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General Biology 1
Quarter 1 - Module 1
Cell: the basic unit of life
1
Table of Contents
What I Know..............................................................................................................................iii
First Quarter
Lesson 1: Cell Theory
What I Need to Know.............................................................................................14
What‘s New: Guess What?.................................................................................15
What Is It: Learning Concepts..................................................................16
What‘s More: Synthesizing Information...........................................................17
What‘s New: Reflection......................................................................................18
What I Have Learned..............................................................................................18
What I Can Do: Performance Task and Enrichment Activity.......................19
What‘s More:..........................................................................................................24
What‘s More:..........................................................................................................28
What‘s More:.........................................................................................................34
What‘s More:.........................................................................................................40
Summary..........................................................................................................................................43
Assesment...........................................................................................................................................44
Key to Answers.................................................................................................................................45
References........................................................................................................................................52
What‘s In (REVIEW)............................................................................................57
What‘s New:..........................................................................................................61
What Is It....................................................................................................61
What‘s More:.........................................................................................................62
What‘s In (REVIEW)............................................................................................65
What‘s New:..........................................................................................................68
What Is It....................................................................................................68
What‘s More:.........................................................................................................69
What‘s In (REVIEW)............................................................................................72
What‘s New:..........................................................................................................81
What Is It....................................................................................................81
What‘s More:.........................................................................................................81
Assesment...........................................................................................................................................83
What‘s In (REVIEW)............................................................................................89
What‘s New:..........................................................................................................92
What Is It....................................................................................................92
What‘s More:.........................................................................................................93
What‘s In (REVIEW)............................................................................................95
What‘s New:..........................................................................................................97
What Is It....................................................................................................97
What I Have Learned:.................................................................................98
What‘s In (REVIEW)............................................................................................100
What‘s New:..........................................................................................................105
What Is It....................................................................................................105
What I Have Learned:.................................................................................105
Assessment: (Post-Test)....................................................................................................106
Key to Answers..................................................................................................................110
References........................................................................................................................................112
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Module 1
Cell: the basic unit life
What This Module is About
This module demonstrates your understanding of the cell theory, cell
structure and functions, prokaryotic vs eukaryotic cells, cell types and modifications,
cell cycle and transport mechanisms which are the major topics of cellular biology.
Learners will be looking into the processes that are important to sustain life.
This module will help you explore the key concepts on topics and immersed
you in various activities and hands-on tasks that will help you answer the questions
pertaining to the cell theory, structure and functions, cell types and modifications,
cell cycle and transport mechanisms.
This module has seven (7) lessons:
Lesson 1- Cell Theory
Lesson 2- Cell Structure and Functions
Lesson 3- Prokaryotic vs Eukaryotic Cells
Lesson 4- Cell Types and Cell Modifications
Lesson 5- Cell Cycle
Lesson 6- Transport Mechanisms
Lesson 7- Structures and Functions of Biological Molecules-Enzymes
4. Classify different cell types (of plant/animal tissues) and specify the functions of
each (STEM_BIO11/12-Ia-c-4).
5. Describe some cell modifications that lead to adaptation to carry out specialized
functions (STEM_BIO11/12-Ia-c-5).
6. Characterize the phases of the cell cycle and their control points
(STEM_BIO11/12-Id-f-6).
8. Relate the structure and composition of the cell membrane to its function
(STEM_BIO11/12-Ig-h-12)
9. Explain transport mechanisms in cells (diffusion osmosis, facilitated transport,
active transport) (STEM_BIO11/12-Ig-h-13).
13. Determine how factors such as pH, temperature, and substrate affect enzyme
activity (STEM_BIO11/12-Ii-j-19)
Cell Types and Cell Modification
Lesson
4
What’s In
In lesson 3, you have learned about the difference between prokaryotic and
eukaryotic cells according to their distinguishing features.
In this next topic, you will learn on the classification of different cell types and
cell modifications that lead to adaptation to carry out specialized functions.
