General Biology For SHS

NOT
Senior High School

General Biology 1
Quarter 1 - Module 1 Cell: the basic unit of life
Department of Education ● Republic of the Philippines
1
General Biology 1- Grade 12

Alternative Delivery Mode
Quarter 1 - Module 1: Cell: the basic unit of life
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of
such work for profit. Such agency or office may, among other things, impose as a
condition the payment of royalty.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright
holders. Every effort has been exerted to locate and seek permission to use these
materials from their respective copyright owners. The publisher and authors do not
represent nor claim ownership over them.
Published by the Department of Education – Division of Cagayan de Oro Schools
Division Superintendent: Dr. Cherry Mae L. Limbaco, CESO V
Development Team of the Module
Author: Romer T. Aguirre, Mark Richie S. Lasque
Reviewers: Jean S. Macasero, Shirley Merida, Duque Caguindangan, Eleanor Rollan,
Rosemarie Dullente, Marife Ramos, January Gay Valenzona, Mary Sieras, Arnold
Langam, Amelito Bucod
Illustrators and Layout Artists: Romer T. Aguirre, Mark Richie S. Lasque Management
Team
Chairperson:
Co-Chairperson: Members
Cherry Mae L. Limbaco, Ph.D., CESO V
Schools Division Superintendent
Alicia E. Anghay, Ph.D., CESE
Assistant Schools Division Superintendent
Lorebina C. Carrasco, OIC-CID Chief Jean S. Macasero, EPS- Science Joel D. Potane,
LRMDS Manager Lanie O. Signo, Librarian II
Gemma Pajayon, PDO II
Evelyn Q. Sumanda, School Head Cely B. Labadan, School Head
Printed in the Philippines by
Department of Education – Division of Cagayan de Oro City
Office Address: Telefax:
E-mail Address:
Fr. William F. Masterson Ave Upper Balulang, Cagayan de Oro (08822)855-0048
cagayandeoro.city@deped.gov.ph
2
General Biology 1
Quarter 1 - Module 1: Cell: the basic unit of life
Senior High School
Senior High School
This instructional material was collaboratively developed and reviewed by
educators from public schools. We encourage teachers and other education
stakeholders to email their feedback, comments, and recommendations to the
Department of Education at action@ deped.gov.ph.
We value your feedback and recommendations.
Department of Education ● Republic of the Philippines
3
This page is intentionally blank
4
Table of Contents
What This Module is
About..............................................................................
.........................................i What I Need to
Know...............................................................................
...................................................ii How to Learn from this
Module.............................................................................
..................................ii Icons of this
Module ............................................................................
.......................................................iii
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
Lesson 2: Cell Structure and Functions
What I Need to
Know...............................................................................
......................20 What‘s
New: ..............................................................................
......................................21
What Is It: Learning
Concepts ..........................................................................
..........23 What‘s
More: .............................................................................
......................................24 What I Can
Do: ...............................................................................
....25
Lesson 3: Prokaryotic vs Eukaryotic Cells
What I Need to
Know...............................................................................
......................26 What‘s
New: ..............................................................................
......................................26
Concepts ..........................................................................
..........27 What‘s
More: .............................................................................
......................................28
What I Have
Learned: ..........................................................................
........................28 What I Can
Do: ...............................................................................
....29
5
Lesson 4: Cell Types and Cell Modifications

