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GeneralBiology112 Quarter 1 Module 1 No Answer
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General Biology 1
Quarter 1 - Module 1
Cell: the basic unit of life
1
General Biology 1- Grade 12
Alternative Delivery Mode
Quarter 1 - Module 1: Cell: the basic unit of life
First Edition, 2020
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Management Team
Chairperson: Cherry Mae L. Limbaco, Ph.D., CESO V
Schools Division Superintendent
2
Senior
Senior High
High School
School
General Biology 1
Quarter 1 - Module 1:
Cell: the basic unit of life
3
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Table of Contents
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
5
Lesson 4: Cell Types and Cell Modifications
Summary…………………………………………………………………………………………….43
Assesment…………………………………………………………………………………………...44
Key to Answers…………………………………………………………………………………..….45
References ................................................................................................................................................. .. 52
6
6.2 The Relationship of the Structure and Composition of the Cell
Membrane to its Function
What I Know ..................................................................................................................... 63
Assesment…………………………………………………………………………………………...83
7
7.2 Oxidation/Reduction Reactions
What I Know ..................................................................................................................... 95
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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)
10
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)
11
To achieve the learning competencies cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.
II
What I Know
12
MULTIPLE CHOICE:
Directions: Read and understand each item and choose the letter of the correct answer.
Write your answers on a separate sheet of paper.
__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
13
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
14
Lesson The Cell Theory
1
What I Need to Know
Cells are the basic building blocks of all living things. The human body is
composed of trillions of cells. They provide structure for the body, take in nutrients
from food, convert those nutrients into energy, and carry out specialized functions.
Cells also contain the body’s hereditary material and can make copies of
themselves.
Cells have many parts, each with a different function. Some of these
parts, called organelles, are specialized structures that perform certain tasks within
the cell.
In this lesson, you are to explain the postulates of the cell theory. The
three postulates of the cell theory offer the basis on how an organism is considered
as a living thing.
15
What’s New
Guess What?
Direction: Complete the three basic components of the cell theory by arranging these
words in proper order. All your answers must be written on a separate sheet of
paper.
1. LIVING OF CELLS OR ONE ALL MORE THINGS
COMPOSED ARE
16
What Is It
Prior to the invention of the very first microscope, everything that could not
be seen by the naked eye was unexplainable. In 1665, English physicist Robert
Hooke used of the first light microscopes to look at thin slices of plant tissues. One of
these, a slice of cork, especially caught his eye. Under the microscope, cork seemed
to be made of thousands of tiny chambers. Hooke called this chambers ―cells‖
because they reminded him of a monastery‘s tiny rooms, which were also known as
cells. Until 1676, Anton van Leeuwenhoek published his observations on tiny living
organisms which he named animalcules. It was believed that Leeuwenhoek was the
first to observe under his microscope the structure of a red blood cell of different
animals as well as a sperm cell.
One of the leading botanists in his time, Robert Brown in 1831 was able to
compare diverse kinds of plant specimens under the microscope. He markedly
indicated that there is a common thing about them-they are all composed of cells,
and inside the cell is a dark dense spot which he termed as the nucleus. A few years
later, German botanist Matthias Schleiden (1838) concluded that all plant parts are
made of cells. Theodor Schwann (1839), also a botanist and a close friend of
Schleiden, stated that all animal tissues are composed of cells, too. In 1858, Rudolf
Virchow concluded that all cells come from pre-existing cells.
Figure 1.1. Structure of cork using a microscope as seen by Robert Hooke (1665)
17
The discoveries made by Hooke, Leeuwenhoek, Schleiden, Schwann,
Virchow, and others led to the formulation of the cell theory. The cell theory
describes the properties of all cells. This theory can be summed up into three basic
components: (1) all living things are composed of one or more cells; (2) the cell is the
basic unit of life; and (3) all cells arise from pre-existing cells.
Now, that you have an understanding of the history of the cell theory, answer
the activity that follows.
What’s More
Direction. Research on the ―Cell Theory‖ which tells about the discovery of cell.
Take note of the scientists and their respective works. Choose from the box which
scientist gave the following statements.
18
What’s New
Direction: The figure below indicates events that lead up to the cell theory. Complete
the table by filling in the blank spaces.
