Carrier
(3) (7) Endocytosis
protein Protein

(8) Pinocytois
Isotonic (4) (5)

18
B. Identify the terms described in each statement below. Choose from the word
bank.
9. A type of cell transport which occurs across the concentration gradient and
does not require energy
10. the method of transporting material that requires energy
11. a type of active transport that moves substances, including fluids and particles,
into a cell
12. a process by which material moves down a concentration gradient (from high
to low concentration) using integral membrane proteins
13. a process of passing material out of a cell
14. describes a solution in which extracellular fluid has higher osmolarity than the
fluid inside the cell
15. describes a solution in which the extracellular fluid has the same osmolarity as
the fluid inside the cell
16. the transport of water through a semipermeable membrane from an area of
high-water concentration to an area of low water concentration across a
membrane
17. a process that takes macromolecules that the cell needs from the extracellular
fluid; a variation of endocytosis a process that takes solutes that the cell needs
from the extracellular fluid
18. the characteristic of a membrane that allows some substances through but not
others
19. form of energy used during active transport
20. Proteins found within the cell membrane that helps during facilitated diffusion
and in active transport of molecules.

What I Can Do

I. From the given figure below, identify which solution is hypertonic and in
what direction will water flow (left or right) in each of the systems separated
by a semipermeable membrane. Use a separate sheet of paper for your
answers.

Hypertonic Water Flow

A. _________ ________
B. _________ ________
C. _________ ________

19
 II. Read the following situations and identify the type of cell transport mechanism
used. Use a separate sheet of paper for your answers.
1. Carbon dioxide (a small uncharged gas molecule) enters the lungs (where it is less
concentrated) from the blood (where it is more concentrated).

2. A white blood cell engulfs a bacterium as you fight off an infection.

3. The lung cells of a victim who drowned in fresh water are swollen due to water
entering the cells.

4. Cells of the stomach wall transport hydrogen ions through a ATP-dependent

membrane protein to the inside of the stomach, producing a pH of 1.5. The pH of the
cytosol (fluid inside the cells) of stomach wall cells is approximately 7. (Recall that a
low pH means high hydrogen ion concentrations).

5. Salivary gland cells produce the enzyme salivary amylase and secrete it into the
salivary ducts to be delivered to the mouth.

6. A Paramecium (a single celled organism) swims into an area of salty water. The
Paramecium shrivels up as it loses water through its cell membrane.

7. Some bacteria use the energy of ATP to pump H+ out of their cells. They use the
H+ concentration gradient to drive the transport of sugars into the cell against their
concentration gradients. What mechanism of transport best describes how the sugars
are entering bacterial cells?

8. Some cells engulf droplets of extracellular fluid. What mechanism of transport would
this be?

9. Assume a molecule must cross the plasma membrane into a cell. The molecule is
a very large protein. How will it be transported into the cell?

10. The drawing on the right shows the fluid Plasma Membrane
inside and outside a cell. The dots represent
molecules of a substance needed by the cell.
The molecules are very small and
hydrophobic. What type of transport will move
the molecules into the cell?

Inside the membrane Outside the membrane

20
 Assessment

Directions: Read carefully each item. Use a separate sheet for your answers. Write
only the letter of the best answer for each test item.

1. To enter or leave a cell, substances must pass through

A. the Golgi apparatus
B. a ribosome
C. the nucleus
D. the plasma membrane

2. The movement of molecules from an area of higher concentration to an

area of lower concentration is called
A. diffusion
B. endocytosis
C. catalysis
D. active transport

3. In osmosis, water always moves towards the _______ solution, that is,
toward the solution with the _____ solute concentration.
A. isotonic….greater
B. hypertonic…greater
C. hypertonic…lesser
D. hypotonic…greater
E. hypotonic…lesser

4. Facilitated diffusion uses energy. True or False?

A. True B. False

5. Diffusion of water across a selectively permeable membrane is called

A. active transport
B. osmosis
C. exocytosis
D. passive transport
E. facilitated diffusion

6. A plant cell is placed in a solution whose solute concentration is twice

as great as the concentration of the cell cytoplasm. The cell
membrane is selectively permeable, allowing water but not the solutes
to pass through. What will happen to the cell?
A. No change
B. The cell will shrivel because of osmosis.
C. The cell will swell because of osmosis.
D. The cell will shrivel because of active transport of water.
E. The cell will swell because of active transport of water.