What I Need to
Know...............................................................................
......................30 What‘s
New: ..............................................................................
......................................30
Concepts ..........................................................................
..........31 What‘s
More: .............................................................................
......................................34
What I Have
Learned: ..........................................................................
........................34 What I Can
Do: ...............................................................................
....34
Lesson 5: Cell Cycle
What I Need to
Know...............................................................................
......................35 What‘s
New: ..............................................................................
......................................35
Concepts ..........................................................................
..........36 What‘s
More: .............................................................................
......................................40
What I Have
Learned: ..........................................................................
........................41 What I Can
Do: ...............................................................................
....41
Summary............................................................................
..............................43
Assesment..........................................................................
...............................44
Key to
Answers............................................................................
.......................45
References.........................................................................
........................................................................ .. 52
Lesson 6: Transport Mechanisms
6.1
What I Need to
Know...............................................................................
......................54 Structural Components of the Cell Membrane
What I
Know ..............................................................................
.......................................55 What‘s In
(REVIEW): .........................................................................
...........................57 What‘s
New: ..............................................................................
......................................61 What Is
It: ...............................................................................
..........................................61 What‘s
More: .............................................................................
......................................62 What I Have
Learned: ..........................................................................
........................62
What I Can
Do: ...............................................................................
....63
6
6.2
The Relationship of the Structure and Composition of the Cell Membrane to its
Function
What I
Know ..............................................................................
.......................................63 What‘s In
(REVIEW): .........................................................................
...........................65 What‘s
New: ..............................................................................
......................................68 What Is
It: ...............................................................................
..........................................68 What‘s
More: .............................................................................
......................................69 What I Have
Learned: ..........................................................................
........................69
What I Can
Do: ...............................................................................
....69 Transport Mechanisms in Cells
Endocytosis vs. Exocytosis
What I
Know ..............................................................................
.......................................70 What‘s In
(REVIEW): .........................................................................
...........................72 What‘s
New: ..............................................................................
......................................81 What Is
It: ...............................................................................
..........................................81 What‘s
More: .............................................................................
......................................81 What I Have
Learned: ..........................................................................
........................82
6.3 6.4
What I Can
Do: ...............................................................................
....82
Assesment..........................................................................
...............................83
Lesson 7: Structures and Functions of Biological Molecules- Enzymes
7.1
What I Need to
Know...............................................................................
......................86 Description of the Components of Enzymes
What I
Know ..............................................................................
.......................................88 What‘s In
(REVIEW): .........................................................................
...........................89 What‘s
New: ..............................................................................
......................................92 What Is
It: ...............................................................................
..........................................92 What‘s
More: .............................................................................
......................................93 What I Have
Learned: ..........................................................................
........................93 What I Can
Do: ...............................................................................
....94
7
7.2
7.3
Oxidation/Reduction Reactions
What I
Know ..............................................................................
.......................................95
What‘s In
(REVIEW): .........................................................................
...........................95
What‘s
New: ..............................................................................
......................................97
What Is
It: ...............................................................................
..........................................97 What I Have
Learned: ..........................................................................
........................98
Determining the Factors Affecting Enzyme Activity
What I
Know ..............................................................................
.......................................99
What‘s In
(REVIEW): .........................................................................
...........................100
What‘s
New: ..............................................................................
......................................105
What Is
It: ...............................................................................
..........................................105 What I Have
Learned: ..........................................................................
........................105
What I Can
Do: ...............................................................................
....106
Assessment: (Post-
Test) .............................................................................
..................106 Key to
Answers............................................................................
............................................................. .. 110
References.........................................................................
........................................................................ .. 112
8
This page is intentionally blank

9
What This Module is About

Module 1 Cell: the basic unit life
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
What I Need to Know
After going through this module, you are expected to:
1. Explain the postulates of the Cell Theory (STEM_BIO11/12-Ia-c-1).
2. Describe the structure and function of major and subcellular organelles
(STEM_BIO11/12-Ia-c-2).
3. Distinguish prokaryotic and eukaryotic cells according to their distinguishing
features (STEM_BIO11/12-Ia-c-3).
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).
7. Describe the structural components of the cell membrane (STEM_BIO11/12-Ig-h- 11)
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).
10. Differentiate exocytosis and endocytosis (STEM_BIO11/12-Ig-h-14)
11. Describe the components of an enzyme (STEM_BIO11/12-Ii-j-17)
12. Explain oxidation/reduction reactions (STEM_BIO11/12-Ii-j-18)
13. Determine how factors such as pH, temperature, and substrate affect enzyme
activity (STEM_BIO11/12-Ii-j-19)
How to Learn from this Module
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.
Icons of this Module
What I Need to Know
This part contains learning objectives that are set for you to learn as
you go along the module.
What I know
This is an assessment as to your level of knowledge to the subject matter at
hand, meant specifically to gauge prior related knowledge
What‘s In
This part connects previous lesson with that of the current one.
What‘s New
An introduction of the new lesson through various activities, before it
will be presented to you
What is It
These are discussions of the activities as a way to deepen your discovery
and understanding of the concept.
What‘s More
These are follow-up activities that are in- tended for you to practice
further in order to master the competencies.
What I Have Learned
Activities designed to process what you have learned from the lesson
What I can do
These are tasks that are designed to show- case your skills and knowledge
gained, and applied into real-life concerns and situations.
What I Know
II
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.
__1. Which level of organization is the basic unit of life? A. Cell
B. Tissue C. Organ
D. System
__2. Which of the following is NOT a postulate of a unified cell theory?
A. Alllivingthingsarecomposedofcells B. Cellsarethebasicunitoflife
C. Allcellsundergocompletedevelopment D. Allnewcellsarisefromexistingcells
__3. Who coined the term cell for the box like structure he observed when viewing
cork tissue?
A. MatthiasSchleiden B. TheodorSchwann C. RudolfVirchow
D. Robert Hooke
__4. In many cells, the structure that controls the cell activities is the
_____________. A. Cell Membrane
B. Organelle C. Nucleolus D. Nucleus
__5. Which part of the cell serves as venue for cellular respiration and is known
as the powerhouse of the cell?
A. Nucleolus
B. Chromosome C. Mitochondrion D. Nucleus
__6. Which type of tissue would be found in the epidermis and form the lining of
internal organs such as the intestines?
A. Nervoustissue B. Muscular tissue C. Connective tissue D. Epithelial tissue
__7. The process by which the nucleus divides to produce two new nuclei that
results in two daughter cells that are genetically identical to each other and to
the parental cell from which they came.
A. Meiosis
B. Interphase C. Mitosis
D. Cytokinesis
__8. A type of passive transport which relies on carrier proteins in order for the
substances to move down their concentration gradient.
A. Active transport
B. Facilitated diffusion
C. Osmosis
D. Sodium-potassium pump
__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 1
The Cell Theory 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.
Plant cell
Animal cell
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. LIVINGOFCELLSORONEALLMORETHINGS COMPOSED ARE
2. ISUNITTHEBASICCELLLIFEOFTHE
3. FROMARISECELLSPRE-EXISTINGCELLSALL
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 A. The Discovery of Cell
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.
__________1. All cells come from pre-existing cells (1858).
__________2. All animals are made up of cells (1839).
__________3. All plants are made up of cells (1838).
__________4. Tiny living organisms are observed (1676).
__________5. Thousands of tiny empty chambers in cork are called cells (1665).
Matthias Schleiden Robert Hooke Theodor Schwann Anton van Leeuwenhoek Rudolf
Virchow
18
What’s New
Reflection: Answer the following questions on a separate sheet of paper.
1. What is the cell theory and what does it state?
_________________________________________________________________
2. What do we call the basic generalizations that are accepted by modern science
about cell?
_________________________________________________________________
3. Among the scientists, who advanced the cell theory with his conclusion that
cells could only come from other cells?
_________________________________________________________________
4. What discovery is Van Leeuwenhoek noted for?
_________________________________________________________________
5. What caused scientists to discover the existence of cells?
_________________________________________________________________
What I Have Learned
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:
Research on the theory of spontaneous generation or theory of abiogenesis by
Stanley Miller and Francesco Redi and Louis Pasteur‘s experiment. Compare the two
theories on the origin of life.
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
Cell Structure and Functions