Date Scientist Discovery
1665 a. Observed the remains of
dead plant cells
b. Anton van Leeuwenhoek c.
1838 Matthias Schleiden d.
e. f. Stated that all animals are
made of cells
1858 g. h.
19
What I Can Do
Performance Task:
Enrichment Activity:
Watch a video through YouTube link below entitled “Theories on the Origin of Life”,
https://www.youtube.com/watch?v=2QLW7I_XBqo
https://www.youtube.com/watch?v=NNijmxsKGbc
20
Lesson Cell Structure and Functions
2
What’s In
In lesson 1, you have learned about the cell theory and the discoveries made
by scientists.
In this next topic, you will learn on the cell structure and functions that carry
out basic life processes.
All living organisms are made up of one or many cells. The cells are the
building block of life just as atoms are the basic building blocks of all matter. Each
cell contains materials that carry out basic life processes. Cell structures can only be
observed under high magnification electron microscope and are separated internally
into numerous membranous compartments called organelles (little organs). These
organelles perform a variety of functions like production of proteins, storage of
important materials, harvesting energy, repairing cell parts, digestion of substances,
and maintaining the shape and structure of the cell.
In this lesson, you will describe the structure and function of major subcellular
organelles.
21
What’s New
Direction: Write all the descriptions of cell organelles which are shown through the
illustration.
22
7. Modifies proteins and synthesizes lipids
23
What Is It
24
What’s More
Direction: Below are drawing of plant and animal cells. Label the parts of the cell.
Write your answers on a separate sheet of paper according to letters and numbers.
25
Direction: Using a Venn Diagram or Tabular form show the difference between a
plant cell and animal cell.
What I Can Do
26
Lesson Prokaryotic vs Eukaryotic Cells
3
What’s In
In lesson 2, you have learned about the cell structure and function of major
and subcellular organelles.
In this next topic, you will learn on prokaryotic and eukaryotic cells according
to their distinguishing features.
Prokaryotes vs Eukaryotes
Most living things you know such as animals and plants are multicellular
organisms. Some living things are made up of only single cell. Single-celled or
unicellular organisms include the bacteria, some protists, and some fungi. Even
though composed of single cells, these organisms carry out all the functions
necessary for life. In different organisms, cells also vary in sizes, shapes, parts, and
functions. But they all have one thing in common: they make up all living things and
they are living.
What’s New
Prokaryote Eukaryote
Direction: In the following matrix, put a check in the box to show the organelle is
present in prokaryotic or eukaryotic cells, or both, and state in once sentence what
function of the organelle is.
27
Organelle Prokaryote Eukaryote Function
Cell membrane
Cell wall
Nucleus
Mitochondria
chloroplast
Endoplasmic
reticulum (smooth)
Golgi apparatus
Lysosomes
Ribosomes
Endoplasmic
reticulum (rough)
Vacuole
What Is It
There are two kinds of organisms according to their cell structure, the
prokaryotes and eukaryotes. The difference between prokaryotic and eukaryotic
organisms is said to be the most important distinction among the groups of living
things. Prokaryotes are single-celled organisms that lack a membrane-bound
nucleus, mitochondria, and all other organelles. Its name comes from the Greek
words pro, which means ―before‖, and karyon, which means ―nut or kernel‖.
Eukaryotes are organisms with cells that contain membrane-bound nucleus and
other membrane-bound organelles. The nucleus of a eukaryotic cell contains the
genetic material (DNA), enclosed by a nuclear envelope. Other membrane-bound
organelles are mitochondria, Golgi apparatus, and chloroplast found in
photosynthetic organisms such as algae and plants. There are also unicellular
eukaryotes known as protozoa. All other eukaryotes are multicellular organisms such
as plants, animals, and fungi.
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What’s More
For the chart below, place a check in the box if the cell has that component.
Directions: On the lines below, write about what you‘ve learned by doing the
activities. Be as specific as possible and use COMPLETE SENTENCES.
1. Let me tell you some of the important things I‘ve learned about prokaryotic and
eukaryotic cells. First, I‘ll start with the difference between prokaryotic and eukaryotic
cells
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________.
3. Lastly, I now really know about and understand that prokaryotic and eukaryotic
cells
________________________________________________________________
________________________________________________________________
________________________________________________________________.
29
What I Can Do
30
Lesson Cell Types and Cell Modification
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
31
What Is It
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).)