There are certain characteristics that all living things exhibit, the
characteristics of life. Living things are made up of cells. They metabolize, grow and
develop, respond to stimulus, adapt to their environment and reproduce. Life on
Earth exhibits organization. The atom is smallest unit of matter, followed by
molecules, which are combinations of atoms. When these molecules are grouped
together, they ultimately form a cell. The cell is the basic unit of life. In multicellular,
organisms like plants and animals, cells are grouped as tissues to perform a specific
function. Different tissues can be grouped further and form organs. The organs form
organ systems that makes the function of the body more complex and efficient.
Organs system will then form the whole organisms. All living things exhibit
organization, whether they are unicellular or multicellular organisms.
What’s New
There are hundreds of types of cells, but the four main types are epithelial
cells, connective tissue cells, muscle cells and nerve cells.
• cuboidal—for secretion
• simple columnar—brick-shaped cells; for secretion and active absorption
• simple squamous—plate-like cells; for exchange of material through diffusion
• stratified squamous—multilayered and regenerates quickly; for protection
• pseudo-stratified columnar—single layer of cells; may just look stacked because
of varying height; for lining of respiratory tract; usually lined with cilia (i.e., a type of
cell modification that sweeps the mucus).
Figure 1: Epithelial Tissue (Source: Reece JB, U. L. (2010). Campbell Biology 10th.
San Francisco (CA).)
Connective Tissue—These tissues are composed of the following:
BLOOD —made up of plasma (i.e., liquid extracellular matrix); contains water, salts,
and dissolved proteins; erythrocytes that carry oxygen (RBC), leukocytes for
defense (WBC), and platelets for blood clotting.
Muscle Tissue—These tissues are composed of long cells called muscle fibers that
allow the body to move voluntary or involuntary. Movement of muscles is a response
to signals coming from nerve cells. In vertebrates, these muscles can be categorized
into the following:
• skeletal—striated; voluntary movements
• cardiac—striated with intercalated disk for synchronized heart contraction;
involuntary
• smooth—not striated; involuntary
Figure 3: Muscle Tissue (Source: Reece JB, U. L. (2010). Campbell Biology 10th.
San Francisco (CA):.)
Nervous Tissue—These tissues are composed of nerve cells called neurons and
glial cells that function as support cells. These neurons sense stimuli and transmit
electrical signals throughout the animal body. Neurons connect to other neurons to
send signals. The dendrite is the part of the neuron that receives impulses from
other neurons while the axon is the part where the impulse is transmitted to other
neurons.
Figure 4: Neurons and Glial Cells (Source: Reece JB, U. L. (2010). Campbell
Biology 10th. San Francisco (CA):.)
What’s More
Direction: Match each general tissue category to the appropriate feature. Write the
letter of your choice before each number.
A. Connective tissue
B. Epithelium
C. Muscular tissue
D. Nervous tissue
_1. A type of tissue that would make up the majority of the brain and
spinal cord?
_2. Found in the epidermis and form the lining of internal organs such as
the intestines
_3. Form the ligaments, tendons, fat and bone
_4. A type of tissue that makes up majority of the heart
Direction: Identify which type of connective tissue (A-C), epithelial tissue (D-F), and
muscle tissue (G-I) is being described.
What I Can Do
Direction: Give at least 4 examples of the four major tissue types. Be as specific as
possible in giving examples.
Lesson Cell Cycle
5
What’s In
In lesson 4, you have learned about the classification of different cell types
and some cell modifications that lead to adaptation to carry out specialized
functions.
In this next topic, you will learn on the phases of cell cycle and their control
points, stages of mitosis/meiosis, comparison and their role in the cell division cycle.
What’s New
Anaphase Metaphase
Cell division (M Phase) Prophase
Cytokinesis Telophase
G1 –cell grows Interphase
G2- prepares for mitosis Mitosis
S-DNA replication
The Cell Cycle Coloring Worksheet
Then on the diagram, lightly color the G1 phase light GREEN, the S
phase dark BLUE, the G2 phase light BLUE, and the stages of mitosis VIOLET.