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.
What I Need to Know
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.
Lesson 2
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.
1.
2.
3.
4.
5.
6.
Control center, stores DNA
Center of the nucleus, produces ribosomes
Controls passage of organic molecules, ions, water, oxygen and wastes into and out
of the cell.
Provides structure to cell; gel-like fluid in which organelles are found
―Powerhouse of the cell‖, releases energy from food
Small structures for protein synthesis
22
7.
8.
9.
10.
11.
12.
Modifies proteins and synthesizes lipids
Modifies, sorts, tags, packages and Distributes lipids and proteins
Garbage disposal, digestion of macromolecules; recycling or worn out organelles
Storage and transport; digestive function in plant cells.
Site of photosynthesis, trap sunlight to make food
Protection, structural support and maintenance of cell shape
23
What Is It
Cell Structure and Functions
Cells’ Structures
Functions
1. Cell Membrane
1. Separates cell from external environment; controls passage of organic
molecules, ions, water, oxygen and wastes into and out of the cell
2. Cytoplasm
2. Provides structure to cell; site of many metabolic reactions; medium in
which organelles are found
3. Nucleolus
3. Location of DNA
4. Nucleus
4. Cell organelle that houses DNA and directs synthesis of ribosomes and proteins
5. Ribosomes
5. Protein synthesis
6. Mitochondria
6. ATP production or cellular respiration
7. Peroxisomes
7. Oxidizes and breaks down fatty acids and amino acids and detoxifies poisons
8. Vesicles and Vacuoles
8. Storage and transport; digestive function in plant cells
9. Centrosome
9. Unspecified role in cell division in animal cells; organizing center of
microtubules in animal cells
10. Lysosomes
10. Digestion of macromolecules; recycling or worn out organelles
11. Cell wall
11. Protection, structural support and maintenance of cell shape
12. Chloroplast
12. Photosynthesis
13. Endoplasmic reticulum
13. Modifies proteins and synthesizes lipids
14. Golgi apparatus
14. Modifies, sorts, tags, packages and distributes lipids and proteins
15. Cytoskeleton
15. Maintains cell‘s shape, secure organelles on specific positions, allows
cytoplasm and vesicles to move within the cell, and enables unicellular organisms
to move independently
16. Flagella
16. Cellular locomotion
17. Cilia
17. Cellular locomotion, movement of particles along extracellular surface of
plasma membrane, and filtration
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.
PLANT AND ANIMAL CELL
What I Have Learned
25
Direction: Using a Venn Diagram or Tabular form show the difference between a plant
cell and animal cell.
Features
Plant Cell
Animal Cell
Cell Shape
Rectangular (fixed shape)
Round (irregular shape)
Cell Wall
Present and is formed of cellulose
Absent
Cell Membrane
Present and is covered by the cell wall
Present
Nucleus
Present
Present
Vacuole
A large central vacuole taking up 90% of the cell volume
One or more small vacuoles
Plastids
Present
Present
Chloroplast
Present and make their own food
Absent
Endoplasmic Reticulum
Present
Present
Ribosomes
Present
Present
Mitichondria
Present
Present
What I Can Do
Direction: Construct a 3D model of a plant/animal cell using indigenous or
recyclable materials and label the parts.
26
Lesson
3 Prokaryotic vs Eukaryotic Cells 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.
What I Need to Know 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.
28
What’s More
For the chart below, place a check in the box if the cell has that component.
Organelle
Plant
Animal
Bacteria
Vacuole
Chloroplast
Ribosome
Mitochondria
DNA
Cell Wall
Golgi Appratus
What I Have Learned
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
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________.
2. Next, I‘ll tell you examples of prokaryotic and eukaryotic cells
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________.
3. Lastly, I now really know about and understand that prokaryotic and eukaryotic
cells
________________________________________________________________
________________________________________________________________
________________________________________________________________.
29
What I Can Do
Directions: Draw a prokaryotic (bacteria) and eukaryotic cell on a separate sheet
of paper. Label the prominent structures and if possible note the name of the
species.
30
Cell Types and Cell Modification