32
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
33
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):.)
34
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.
35
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
36
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.
37
• 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.
38
• Chromosomes first become visible during early prophase as long, thin, and
intertwined filaments but by late prophase, chromosomes are more compacted and
can be clearly discerned as much shorter and rod-like structures.
• As the chromosomes become more distinct, the nucleoli also become more distinct.
By the end of prophase, the nucleoli become less distinct, often disappearing
altogether.
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
39
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.
40
Disorders and Diseases
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
41
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
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________.
42
Summary
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.
43
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.
44
__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
Key to Answers
1. A
2. C
3. D
4. D
5. C
6. D
7. C
8. B
9. C
10. A
What’s New
1. ALL LIVING THINGS ARE COMPOSED OF ONE OR MORE CELLS.
2. THE CELL IS THE BASIC UNIT OF LIFE.
3. ALL CELLS ARISE FROM PRE-EXISTING CELLS.
What’s More
A. The Discovery of Cell
1. RUDOLF VIRCHOW
2. THEODOR SCHWANN
3. MATTHIAS SCHLEIDEN
4. ANTON VAN LEEUWENHOEK
5. ROBERT HOOKE
45
What’s New
What’s New
1. Nucleus 7. Endoplasmic reticulum
2. Nucleolus 8. Golgi apparatus
3. Plasma membrane 9. Lysosomes
4. Cytoplasm 10. Vesicles and vacuoles
5. Mitochondria 11. Chloroplast
6. Ribosome 12. Cell wall
46
What’s More
Plant Cell Animal Cell
A – Vacuole 1. Mitochondria
B - Cell Wall 2. Lysosome
C - Endoplasmic Reticulum 3. Vacuole
D - Nucleus 4. Cytoplasm
E - Mitochondria 5. Nucleolus
F - Chloroplast 6. Nucleus
G - Golgi apparatus 7. Chromatin
8. Microfilaments
9. Rough Endoplasmic Reticulum
10. Golgi Apparatus
11. Intermediate filaments
12. Golgi vesicle
13. Ribosome
14. Smooth Endoplasmic Reticulum
15. Plasma Membrane
Venn Diagram
Cell Membrane
Cell Shape
Nucleus
(rectangular)
Plastids Cell Shape (circular)
Cell Wall
Endoplasmic Small Vacuoles
Large Vacuoles
reticulum
Chloroplast
Ribosomes
Mitochondria
47
LESSON 3 PROKARYOTIC VS EUKARYOTIC CELLS
What’s New
What’s More
What’s new
What’s More
1. D
2. B
3. A
4. C
48
What I Have Learned
A. BLOOD
B. CARTILAGE
C. BONE
D. PSEUDO-STRATIFIED COLUMNAR
E. SIMPLE SQUAMOS
F. SIMPLE COLUMNAR
G. CARDIAC
H. SMOOTH
I. SKELETAL
What’s New
The Cell Cycle Coloring Worksheet
49
What’s More
Gap O (GO)
Gap 1 (G1)
Interphase S Phase
Gap 2 (G2)
Prophase
Mitosis or M Metaphase
Phase Anaphase
Telophase
Cytokinesis C
1. D
2. A
3. F
4. C
5. E
6. B
What I can do
1. Cancer is a term for diseases in which abnormal cells divide without control and can invade nearby
tissues.
50
2. Cancer is caused by accumulated damage to genes. Such changes may be due to chance or to
exposure to a cancer causing substances.
Risk Factors:
1. Biological or internal factors such as age, gender, inherited genetic defects and skin types
2. Environmental exposure
3. Occupational risk factors including carcinogens such as chemicals, radioactive materials and
asbestos
4. Lifestyle-related factors like tobacco, alcohol, UV radiation in sunlight, food-related such as
nitrites and Poly aromatic hydrocarbons.