Color the arrows indicating all of the interphases in BLUE. Color the part of the
arrow indicating mitosis PURPLE and the part of the arrow indicating cytokinesis
light VIOLET.
What Is It
Core Concepts:
• All organisms consist of cells and arise from preexisting cells.
• Mitosis is the process by which new cells are generated.
• Meiosis is the process by which gametes are generated for reproduction.
• The Cell Cycle represents all phases in the life of a cell.
• DNA replication (S phase) must precede mitosis so that all daughter cells receive
the same complement of chromosomes as the parent cell.
• The gap phases separate mitosis from S phase. This is the time when molecular
signals mediate the switch in cellular activity.
• Mitosis involves the separation of copied chromosomes into separate cells.
• Unregulated cell division can lead to cancer.
• Cell cycle checkpoints normally ensure that DNA replication and mitosis occur only
when conditions are favorable and the process is working correctly.
• Mutations in genes that encode cell cycle proteins can lead to unregulated growth,
resulting in tumor formation and ultimately invasion of cancerous cells to other
organs.
The Cell Cycle control system is driven by a built-in clock that can be adjusted by
external stimuli (i.e., chemical messages).
Checkpoint—a critical control point in the Cell Cycle where ‗stop‘ and ‗go-
ahead‘ signals can regulate the cell cycle.
• Animal cells have built-in ‗stop‘ signals that halt the cell cycles and checkpoints
until overridden by ‗go-ahead‘ signals. • Three major checkpoints are found in the
G1, G2, and M phases of the Cell Cycle.
Mitosis (apparent division)—is nuclear division; the process by which the nucleus
divides to produce two new nuclei. Mitosis results in two daughter cells that are
genetically identical to each other and to the parental cell from which they came.
Cytokinesis—is the division of the cytoplasm. Both mitosis and cytokinesis last for
around one to two hours.
Prophase—is the preparatory stage, during prophase, centrioles move toward
opposite sides of the nucleus.
First Meiotic Division The first meiotic division results in reducing the number of
chromosomes (reduction division). In most cases, the division is accompanied by
cytokinesis.
In addition, the nucleoli disappear, and the nuclear membrane begins to break down.
Metaphase I—The spindle apparatus is completely formed and the microtubules are
attached to the centromere regions of the homologues. The synapsed tetrads are
found aligned at the metaphase plate (the equatorial plane of the cell) instead of
only replicated chromosomes.
Telophase I—The dyads complete their migration to the poles. New nuclear
membranes may form. In most species, cytokinesis follows, producing two daughter
cells. Each has a nucleus containing only one set of chromosomes (haploid level) in
a replicated form.
Second Meiotic Division The events in the second meiotic division are quite similar
to mitotic division. The difference lies, however, in the number of chromosomes that
each daughter cell receives. While the original chromosome number is maintained in
mitosis, the number is reduced to half in meiosis.
What’s More
Direction: Complete the chart by noting what occurs in each phase of the cell cycle.
Gap O (GO)
Gap 1 (G1)
Interphase
S Phase
Gap 2 (G2)
Prophase
Mitosis or M
Phase Metaphase
Anaphase
Telophase
Cytokinesis C
What I Have Learned
Direction: The diagram below shows cells in various phases of the cell cycle. Note
the cells are not arranged in the order in which the cell cycle occurs. Use the
diagram to answer questions 1-6. Write you answer in CAPITAL letters.
2. _ _Prophase 5. _ Anaphase
What I Can Do
Direction: Gene mutations in a cell can result in uncontrolled cell division, called
cancer. Exposure of cells to certain chemicals and radiation increases mutations
and thus increases the chance of cancer. Research on the causes of cancers and
disorders/diseases that result from the malfunction of the cell during the cell cycle
and answer the following questions.