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.
What I Need to Know
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
Direction: Arrange the words according to the levels of biological organization.
organ system organism tissue cell
Lesson 4
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.
Epithelial Tissue—This type of tissue is commonly seen outside the body as
coverings or as linings of organs and cavities. Epithelial tissues are
characterized by closely-joined cells with tight junctions (i.e., a type of cell
modification). Being tightly packed, tight junctions serve as barriers for
pathogens, mechanical injuries, and fluid loss.
Cells that make up epithelial tissues can have distinct arrangements:
• 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.
CONNECTIVE TISSUE PROPER (CTP)—made up of loose connective tissue that is found in
the skin and fibrous connective tissue that is made up of collagenous fibers found
in tendons and ligaments. Adipose tissues are also examples of loose connective
tissues that store fats which functions to insulate the body and store energy.
CARTILAGE —characterized by collagenous fibers embedded in chondroitin sulfate.
Chondrocytes are the cells that secrete collagen and chondroitin sulfate. Cartilage
functions as cushion between bones.
BONE —mineralized connective tissue made by bone-forming cells called osteoblasts
which deposit collagen. The matrix of collagen is combined with calcium, magnesium,
and phosphate ions to make the bone hard. Blood vessels and nerves are found at a
central canal surrounded by concentric circles of osteons.
Figure 2: Connective Tissue (Source: Reece JB, U. L. (2010). Campbell Biology 10th.
San Francisco (CA):.)
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
What I Have Learned
Direction: Identify which type of connective tissue (A-C), epithelial tissue (D-F),
and
muscle tissue (G-I) is being described.
A. _______________transport oxygen, carbon dioxide, nutrients and waste through the
body by travelling through the vessels called arteries and veins.
B. _______________is a type of dense connective tissue that connects muscles to
bones and connects bone to bone.
C. _______________is a type of connective tissue with one of the hardest
extracellular matrixes that forms a protective structure used for muscle
attachment.
D. _______________found in respiratory tract (trachea), usually lined with cilia.
E. _______________found in air sacs/alveoli of the lungs, capillaries.
F. _______________found in digestive tract for secretion and active absorption
G. _______________muscles of the heart; involuntary movements.
H. _______________involuntary contractions of digestive tract like esophagus,
stomach and intestines.
I. ________________striated; voluntary movements like biceps and abdominal muscles.
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
5
Cell Cycle
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 I Need to Know
One of the distinct characteristics of living things is being able to preserve
themselves. Cells need to undergo cycles as part of their growth and to repair or
replace damaged parts. Cell cycle enables a living thing to continue its existence
by multiplying itself in controlled and systematic processes. This lesson will
enhance your understanding on cell cycle. This will provide learners with the
concepts on the different stages of cell cycle and the two types of cell division:
mitosis and meiosis and explain their significance on an organism.
What’s New
Direction: Label the diagram below with the following labels:
Anaphase
Cell division (M Phase) Cytokinesis
G1 –cell grows
G2- prepares for mitosis S-DNA replication
Metaphase Prophase
Telophase Interphase
Mitosis
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
Cell Division—involves the distribution of identical genetic material or DNA to two
daughter cells. What is most remarkable is the fidelity with which the DNA is
passed along, without dilution or error, from one generation to the next. Cell
Division functions in reproduction, growth, and repair.
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.
The G1 Checkpoint—the Restriction Point
• The G1 checkpoint ensures that the cell is large enough to divide and that enough
nutrients are available to support the resulting daughter cells.
• If a cell receives a ̳go-ahead‘ signal at the G1 checkpoint, it will usually
continue with the Cell Cycle. • If the cell does not receive the ̳go-ahead‘ signal,
it will exit the Cell Cycle and switch to a non-dividing state called G0.
• Most cells in the human body are in the G0 phase.
The G2 Checkpoint—ensures that DNA replication in S phase has been successfully
completed.
The Metaphase Checkpoint—ensures that all of the chromosomes are attached to the
mitotic spindle by a kinetochore.
Kinase—a protein which activates or deactivates another protein by phosphorylating
them. Kinases give the ̳go-ahead‘ signals at the G1 and G2 checkpoints. The kinases
that drive these checkpoints must themselves be activated.
• The activating molecule is a cyclin, a protein that derives its name from its
cyclically fluctuating concentration in the cell. Because of this requirement,
these kinases are called cyclin-dependent kinases or CDKs.
• Cyclins accumulate during the G1, S, and G2 phases of the Cell Cycle.
• By the G2 checkpoint, enough cyclin is available to form MPF complexes
(aggregations of CDK and cyclin) which initiate mitosis.
• MPF functions by phosphorylating key proteins in the mitotic sequence.
• Later in mitosis, MPF switches itself off by initiating a process which leads to
the destruction of cyclin. • CDK, the non-cyclin part of MPF, persists in the cell
as an inactive form until it associates with new cyclin molecules synthesized
during the interphase of the next round of the Cell Cycle.
Discuss the stages of mitosis and meiosis.
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.
• The initially indistinct chromosomes begin to condense into visible threads.
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.
Metaphase—is when chromosomes become arranged so that their centromeres become
aligned in one place, halfway between the two spindle poles. The long axes of the
chromosomes are 90 degrees to the spindle axis. The plane of alignment is called
the metaphase plate.
Anaphase—is initiated by the separation of sister chromatids at their junction
point at the centromere. The daughter chromosomes then move toward the poles.
Telophase—is when daughter chromosomes complete their migration to the poles. The
two sets of progeny chromosomes are assembled into two-groups at opposite ends of
the cell. The chromosomes uncoil and assume their extended form during interphase.
A nuclear membrane then forms around each chromosome group and the spindle
microtubules disappear. Soon, the nucleolus reforms.
Meiosis—reduces the amount of genetic information. While mitosis in diploid cells
produces daughter cells with a full diploid complement, meiosis produces haploid
gametes or spores with only one set of chromosomes. During sexual reproduction,
gametes combine in fertilization to reconstitute the diploid complement found in
parental cells. The process involves two successive divisions of a diploid 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.
Prophase I—has been subdivided into five substages: leptonema, zygonema, pachynema,
diplonema, and diakinesis.
• Leptonema—Replicated chromosomes have coiled and are already visible. The number
of chromosomes present is the same as the number in the diploid cell.
• Zygonema—Homologue chromosomes begin to pair and twist around each other in a
highly specific manner. The pairing is called synapsis. And because the pair
consists of four chromatids it is referred to as bivalent tetrad.
• Pachynema—Chromosomes become much shorter and thicker. A form of physical
exchange between homologues takes place at specific regions. The process of
physical exchange of a chromosome region is called crossing-over. Through the
mechanism of crossing-over, the parts of the homologous chromosomes are recombined
(genetic recombination).
• Diplonema—The two pairs of sister chromatids begin to separate from each other.
It is at this point where crossing-over is shown to have taken place. The area of
contact between two non-sister chromatids, called chiasma, become evident.
• Diakinesis—The four chromatids of each tetrad are even more condensed and the
chiasma often terminalize or move down the chromatids to the ends. This delays the
separation of homologous chromosomes.
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.
Anaphase I—Chromosomes in each tetrad separate and migrate toward the opposite
poles. The sister chromatids (dyads) remain attached at their respective centromere
regions.
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.
Prophase II—The dyads contract.
Metaphase II—The centromeres are directed to the equatorial plate and then divide.
Anaphase II—The sister chromatids (monads) move away from each other and migrate to
the opposite poles of the spindle fiber.
Telophase II—The monads are at the poles, forming two groups of chromosomes. A
nuclear membrane forms around each set of chromosomes and cytokinesis follows. The
chromosomes uncoil and extend.
Cytokinesis—The telophase stage of mitosis is accompanied by cytokinesis. The two
nuclei are compartmentalized into separate daughter cells and complete the mitotic
cell division process. In animal cells, cytokinesis occurs by the formation of a
constriction in the middle of the cell until two daughter cells are formed. The
constriction is often called cleavage, or cell furrow. However, in most plant cells
this constriction is not evident. Instead, a new cell membrane and cell wall are
assembled between the two nuclei to form a cell plate. Each side of the cell plate
is coated with a cell wall that eventually forms the two progeny cells.
Table 1: Comparison of Mitosis and Meiosis
(Source:http://courses.washington.edu/bot113/spring/WebReadings/PdfReadings/TA
BLE_COMPARING_MITOSIS_AND.pdf)
40
Disorders and Diseases