51
References
Manuals/Modules/Lesson Exemplar
Websites
http://mrsobermeyer.weebly.com/uploads/3/8/3/0/38303365/unit_2-
_cells__structure___function__.pdf
https://ghr.nlm.nih.gov/primer/basics/cell
https://www.henhudschools.org/cms/lib/NY01813707/Centricity/Domain/1390/HW%2
012%20-%20Cell%20Theory%20I.pdf
https://www.easyteacherworksheets.com/science/answerno-cells.html
http://images.pcmac.org/SiSFiles/Schools/AL/SaralandCitySchools/SaralandHigh/Up
loads/Forms/Tissues_Review_Packet.pdf
https://www.cellsalive.com/cell_cycle_js.htm
https://cpb-us-
e1.wpmucdn.com/cobblearning.net/dist/3/4046/files/2017/07/cells_exploration_activities-
vorv1v.pdf
https://www.lincnet.org/cms/lib05/MA01001239/Centricity/Domain/108/cells_exploration_acti
vities.pdf
https://www.henhudschools.org/cms/lib/NY01813707/Centricity/Domain/1390/HW%2012%2
0-%20Cell%20Theory%20I.pdf
https://www.cusd80.com/cms/lib/AZ01001175/Centricity/Domain/4939/Chapter%203%20CK-
12%20Biology%20Chapter%203%20Worksheets.pdf
http://images.pcmac.org/SiSFiles/Schools/AL/SaralandCitySchools/SaralandHigh/Uploads/F
orms/Tissues_Review_Packet.pdf
https://cpb-us-e1.wpmucdn.com/cobblearning.net/dist/3/4046/files/2017/07/10.2A-Cell-
Cycle-Coloring-KEY-28ad9ub.pdf
https://www.cusd80.com/cms/lib/AZ01001175/Centricity/Domain/4939/Chapter%205%20%2
0CK-12%20Biology%20Chapter%205%20Worksheets.pdf
52
https://www.studocu.com/en-us/document/rochester-institute-of-technology/explorations-in-
cellular-biology-and-evolution/lecture-notes/the-cell-cycle-worksheet-with-
answers/3510184/view
https://www.urmc.rochester.edu/life-sciences-learning-center/resources-
lessons/lessons.aspx
53
Lesson Transport Mechanisms
6
What I Need to Know
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
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.
54
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
_____2. What is the primary function of carbohydrates attached to the exterior of cell
membranes?
a. identification of the cell
b. flexibility of the membrane
c. strengthening the membrane
d. channels through membrane
55
_____3. Which characteristic of a phospholipid contributes to the fluidity of the
membrane?
a. its head
b. cholesterol
c. a saturated fatty acid tail
d. double bonds in the fatty acid tail
_____5. Carbohydrates is found outside the surface of the cell and bounded with?
a. lipid or protein
b. phospholipid
c. glycoprotein
d. glycolipid
56
What’s In
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.
57
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.
58
• 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
59
Structural Component of the Cell Membrane (Plasma Membrane)
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‖
60
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.
61
What’s More
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.
62
What I Can Do
• 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
_____2. What is the primary function of carbohydrates attached to the exterior of cell
membranes?
a. identification of the cell
b. flexibility of the membrane
c. strengthening the membrane
d. channels through membrane
63
_____3. Cellular Signaling relation to the Plasma Membrane is….
a. to protect intracellular components from the extracellular environment.
b. to enclose and define the borders of the cell
c. to transmit signals via complex proteins
d. to transport materials into or out of the cell
_____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
________________________________________
64
What’s In
The plasma membrane protects the cell from its external environment,
mediates cellular transport, and transmits cellular signals.
65
Cellular Signaling/ Recognition’s relation to the Plasma Membrane
Among the most sophisticated functions of the plasma membrane is its ability
to transmit signals via complex proteins. These proteins can be receptors, which
work as receivers of extracellular inputs and as activators of intracellular processes,
or markers, which allow cells to recognize each other.
Terminology:
Receptor
A protein on a cell wall that binds with specific molecules so that they can be
absorbed into the cell.
66
Fig. 7.g. Detailed Image of Cell Membrane Structure in a Cell
67
What’s New
• 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.
68
What’s More
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.
69
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
the
mopped 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
70
_____3. Hydrocarbons dissolve in the lipid bilayer, except for…
a. pass the membrane
b. hydrophobic
c. non polar
d. polar
_____5. Moves molecules from high to low regions of concentration with the
transmembrane protein
a. facilitated
b. active
c. osmosis
d. diffusion
Provide the right answers after the number in the boxes below for the difference
between Endocytosis and Exocytosis.