1. Define cancer
_ _ _
_ _ _
_ _ _ .
The importance of cell cycle is very evident that the growth and
sustainability of multicellular organisms depend on this process. Cells that are
damaged and lost will be replenished when cells divide. Errors in mitosis lead to an
incorrect copy of the DNA which may produce deadly functional consequences
depending on the error. The positive correlation with the malfunction of these
processes to the onset of major diseases such as cancer, stroke, atherosclerosis,
inflammation, and some neurodegenerative disorders in increasingly proven in
various studies.
Assessment: (Post-Test)
Direction: Select the letter of your choice. Write it in CAPITAL letters. Your answers should be
written on a separate sheet of paper.
23
9. Which of the following is an example of passive transport which occurs when particles move
from an area of higher concentration to an area of lower concentration?
A. Phagocytosis
B. Pinocytosis
C. Diffusion
D. Osmosis
10. This process utilizes additional metabolic energy against the concentration gradient to move
molecules across the membrane from a region of lower concentration to a region of higher
concentration.
A. Active Transport
B. Passive Transport
C. Osmosis
D. Exocytosis
Learning Competencies:
1. Describe the structural components of the cell membrane
(STEM_BIO11/12-Ig-h-11)
2. Relate the structure and composition of the cell membrane to its
function (STEM_BIO11/12-Ig-h-12)
3. Explain transport mechanisms in cells (diffusion, osmosis,
facilitated transport, active transport) (STEM_BIO11/12-Ig-h-13)
4. Differentiate exocytosis and endocytosis (STEM_BIO11/12-Ig-h-14)
Performance Standards:
The learners should be able to construct a cell membrane model from
indigenous or recyclable materials.
Introduction:
With the pandemic today in the Philippines, you can just imagine our
Cagayan de Oro‘s front liners and law enforcers at the check points of a
city or security guards at the mall entrances (Fig. 7.a) as plasma
24
membranes (cell membranes) which have a lot of things to do such as
permitting who‘ll enter the establishment (represents the cell) or not and
even exiting is checked as well; Carrying goods in a truck or individuals on
a motorcycle towards a particular cordoned area which depicts different
means or ways on how materials are transported in and out of the cell -
thus the transport mechanisms.
25
Plasma membrane (Cell Membrane) plays a vital role in the transport
mechanisms and separates the living cell from its surroundings. To perform
these roles, it needs lipids, which make a semi-permeable barrier between
the cell and its environment. It also needs proteins, which are involved in
cross-membrane transport and cell communication, and carbohydrates
(sugars and sugar chains), which decorate both the proteins and lipids and
help cells recognize each other.
Fig. 7.a Even in a mall or at the checkpoints, the people and objects move from one
location to another; they cross or are contained within certain boundaries. Analogously, a
cell membrane‘s functions involve movement within the cell and across the boundaries in
the process of intracellular and intercellular activities. Just like the law enforcers or security
guards, they allow some substances to pass through, but not others.
What I Know
_1. Which plasma membrane component can be either found on its surface
or embedded in the membrane structure?
a. protein
b. cholesterol
c. carbohydrate
d. phospholipid
_5. Carbohydrates is found outside the surface of the cell and bounded with?
a. lipid or protein
b. phospholipid
c. glycoprotein
d. glycolipid
Fig. 7.c. In 1935, Davson-Danielli, the sandwich model of membrane structure stated that the
membrane was made up of a phospholipid bilayer sandwiched between two protein layers.
Fig. 7.d. In 1972, S. J. Singer and G. Nicolson proposed that the membrane is a mosaic of proteins
dispersed within the bilayer, with only the hydrophilic regions exposed to water.
Fig. 7.e.
Lateral movement occurs 107 times per Flip-flopping across the membrane is rare (~
second. once per month).
• As temperatures cool, membranes switch from a fluid state to a solid state.