• incorrect DNA copy (e.g., cancer)
• chromosomes are attached to string-like spindles and begin to move to the middle
of the cell (e.g., Down Syndrome, Alzheimer‘s, and Leukemia)
Other chromosome abnormalities:
• arise from errors in meiosis, usually meiosis I;
• occur more often during egg formation (90% of the time) than during sperm
formation;
• become more frequent as a woman ages.
• Aneuploidy—is the gain or loss of whole chromosomes. It is the most common
chromosome abnormality. It is caused by non-disjunction, the failure of chromosomes
to correctly separate:
• homologues during meiosis I or
• sister chromatids during meiosis II
What’s More
Direction: Complete the chart by noting what occurs in each phase of the cell
cycle.
Interphase
Gap O (GO)
Gap 1 (G1)
S Phase
Gap 2 (G2)
Mitosis or M Phase
Prophase
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.
1. ________Interphase (G2)
2. ________Prophase
3. ________Prometaphase
What I Can Do
4. _________Metaphase
5. _________Anaphase
6. _________Telophase & Cytokinesis
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 _______________________________________________________________
_______________________________________________________________
_______________________________________________________________.
2. What are the causes of 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.
__1. Which level of organization is the basic unit of life? A. Cell
B. Tissue C. Organ
D. System
__2. Which of the following is NOT a postulate of a unified cell theory?
A. B. C. D.
__3. Who A. B. C. D.
All living things are composed of cells Cells are the basic unit of life
All cells undergo complete development All new cells arise from existing cells
coined the term cell for the box like structure he observed when viewing cork
tissue? Matthias Schleiden
Theodor Schwann
Rudolf Virchow
Robert Hooke
__4. In many cells, the structure that controls the cell activities is the
_____________.
A. Cell Membrane
B. Organelle
C. Nucleolus
D. Nucleus
__5. Which part of the cell serves as venue for cellular respiration and is known
as the powerhouse of the cell?
A. Nucleolus
B. Chromosome C. Mitochondrion D. Nucleus
__6. Which type of tissue would be found in the epidermis and form the lining of
internal organs such as the intestines?
A. Nervous tissue
B. Muscular tissue C. Connective tissue D. Epithelial tissue
__7. The process by which the nucleus divides to produce two new nuclei that
results in two daughter cells that are genetically identical to each other and to
the parental cell from which they came.
A. Meiosis
B. Interphase C. Mitosis
D. Cytokinesis
__8. A type of passive transport which relies on carrier proteins in order for the
substances to move down their concentration gradient.
A. Active transport
B. Facilitated diffusion
C. Osmosis
D. Sodium-potassium pump
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 A. Pre-test and Post test
1. A 2. C 3. D 4. D 5. C 6. D 7. C 8. B 9. C 10. A
LESSON 1 CELL THEORY
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
1. What is the cell theory and what does it state?
Cell theory states that living things are composed of one or more cells, that the
cell is the basic unit of life, and that cells arise from existing cells.
2. What do we call the basic generalizations that are accepted by modern science
about cell? Cell Theory
3. Among the scientists, who advanced the cell theory with his conclusion that
cells could only come from other cells?
Rudolf Virchow
4. What discovery is Van Leeuwenhoek noted for?
Anton van Leeuwenhoek used single-lens microscopes which he made to make the first
observations of bacteria and protozoa.
5. What caused scientists to discover the existence of cells? The development of
the microscope.
What I have Learned
a. Robert Hooke
b. 1676
c. Tiny living organisms which he named animalcules under his microscope. d. All
plant parts are made of cells
e. 1839
f. Theodor Schwann
g. Rudolf Virchow
h. All cells come from pre-existing cells
LESSON 2 CELL STRUCTURE AND FUNCTIONS
What’s New
1. Nucleus
2. Nucleolus
3. Plasma membrane 4. Cytoplasm
5. Mitochondria
6. Ribosome
7. Endoplasmic reticulum
8. Golgi apparatus
9. Lysosomes
10. Vesicles and vacuoles
11. Chloroplast 12. Cell wall
46
What’s More
Plant Cell
A – Vacuole
B - Cell Wall
C - Endoplasmic Reticulum D - Nucleus
E - Mitochondria
F - Chloroplast
G - Golgi apparatus
Animal Cell
1. Mitochondria 2. Lysosome
3. Vacuole 4. Cytoplasm
5. Nucleolus 6. Nucleus 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
What I Have Learned
Venn Diagram
Plant Cell
Cell Shape (rectangular) Cell Wall
Large Vacuoles Chloroplast
Cell Membrane Nucleus Plastids Endoplasmic reticulum Ribosomes Mitochondria
Animal Cell
Cell Shape (circular) Small Vacuoles
47
LESSON 3 PROKARYOTIC VS EUKARYOTIC CELLS What’s New