10. Involved
71
What’s In
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
72
Fig. 7.h. molecular view of the cell membrane. Intrinsic proteins penetrate and bind tightly to the
lipid bilayer, which is made up largely of phospholipids and cholesterol and which typically is between
−9
4 and 10 nanometers (nm; 1 nm = 10 metre) in thickness. Extrinsic proteins are loosely bound to the
hydrophilic (polar) surfaces, which face the watery medium both inside and outside the cell. Some
intrinsic proteins present sugar side chains on the cell's outer surface. 2007 Encyclopædia Britannica,
Inc.
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
73
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.
74
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)
75
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.
76
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.
77
Fig. 7.n. In Primary active transport, energy from the hydrolysis of ATP is used to move ions into or
out of cells against their concentration gradients. The sodium-potassium pump is an important
example.
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.
78
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.
Endocytosis refers to
Exocytosis refers to the
the transportation of
transportation of
macromolecules, large
molecules or particles
Definition particles, and polar
from the cell to the
substances into the cell
outside of the cell
from the external
environment
79
Internal vesicles like Secretory vesicles are
Vesicle
phagosomes are formed formed
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.
80
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:
1. Choose one (1) Transport Mechanism in a cell and make a relatable analogy
based on your experience recently.
81
3. Write your sketch neatly on a long bond paper.
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.
82
Assesment
_____1. What is the primary function of carbohydrates attached to the exterior of cell
membranes?
a. identification of the cell
b. flexibility of the membrane
c. strengthening the membrane
d. channels through membrane
_____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
_____6. What is the primary function of carbohydrates attached to the exterior of cell
membranes?
a. identification of the cell
b. flexibility of the membrane
c. strengthening the membrane
d. channels through membrane
83
_____7. The primary function of the plasma membrane is ….
a. to protect the cell from its surroundings.
b. to provide shape and integrity to the cell.
c. to maintains the cell potential.
d. to be a fluid mosaic model.
_____8. Vital for cellular signalling processes that influence tissue and organ
formation
a. membrane markers
b. membrane receptors
c. glycoprotein
d. glycolipid
84
_____15. Moves molecules from high to low regions of concentration with the
transmembrane protein
a. facilitated
b. active
c. osmosis
d. diffusion
_____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
85
Structures and Functions of
Biological Molecules
Lesson - Enzymes
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.
86
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.
87
7.1 Transport Mechanisms in Enzymes
What I Know
_____6. Enzymes described having a typically long amino acid sequence about?
a. 100-400
b. 100-500
c. 100-600
d. 100-700
7. Catalyst
8. Active Side
9. Enzyme
10. Substrate
88
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.
89
Enzymes are reusable. Enzymes are not reactants and are not used up
during the reaction. Once an enzyme binds to a substrate and catalyzes the
reaction, the enzyme is released, unchanged, and can be used for another
reaction. This means that for each reaction, there does not need to be a 1:1
ratio between enzyme and substrate molecules.
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.
90
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
91
Activation energy
the minimum energy required to start a chemical reaction
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?
92
What’s More
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.
93
______8. Apoenzyme activation occurs upon binding of an organic or inorganic
coenzyme.
______9. Enzymes are reactants and are used up during the reaction.
______10. Once an enzyme binds to a substrate and catalyzes the reaction, the
enzyme is released, unchanged, and can be used for another reaction.
______11. Some enzymes are more specific than others and will only accept one
particular substrate
______12. Enzymes have a defined two-dimensional structure.
______13. Enzyme‘s amino acid sequence are typically 10-500 amino acids long.
______14. Transition state is the intermediate stage in the enzymatic mechanism.
______15. Substrate molecule collides with the active site of its enzyme forms the
Enzyme Substrate complex.
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.
5. Document everything from preparing to cooking and serving on a long bond and
secure it until the date of submission that will be announced by the teacher.
94
7.2 Oxidation/Reduction Reactions
What I Know
1. Oxidation
2. Reduction
3. Oxidants
4. Reductants
5. Reagent
What’s In
Redox reactions are comprised of two parts, a reduced half and an oxidized half,
that always occur together. The reduced half gains electrons and the oxidation
number decreases, while the oxidized half loses electrons and the oxidation number
increases. Simple ways to remember this include the mnemonic devices OIL
RIG, meaning "oxidation is loss" and "reduction is gain," and LEO says
GER, meaning "loss of e- = oxidation" and "gain of e- = reduced." There is no net
change in the number of electrons in a redox reaction. Those given off in the
oxidation half reaction are taken up by another species in the reduction half reaction.