21
7. Red blood cells have a salt content of 0.9%. When a microbiologist
places red blood cells in pure water, osmosis occurs. What net
movement of a substance occurs in this instance of osmosis?
A. water molecules move out of the cells
B. water molecules move into the cells.
C. salt ions move out of the cells.
D. salt ions move into the cells.

8. The movement of water across a selectively permeable membrane is

known as
A. exocytosis C. endocytosis
B. phagocytosis D. osmosis

9. A substance that moves across a cell membrane without using the

cell’s energy tends to move
A. away from the area of equilibrium
B. away from the area where it is less concentrated
C. away from the area where it is more concentrated
D. toward the area where it is more concentrated

10. Which of the following is an example of ACTIVE TRANSPORT?

A. facilitated diffusion
B. osmosis
C. diffusion
D. none of the above

11. Osmosis uses energy. True or False?

A. True B. False

12. Which of the following would diffuse through a cell membrane the most
easily?
A. a large polar molecule
B. a large nonpolar molecule
C. a small polar molecule
D. a small nonpolar molecule

13. A nursing infant can obtain disease-fighting antibodies, which are large
protein molecules, from its mother’s milk. These molecules probably
enter the cells lining the baby’s digestive tract via
A. osmosis
B. passive transport
C. exocytosis
D. diffusion
E. endocytosis

14. The molecules responsible for membrane transport are

A. Steroids C. ATP
B. Carbohydrates D. Proteins

22
15. A freshwater paramecium is placed in salt water. Which of the
following events would most likely occur? (Ask yourself where the
water in the paramecium is going!!)
A. an increase in the action of its contractile vacuole
B. swelling of the cell until it becomes turgid
C. swelling of the cell until it bursts
D. shriveling of the cell

16. Sodium, calcium, and potassium ions would be transported into a cell
using which type of transport?
A. active transport C. passive transport
B. osmosis D. exocytosis

17. Diffusion with the help of a transport protein

A. active transport C. passive transport
B. Facilitated Diffusion D. Simple Diffusion

18. The figure on the right shows that the

extracellular fluid is
A. Hypertonic to the cell’s fluid
B. Hypotonic to the cell’s fluid
C. Isotonic to the cell’s fluid
D. Not enough information
For question No. 18

19. The figure on the right shows that the

extracellular fluid is
A. Hypertonic to the cell’s fluid
B. Hypotonic to the cell’s fluid
C. Isotonic to the cell’s fluid
D. Not enough information

For question No. 19

20. Which of the following requires ATP
(cell’s energy) to transport materials in and out of the cells?
A. Active Transport
B. Osmosis
C. Passive Transport
D. Facilitated Diffusion