• The temperature at which a membrane solidifies depends on the types of lipids.
•Membranes rich in unsaturated fatty acids are more fluid than those rich
in saturated fatty acids. (Fig. 7.f.)
• Membranes must be fluid to work properly; they are usually about as fluid as
salad Oil.
Fig. 7.f. The type of hydrocarbon tails in phospholipids – Affects the fluidity of the cell membrane
Fluid Viscous
Terminology:
Amphiphilic or Amphipathic
molecule possessing a polar or charged area and a nonpolar or uncharged area
capable of interacting with both hydrophilic and hydrophobic environments
Glycolipid
combination of carbohydrates and lipids
Glycoprotein
combination of carbohydrates and proteins
Hydrophilic
molecule with the ability to bond with water; ―water-loving‖
Hydrophobic
molecule that does not have the ability to bond with water; ―water-hating‖
Integral protein
protein integrated into the membrane structure that interacts extensively with the
hydrocarbon chains of membrane lipids and often spans the membrane; these
proteins can be removed only by the disruption of the membrane by detergents
Peripheral protein
protein found at the surface of a plasma membrane either on its exterior or
interior side; these proteins can be removed (washed off of the membrane) by a
high-salt wash
What’s New
2. Watch and Listen carefully to the video and be able to recognize and relate to
each attributes of the structural components of the membrane.
3. Reflect on your life experiences and relate them to the lesson in the video so that
you will be able to write a story analogous to the structural components of the cell
membrane.
What Is It
• Q & A Activity:
2. Are there structural components involved in the membrane that are affected from
the rise and fall of the temperature? What are those structures?
3. What does Fig. 7.f imply regarding the fatty acid or hydrocarbon tail‘s shape when
compared and contrasted in relation with transport mechanism? Explain your
answer.
2. Watch and Listen carefully for you to be able to make a rough draft sketch of
the individual structural components of the membrane through the video clip.
3. Prepare your final draft sketch to me with labels of the indigenous /recyclable
materials you will utilize for each of the structural components for the next activity.
• Performance Activity:
1. Prepare your final draft sketch with labels of the indigenous /recyclable materials
that you will utilize for each of the structural components for this activity.
2. Prepare your indigenous /recyclable materials and tools kits to start constructing
the cell membrane model.
3. Set your output on a 2x2 sturdy and used illustration board or any platform.
4. Keep your output in a safe place and submit it on the exact date of submission to
be announced by your teacher.
What I Know
_5. Vital for cellular signalling processes that influence tissue and
organ formation
a. membrane markers
b. membrane receptors
c. glycoprotein
d. glycolipid
Provide the the Funtions related to the Structures and Compositions of the Cell
Membrane inside the empty blanks.
6._ _ _ _
Phospholipid Bilayer
_ _ _ _
.7. _ _
Membrane Markers
_ _ _ _
8._ _ _ _
Cytoskeleton
_ _ _ _
9._ _ _ _
Transmembrane Protein
_ _ _ _
10. _ _ _ _
Membrane Receptors
_ _ _ _
What’s In
The plasma membrane protects the cell from its external environment,
mediates cellular transport, and transmits cellular signals.
Terminology:
Receptor
A protein on a cell wall that binds with specific molecules so that they can be
absorbed into the cell.
• Activity:
Identify the structural components of the cell membrane and provide the boxes with
the best answers
1.
2.
8.
3.
4. 6. 7.
5.
What Is It
• Q & A Activity:
1. Can you remember all the structural components of a cell membrane and be able
to list them down? If so, just list down at least 10 along with its functions.
1. A video link is provided ; ―Inside the Cell Membrane‖ by Amoeba Sisters (Feb
28, 2018), https://www.youtube.com/watch?v=qBCVVszQQNs
2. Watch and Listen carefully for you to be able to associate the components
and structures of the cell membrane to your household.
1. Provide insights on how the structures and components of the cell membrane
is related to its function with regards to the Celular Signalling/Recognition.