Organelle
Prokaryote
Eukaryote
Function
Cell membrane
√
√
Cell wall
√ complex
√ plants
Nucleus
√
Mitochondria
√
chloroplast
√
Endoplasmic reticulum (smooth)
√
Golgi apparatus
√
Lysosomes
√
Ribosomes
√smaller
√ larger
Endoplasmic reticulum (rough)
√
Vacuole
√
√
What’s More
Organelle
Plant
Animal
Bacteria
Vacuole
√
√
√
Chloroplast
√
Ribosome
√
√
√
Mitochondria
√
√
DNA
√
√
√
√
√
Cell Wall
√
√
Golgi Apparatus
√
√
LESSON 4 CELL TYPES AND CELL MODIFICATION What’s new
cell tissue What’s More
1. D 2. B 3. A 4. C
organ
system
organism
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
LESSON 5 CELL CYCLE What’s New
The Cell Cycle Coloring Worksheet
49
What’s More
Interphase
Gap O (GO)
Gap 1 (G1)
S Phase
Gap 2 (G2)
Mitosis or M Phase
Prophase
Metaphase
Anaphase
Telophase
Cytokinesis
C
What I Have Learned
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
Department of Education. The Commission on Higher Education in collaboration with
Philippine Normal University. Teaching Guide for Senior High School. General
Biology 1. 2016
Department of Education Central Office. Most Essential Learning Competencies
(MELCs). 2020.
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_activit
ies- vorv1v.pdf
https://www.lincnet.org/cm
s/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%20W orksheets.pdf
http://images.pcmac.org/SiSFiles/Schools/AL/SaralandCitySc
hools/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 /cm s/lib/AZ01001175/Centricity/Dom ain/ 4939/Chapter
%205%20%2 0CK-12%20Biology%20Chapter%205%20W orksheets.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
6 Transport Mechanisms What I Need to Know