. Great job! You are done with this module

23
 24
WHAT’S NEW
POSSIBLE ANSWERS
1. The film does not pop. Finger
can be moved around film
without popping it.
2. The bubble film does not
burst.
3. The film pops
4. Yes
5. The film pops
6. Objects with similar chemical
makeup with the film WHAT I
7. Unlike KNOW
8. Yes. Since the film is flexible, 1. D
it does not pop easily when 2. B
objects with similar 3. A
composition is moved around 4. B
it. 5. A
9. -Not all materials can pass 6. A
through cell membrane 7. C
-Like the bubble membrane, 8. B
a cell’s plasma membrane 9. C
will also allow molecules that 10. B
have a similar chemical 11. C
makeup to the interior of the 12. C
membrane to pass through 13. B
- Channels help allow objects 14. C
with unlike chemical make up 15. A
to pass though membrane
- Cell membrane is flexible.
Answer Key
passive transport
3. Differentiate active transport from
transport occur.
2. Explain how different types of active
transport.
1. Describe different types of passive
(10points) (5 points) (8 points)
Excellent Fair Good How much did this module help you?
How I Rate My Self…
the Selfrating table adapted from Valdoz (2017).
Before you return this module to your teacher, kindly copy and fill out
 25
WHAT’S MORE
ACT 1: TEA BAG ACTIVITY
Possible Hypothesis
H1-Tea particles will move out of the tea bag
H2-Diffusion is faster in Beaker B
1. Yes
2. H1- changes in color of water
H2-Lesser time for the water to change its
color
3. Tea particles
4. Water
5. From tea bag to water container/out of tea
bag - diffusion
WHAT CAN I DO 6. Going into the tea bag – osmosis
I. 7. Beaker B
Hypertonic Water 8. Temperature , Particle size
Flow
9. Same concentration of solution in the 2
chambers; solute partciles are evenly
A. ___10%___ right
distributed
B. ___15%___ left
C. ___20%____ right ACT 2: OBSERVING OSMOSIS
1. Swell, increase in size
II. 2. Shrink, decrease in size
1. Phagocytosis 3. Movement of water in/out of the potato
2. Simple Diffusion strip
3. Active Transport 4. A- decrease
B- increase
4. Osmosis
5. Osmosis is the movement of water particles
5. Exocytosis
in a semi-permeable membrane from a
6. Osmosis solution with high concentration to a
7. Active Transport solution with low concentration
8. Pinocytosis 6. Presence of a semipermeable membrane
9. Endocytosis ,sizes of particles, difference of
10. Active Transport concentration
 26
ASSESSMENT
1. D 11. B
2. A 12. D
3. B 13. E
4. B 14. D
5. B 15. D
6. B 16. A
7. B 17. B
8. D 18. C
9. C 19. B
10. D 20. A
FOR TEACHERS ONLY
References
Printed Materials:

Capco, Carmelita and Yang, Gilbert (1996). Biology 2nd year Textbook.
Philippines. Phoenix Publishing House, Inc.

Department of Education (2009), Biology: Science and Technology Textbook for

2nd year, Philippines. Book and Media Press

E-books:

Fowler, S., Roush, R., Wise, J., Concepts of Biology (OpenStax)

Johnson, Raven. Biology. McGraw-Hill

Website:

Active Transport from http://botanystudies.com/chemical-nature-of-plasma-

membrane/phagocytosis-pinocytosis-receptor-mediated-endocytosis/ (visited
7/23/2020)

Active Transport from

https://courses.lumenlearning.com/biology1/chapter/active-
transport/#:~:text=in%20the%20mitochondrion.-
,Endocytosis,whole%20cells%2C%20into%20a%20cell. (visited 7/10/2020)

Cell Transport and Homeostasis from https://opencurriculum.org/5358/cell-

transport-and-homeostasis/ (visited 7/16/2020)

Cell Transport from

https://bio.libretexts.org/Bookshelves/Human_Biology/Book%3A_Human_Biolo
gy_(Wakim_and_Grewal)/05%3A_Cells/5.07%3A_ (visited 7/10/2020)

Cellular Soap Opera from https://www.exploratorium.edu/snacks/cellular-soap-

opera (visited 7/23/2020)

Diffusion and Osmosis from

https://courses.lumenlearning.com/biolabs1/chapter/diffusion-and-osmosis/
(visited 7/10/2020)

Diffusion and Osmosis from

https://www.khanacademy.org/science/biology/membranes-and-
transport/diffusion-and-osmosis/a/osmosis (visited 7/10/2020)

Homeostasis and Cell transport https://www.ck12.org/book/ck-12-

biology/section/3.3/ (visited 7/19/2020)
27
Isotonic Vs. Hypotonic Vs. Hypertonic Solution from
https://biologydictionary.net/isotonic-vs-hypotonic-vs-hypertonic-solution/
(visited 7/12/2020)

Membrane Transport from

https://www.ck12.org/book/ck-12-biology/section/3.3/ (visited 7/08/2020)

Make your own bubbles from https://tipnut.com/make-

bubbles/#:~:text=If%20you%20don't%20have,regular%20tap%20water%20if%
20needed. (visited 7/23/2020)

Tea Bag Activity from https://sciencing.com/diffusion-osmosis-lesson-

activities-8609725.html (visited 7/20/2020)

28
 For inquiries or feedback, please write or call:

Department of Education, Region VII, Division of Cebu Province

Office Address: IPHO Bldg., Sudlon, Lahug, Cebu City

Telefax: (032) 255-6405

E-mail Address: cebu.province@deped.gov.ph