2. Give your Take Aways on Cellular Transport Mechanisms‘ relation to the Plasma
Membrane emphasizing more on its function.
What I Can Do
• Performance Activity:
1. Craft a task plan on a long bond paper regarding the tasks on what functions
you can contribute to your household during this time of crisis. Include also listing
down the house members functions contributing in your home.
2. Document this task in a week. Photos included in a separate paper or soft copy.
Template (example)
PARENT/GUARDIAN
SUN MON TUE WED THU FRI SAT
Printed name,
01/21/20 _/_/20 _/_/20 _/_/20 _/_/20 _/_/20 _/_/20 Signature and Date
Portgas D. Ace
-swept -father
-sanitized -ate Sakura
outside Portgas
AM the mopped the
the vertical
bathroom floor with
home planted
disinfectanct
grounds pechay.
Sun 1/8/20
Portgas D. Ace
-kuya
-mother
Senku
-washed Tsaunade
-threw bathed
PM the dishes sterilized
garbage Penduko
the
our dog
utensils
Sun 1/8/20
3. Keep your output in a safe place and send it on the exact date of submission to
be announced by your teacher.
What I Know
Provide the right answers after the number in the boxes below for the difference
between Endocytosis and Exocytosis.
10. Involved
Plasma membranes must allow certain substances to enter and leave a cell,
and prevent some harmful materials from entering and some essential materials
from leaving. In other words, plasma membranes are selectively permeable—they
allow some substances to pass through, but not others. If they were to lose this
selectivity, the cell would no longer be able to sustain itself, and it would be
destroyed. Some cells require larger amounts of specific substances. They must
have a way of obtaining these materials from extracellular fluids. This may happen
passively, as certain materials move back and forth, or the cell may have special
mechanisms that facilitate transport. Some materials are so important to a cell that it
spends some of its energy, hydrolyzing adenosine triphosphate (ATP), to obtain
these materials. Red blood cells use some of their energy doing just that. Most cells
spend the majority of their energy to maintain an imbalance of sodium and
potassium ions between the cell's interior and exterior, as well as on protein
synthesis.
Selective Permeability
The plasma membrane's exterior surface is not identical to its interior surface.
Recall that plasma membranes are amphiphilic: They have hydrophilic and
hydrophobic regions. This characteristic helps move some materials through the
membrane and hinders the movement of others. Non-polar and lipid-soluble material
with a low molecular weight can easily slip through the membrane's hydrophobic
lipid core. Substances such as the fat-soluble vitamins A, D, E, and K readily
pass
through the plasma membranes in the digestive tract and other tissues. Fat-soluble
drugs and hormones also gain easy entry into cells and readily transport themselves
into the body‘s tissues and organs. Oxygen and carbon dioxide molecules have no
charge and pass through membranes by simple diffusion.
Polar substances present problems for the membrane. While some polar
molecules connect easily with the cell's outside, they cannot readily pass through
the plasma membrane's lipid core. Additionally, while small ions could easily slip
through the spaces in the membrane's mosaic, their charge prevents them from
doing so. Ions such as sodium, potassium, calcium, and chloride must have special
means of penetrating plasma membranes. Simple sugars and amino acids also
need the help of various transmembrane proteins (channels) to transport themselves
across plasma membranes.
Fig. 7.i. Substances highly impermeable to cross membrane like large uncharged polar molecules
(glucose and fructose), charged molecules and finally ALL IONS. But, Transport proteins are used to
transport ions across membrane.
The Transport Mechanisms
1. DIFFUSION
Passive movement of molecules from a region of high concentration to a region of
low concentration.
(Concentration gradient is the difference in concentration between the two
regions)
Small, uncharged molecules like O2, CO2 and H2O can move easily through the
membrane.
Works well over short distances. Once molecules enter the cell, the rate of
diffusion slows.
Limits cell size.