 Learning Competencies:
1. Describethestructuralcomponentsofthecellmembrane
(STEM_BIO11/12-Ig-h-11)
2. Relatethestructureandcompositionofthecellmembranetoitsfunction (STEM_BIO11/12-
Ig-h-12)
3. Explaintransportmechanismsincells(diffusion,osmosis,facilitated transport,
active transport) (STEM_BIO11/12-Ig-h-13)
4. Differentiateexocytosisandendocytosis(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.
In cellular biology, membrane transport refers to the collection of mechanisms that
regulate the passage of solutes such as ions and small molecules through biological
membranes, which are lipid bilayers that contain proteins embedded in them.
Lesson
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.
.
6.1 Structural Components of the Cell Membrane What I Know
Write the letter of the best answer in the blank.
_____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. identificationofthecell
b. flexibilityofthemembrane
c. strengthening the membrane
d. channelsthroughmembrane
55
_____3. Which characteristic of a phospholipid contributes to the fluidity of the

membrane?
a. itshead
b. cholesterol
c. a saturated fatty acid tail
d. doublebondsinthefattyacidtail
_____4. Which interacts to hydrophilic and hydrophobic environments? a. protein
b. cholesterol c. phospholipid d. carbohydrate
_____5. Carbohydrates is found outside the surface of the cell and bounded with? a.
lipidorprotein
b. phospholipid
c. glycoprotein
d. glycolipid
Provide the description of each structural components of the cell membrane
regarding its location and features inside the empty blanks.
COMPONENT
LOCATION
FEATURE/FUNCTION
 the most abundant lipid in the plasma membrane
6.___________________
Phospholipids
Main fabric of the membrane
___________________
Cholesterol
7.___________________ ___________________
Dampen effects of temperature
Embedded in the phospholipid bilayer; may or may not extend through both
layers
Integral Proteins
Peripheral Proteins
On the inner or outer surface of the phospholipid bilayer, but not embedded in its
hydrophobic core
9.___________________ ___________________
 Cell recognition
 Effective interaction with
the acqueous environment
Carbohydrate Chains
10.___________________ ___________________
8.___________________ ___________________
56
What’s In
• REVIEW: The Structural Components of the Cell Membrane
The modern understanding of the cellular or plasma membrane is referred to as the
fluid mosaic model or fluid mosaics of lipids and proteins. It is composed of a
bilayer of phospholipids, with their hydrophobic, fatty acid tails in contact with
each other (Fig. 7.d). The landscape of the membrane is studded with proteins, some
of which span the membrane. Some of these proteins serve to transport materials
into or out of the cell. Carbohydrates are attached to some of the proteins and
lipids on the outward-facing surface of the membrane (Fig. 7.b.), forming complexes
which function is to identify the cell to other cells. Cell membranes enclose and
define the borders of cells, but rather than being a static bag, they are dynamic
and constantly in flux.
Fig. 7.b. Structural Component of Cellular Membrane
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.
The Fluidity of the membrane is due to temperature, the configuration of the
unsaturated fatty acid tails (some kinked or form a sharp twist by double bonds),
the presence of cholesterol embedded in the membrane, and the mosaic nature of the
proteins and protein-carbohydrate combinations, which are not firmly fixed in
place.
Key Takes of the Fluid Nature of the CM:
• Phospholipids in the plasma membrane can move within the bilayer (Fig. 7.e) •
Most of the lipids, and some proteins, drift laterally
• Rarely does a molecule flip-flop transversely across the membrane
Fig. 7.e.
Lateral movement occurs 107 times per second.
58
Flip-flopping across the membrane is rare (~ 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
Unsaturated hydrocarbon tails
Saturated hydrocarbon tails
(a) Unsaturated versus saturated hydrocarbon tails
(b) Cholesterol within the animal cell membrane
• The steroid cholesterol has different effects on membrane fluidity at different
temperatures.
• At warm temperatures (such as 37°C), cholesterol restrains movement of
Phospholipids.
• At cool temperatures, it maintains fluidity by preventing tight packing.
59
Cholesterol
Structural Component of the Cell Membrane (Plasma Membrane)