A good example of a redox reaction is the thermite reaction, in which iron atoms
in ferric oxide lose (or give up) O atoms to Al atoms, producing Al 2O3.
Fe2O3(s)+2Al(s)→Al2O3(s)+2Fe(l)
95
What do you mean by oxidation and reduction?
96
Terminology:
Reactant
is a substance or compound added to a system to cause a chemical reaction, or
added to test if a reaction occurs. The terms reactant and reagent are often used
interchangeably—however, a reactant….
Reagent
is more specifically a substance consumed in the course of a chemical reaction.
What’s New
2. Watch and Listen carefully to the video and be able to understand REDOX
reaction.
What Is It
• Q & A Activity:
97
What I Have Learned
98
_____8. True to oxidation-reduction (redox) reaction. Except…
a. OXIDATION can be removal of hydrogen/ electropositive element from a
substance.
b. REDUCTION can be removal of oxygen/electronegative element from a
substance.
c. Spontaneous redox reactions are generally endothermic.
d. All redox reactions involve the transfer of electrons from one atom to another.
What I Know
Place the letters of the best answer inside the box of the factor icon which influences
the activity of the enzyme.
99
What’s In
Enzymes work best within specific temperature and pH ranges, and sub-optimal
conditions can cause an enzyme to lose its ability to bind to a substrate.
100
Enzymes catalyze a reaction most rapidly at an optimum pH, near neutral.
101
The higher the concentration of an enzyme the greater should be the initial
reaction rate. This will last as long as substrate present
102
o Noncompetitive inhibitors: attach to the enzyme at an allosteric
site, which is a site other than the active site distort the tertiary protein
structure and alter the shape of the active site.
103
o Feedback inhibition: regulates the rate of many metabolic pathways
when an end product of a pathway accumulates and binds to and
inactivates the first enzyme in the metabolic pathway. Product (usually
ultimate product) of a pathway controls the rate of synthesis through
inhibition of an early step (usually the first step). Conserves material
and energy by preventing accumulation of intermediates.
104
What’s New
1. 2 video links are provided ; “ GCSE Biology - How Enzymes Work #11‖ and
―GCSE Biology - Factors that Affect Enzymes #12‖ by Cognito (2018),
Part 1: https://www.youtube.com/watch?v=VNX9UQ08fZ4
Part 2: https://www.youtube.com/watch?v=qq1foXnvJao
2. Watch and Listen carefully to the video and be able to recognize and relate to
each factors affecting the enzymatic activities.
What Is It
• Q & A Activity:
2. How can you determine the effects of each factor of the enzymatic activity?
3. Select 1 factor that most likely reflects your life as a Senior High student.
105
Enzyme activity can be affected by a variety of factors, such as 5. __________,
6. __________, 7. __________, 8. __________, and 9. __________.
10. Evidently the graph on a substrate concentration will present a __________.
What I Can Do
• Performance Activity:
Grow a plant.
A plant can represent an enzyme while your water, soil and sunlight can represent
the substrates. Guess what the inhibitors can represent? Maybe anything that will
negatively affect the plant like not watering it on schedule, not getting enough
sunlight and so much more. We know the byproducts of the plants that are well
taken care of, right? Food and oxygen, or something beneficial to us.
1. Gather a recyclable container like cola bottles, loam soil, fertilizer, etc. Use tools
needed like a small shovel or trowel for transferring the soil inside the container.
3. Decide on a plant you want to easily take care and be beneficial for your
household. Then, secure the seeds or graft of the plant you decided on. Plant it.
4. Document everything for a month (photos included if possible), starting from the
first day of listing down the materials and recording the plant‘s growth in centimeters.
Keep a record notebook for the schedule of submission.
..