Fig. 7.j. Diffusion through a permeable membrane moves a substance from a high concentration area
(extracellular fluid, in this case) down its concentration gradient (into the cytoplasm).
2. OSMOSIS
Diffusion of the solvent across a semi-permeable membrane separating two
solutions. (Diffusion of water)
Water molecules move from a region of high concentration to a region of low
concentration.
Direction depends on the relative concentration of water molecules on either side
of the cell membrane.
Isotonic: Water inside the cell equals the water outside the cell and equal
amounts of water move in and out of the cell.
Hypotonic: Water outside the cell is greater than that inside the cell, water moves
into the cell, may cause cell to burst (lysis)
Hypertonic: Water inside the cell is greater than outside. Water moves out of the
cell, may cause the cell to shrink (plasmolysis)
Fig. 7.k. Movement of water molecules from high concentration to low concentration, through a semi-
permeable membrane.
Fig. 7.l. Facilitated diffusion in cell membrane, showing ion channels and carrier proteins.
4. ACTIVE TRANSPORT
The process of moving substances against their concentration gradients
Requires Energy.
Examples:
Kidney cells pump glucose and amino acids out of the urine and
back into the blood.
Intestinal cells pump in nutrients from the gut.
Root cells pump in nutrients from the soil.
Gill cells in fish pump out sodium ions.
Fig. 7.m. Active transport: Requires the use of chemical energy to move substances across a
membrane, against a concentration gradient. Active transport proteins may be uniports, symports, or
antiports.
Fig. 7.o. Secondary active transport couples the passive movement of one substance with its
concentration gradient to the movement of another substance against its concentration gradient.
Energy from ATP is used indirectly to establish the concentration gradient that results in the
movement of the first substance.
5. BULK TRANSPORT
1. Endocytosis: The cell membrane folds inward, traps and encloses a small
amount of matter from the extracellular fluid.
2. Exocytosis: The reverse of endocytosis: A vesicle from inside the cell moves to
the cell membrane. The vesicle fuses to the membrane and the contents are
secreted.
Cell Wall
Not involved Involved
Formation
3 Types of Endocytosis:
Fig. 7.q. Secondary active transport couples the passive movement of one substance with its
concentration gradient to the movement of another substance against its concentration gradient.
Energy from ATP is used indirectly to establish the concentration gradient that results in the
movement of the first substance.
What’s New
2. Watch and Listen carefully for you to be able to determine and differentiate
the types of transport mechanism in a cell.
What Is It
• Q & A Activity:
3. How will a person know if the transport mechanism in the cell throughout our body
is starting not to work not working?
4. What will you compare to the transport mechanism to what we have today?
5. If you are to choose what transport mechanism you prefer, what will it be and
why?
What’s More
• Crafting Activity:
4. Keep your output in a safe place and submit it on the exact date of submission
to be announced by your teacher.
• Q & A Activity:
1. Provide the different Transport Mechanisms in a cell with at least 2-3 attributes.
3. How will a person know if the transport mechanism in the cell throughout our body
is starting not to work not working?
4. What will you compare to the transport mechanism to what we have today?
5. If you are to choose what transport mechanism you prefer, what will it be and
why?
What I Can Do
• Performance Activity:
1. Choose what you think will be the Transport Mechanism you need to create a
story that reflects what our country is experiencing now.
2. Write your draft on a piece of paper and after you‘re done, transfer it in a
long bond paper .
3. Keep your output in a safe place and submit it on the exact date of submission
to be announced by your teacher.