Assesment
106
_____3. Lysis of substrate; produce contains double bond.
a. Transferases
b. Hydrolases
c. Lyases
d. Isomerases
_____7. Enzymes described having a typically long amino acid sequence about?
a. 100-400
b. 100-500
c. 100-600
d. 100-700
107
_____10. All the statements are not true to the substrate concentration, except for...
a. This factor at an optimum level, near neutral, causes enzymes to catalyze a
reaction most rapidly.
b. Changing this factor outside the enzyme‘s optimum range will slow enzyme
activity.
c. At the saturation point, the reaction will not speed up, no matter how much of
this factor is added.
d. Increasing this factor can cause an enzyme to lose its shape (denature) and
stop working.
108
_____17. Can bind to an enzyme‘s active site and compete with substrate.
a. Feedback inhibition
b. Noncompetitive inhibitors.
c. Competitive inhibitor
d. Substrate Concentration
109
110
Disorders and Diseases that Result from the 7.2 The Relationship of the Structure and
Malfunction of the Cell during the Cell Cycle Composition of the Cell Membrane to its
Function
What I Know What I Know
1b 1a
2a 2a
3d 3c
4a 4b
5c 5a
6 protect the cell from its surroundings
What I Have Learned 7 allow cells to recognize one another
1. Down Syndrome 8 provide shape and integrity to the cell
2.Klinefelter syndrome 9 transports small organic molecules
3.Patau syndrome and 10 provide extracellular attachment sites
4.Cri du chat syndrome
5. Aneuploidy What‘s New
6. Leukemia 1 glycoprotein
7. 90% 2 glycolipid
8. egg formation 3 peripheral membrane
9. sperm formation 4 integral membrane
10. cancer cell 5 cytoskeletal filaments
6 cholesterol
7 protein channel
7.1 Structural Components of the Cell 8 phopsolipid bilayer
Membrane
What I Know 7.3 Transport Mechanisms in Cells
1a 7.4 Endocytosis vs. Exocytosis
2a What I Know
3d 1d
4c 2a
5a 3d
6 are amphipathic molecules 4c
7 Tucked between the hydrophobic tails of the 5a
membrane phospholipids 6 Exocytosis refers to the transportation of
8 Transport of substance through membrane molecules or particles from the cell to the outside
9 Cell recognition of the cell
10 Attached to proteins or lipids on the 7 Involved with up taking nutrients into the cell
extracellular side of the membrane 8 Occurs by both phagocytosis and pinocytosis
9 Secretory vesicles are formed
What I Have Learned 10 Not involved
1. fluid mosaic model , fluid mosaics of lipids and 11 Engulfing bacteria by phagocytes
proteins
2 phospholipids
3 Carbohydrates
4 To identify the cell to other cells
5 temperature
6 enclose, define
7 Membrane transport
8 Integral Protein
ANSWER KEY
111
7 Assesment 8.2 Oxidation/Reduction Reactions
What I Know
1a 1 addition of oxygen/electronegative element to a
2a substance or removal of hydrogen/
3a electropositive element from a substance
4c 2 removal of oxygen/electronegative element
5d from a substance or addition of hydrogen/
6a electropositive element to a substance
7a 3 reagent which increases the oxidation number
8a of an element of a given substance
9b 4 a reagent that lowers the oxidation number of a
10c given element
11d 5 a substance consumed in the course of a
12d chemical reaction
13a
14c What I Have Learned
15a 1b
16a 2a
17d 3c
18b 4d
19c 5b
20d 6a
7b
8c
8.1 Components of an Enzyme
What I Know
1b 8.3 Determining the Factors Affecting Enzyme
2a Activity
3c What I Know
4a 1 b,f
5b 2 a,c
6b 3 e,h
7 A substance that speeds up a chemical 4 d,g
reaction without being changed
8 The part of the enzyme where the substrate What I have Learned
binds 1 Feedback inhibition
9 A biological catalyst (usually a protein) 2Noncompetitive inhibitors
10The reactant molecule that an enzyme works 3Competitive inhibitor
on 4Allosteric site
5temperature,
What I have Learned 6pH,
1T 11T 7enzyme concentrations
2F 12F 8substrate concentrations
3T 13F 9 inhibitors
4F 14T 10plateau
5T 15T
6F
7T
8F
9F
10T
ANSWER KEY
112
8 Assesment
1a
2b
3c
4d
5a
6b
7b
8b
9c
10c
11a
12a
13b
14c
15b
16a
17c
18d
19b
20a
ANSWER KEY
References
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