Assesment
_2. Which plasma membrane component can be either found on its surface
or embedded in the membrane structure?
a. protein
b. cholesterol
c. carbohydrate
d. phospholipid
_3. Carbohydrates is found outside the surface of the cell and bounded with?
a. lipid or protein
b. phospholipid
c. glycoprotein
d. glycolipid
_8. Vital for cellular signalling processes that influence tissue and
organ formation
a. membrane markers
b. membrane receptors
c. glycoprotein
d. glycolipid
_17. Water inside the cell equals the water outside the cell and equal
amounts of water move in and out of the cell.
a. Osmotic
b. Hypertonic
c. Hypotonic
d. Isotonic
7
What I Need to Know
Learning Competencies:
Performance Standards:
Introduction:
When you were very young and played under the heat of the sun, were
you able to experience sweat dripping in your neck, head and then like
some acid that went in your eyes, it feels burning and stingy right? But
don‘t you worry. Now, we all know that the burning and stingy sensation in
our eyes was due to dust and oils that came in contact with the sweat and
to an anti-microbial enzyme fighting off germs called Lysozyme.
So enzymes are vital for life and serve a wide range of important
functions in the body, such as aiding in fighting germs, digestion, and
metabolism.
Some enzymes help break large molecules into smaller pieces that are
more easily absorbed by the body. Other enzymes help bind two molecules
together to produce a new molecule. Enzymes are highly selective
catalysts, meaning that each enzyme only speeds up a specific reaction.
Think of people passing balls back and forth, and the balls are balls of
negativity. So if I'm holding the ball, I'm reduced. If I pass you the ball, you
get reduced, and I become oxidized. The passing of the ball was the
reduction-oxidation reaction.
What I Know
7. Catalyst
8. Active Side
9. Enzyme
10. Substrate
What’s In
What is an enzyme?
Enzymes are "specific." Each type of enzyme typically only reacts with one
(Fig 8.b.), or a couple, of substrates. Some enzymes are more specific than
others and will only accept one particular substrate. Other enzymes can act
on a range of molecules, as long as they contain the type of bond or chemical
group that the enzyme targets.
Nomenclature
• Cofactor:
• mostly metal ions or small organic molecules, are inorganic and
organic chemicals that assist enzymes during the catalysis of
reactions.
• Nonprotein component (e.g. magnesium, zinc)
• Coenzyme:
• are non-protein organic molecules that are mostly derivatives of
vitamins soluble in water by phosphorylation
• Organic cofactor (Eg: NADH, FADH)
Many enzymes can catalyze a reaction only if coenzymes, or cofactors are present.
Fig. 8.c. Parts of an Enzyme
Terminology:
Catalyst
A substance that speeds up a chemical reaction without being changed
Enzyme
A biological catalyst (usually a protein)
Substrate
The reactant molecule that an enzyme works on
Active Site
The part of the enzyme where the substrate binds
Enzyme-substrate complex
formed when the substrate molecule collides with the active site of
its enzyme
Transition state
the intermediate stage in a reaction in which the old bonds break
and new bonds are formed
What’s New
2. Watch and Listen carefully to the video and be able to recognize the components
of enzyme.
What Is It
• Q & A Activity:
1. What are the components of the enzyme that makes it important or vital?
2. How does the component or part of the enzyme contribute to its function?
2. The video is explaining the mechanism of an enzymatic activity. But with the
image below, relate what you have learned and try to explain what is happening
from #1 - #5.
3. Draw and label with your best answer on a long coupon bond.
What I Can Do
• Performance Activity:
1. Life is hard nowadays; you‘re supposed to be able to know how to cook since
you‘re already a Senior High student. You can ask your guardian or parents to help
you with your dish. Choose a recipe that you can easily cook. Only do this at home if
you‘re permitted to do so.
2. Prepare your ingredients and materials for the activity and document everything
using the camera of your phone or just list them down.
3. Write and determine your ingredients that will represent most likely the component
of an enzyme. Describe the process of your activity like what would be the catalyst
in your ingredients that sped up the reaction to make the finished product or what
your salt would be represent in the components.
4. After you‘re done baking or cooking with the assistance of your parent or guardian
(photos required if possible), reflect on all of the resources that you‘re able to utilize
and appreciate them by serving your dish (output) first to your family and consume
them together taken with a groufie pic.