COMPONENT
LOCATION
FEATURE/FUNCTION
 the most abundant lipid in the plasma membrane
 are amphipathic molecules
Phospholipids
Main fabric of the membrane
Cholesterol
Tucked between the hydrophobic tails of the membrane phospholipids
Dampen effects of temperature
Embedded in the phospholipid bilayer; may or may not extend through both
layers
Integral Proteins
Peripheral Proteins
On the inner or outer surface of the phospholipid bilayer, but not embedded in its
hydrophobic core
Cell recognition
 Cell recognition
 Effective interaction with
the acqueous environment
Attached to proteins or lipids on the extracellular side of the membrane
(forming glycoproteins and glycolipids
Carbohydrate Chains
Transport of substance through 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
Fluid mosaic model
 describes the structure of the plasma membrane as a mosaic of components
including phospholipids, cholesterol, proteins, glycoproteins, and glycolipids
(sugar chains attached to proteins or lipids, respectively), resulting in a fluid
character (fluidity)
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
• Visual and Listening Activity:
1. A video link is provided ; ―Fluid mosaic model of cell membranes‖ | Biology | by
KhanAcademy(2015), https://youtu.be/cP8iQu57dQo
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.
4. Write the story neatly on a long bond paper.
What Is It
• Q & A Activity:
1. What happens to the plasma membrane if the weather gets cold?
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.
(Write your answers on a 1⁄2 crosswise intermediate paper.)
61
What’s More
• Drafting from Visual and Listening Activity:
1. A video link is provided ; ―Construction of the Cell Membrane‖ by Becky Polk-
Pohlman Barbara Liang; https://www.wisc-online.com/learn/natural-science/life-
science/ap1101/construction-of-the-cell-membrane
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.
5. Writeyoursketchneatlyonalongbondpaper.
What I Have Learned
• Learning Process Activity:
Provide the best answer in the blank.
1. The modern understanding of the cellular or plasma membrane is referred to as
the ______________ or ______________.
2. Itiscomposedofabilayerof______________.
3. ______________ are attached to some of the proteins and lipids on the outward-
facing surface of the membrane.
4. ______________isafunctionofCarbohydrates.
5. Thefluidnatureofthemembraneisdueto______________.
6. Cellmembranes______________and______________thebordersofcells.
7. ______________ refers to the collection of mechanisms that regulate the
passage of solutes.
8. ______________ integrated into the membrane structure that interacts extensively
with the hydrocarbon chains of membrane lipids.
62
What I Can Do • Performance Activity:

Construct a cell membrane model from indigenous or recyclable materials.
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.
6.2 The Relationship of the Structure and Composition of the Cell Membrane to its
Function
What I Know
_____1. The primary function of the plasma membrane is ....
a. toprotectthecellfromitssurroundings.
b. toprovideshapeandintegritytothecell.
c. to maintains the cell potential.
d. tobeafluidmosaicmodel.
cell membranes?
63
_____3. Cellular Signaling relation to the Plasma Membrane is....

a. to protect intracellular components from the extracellular environment.
b. toencloseanddefinethebordersofthecell
c. to transmit signals via complex proteins
d. totransportmaterialsintooroutofthecell
_____4. Cellular Transport Mechanism‘s relation to the Plasma Membrane is...
b. totransportmaterialsintooroutofthecell
c. to enclose and define the borders of the cell
d. totransmitsignalsviacomplexproteins
_____5. Vital for cellular signalling processes that influence tissue and organ
formation
a. membranemarkers b. membranereceptors c. glycoprotein
d. glycolipid
Provide the the Funtions related to the Structures and Compositions of the Cell
Membrane inside the empty blanks.
Structure or Component
Function
6.________________________________________
Phospholipid Bilayer
________________________________________
Membrane Markers
.7.________________________________________
________________________________________
8.________________________________________
________________________________________
Cytoskeleton
Transmembrane Protein
9.________________________________________
________________________________________
10.________________________________________
________________________________________
Membrane Receptors
64
What’s In
• REVIEW: The Structure and Composition of the Cell Membrane relation to its
Function
The plasma membrane protects the cell from its external environment, mediates
cellular transport, and transmits cellular signals.
 The principal components of the plasma membrane are lipids (phospholipids and
cholesterol), proteins, and carbohydrates.
 The plasma membrane protects intracellular components from the extracellular
environment.
 The plasma membrane mediates cellular processes by regulating the materials that
enter and exit the cell.
 The plasma membrane carries markers that allow cells to recognize one another and
can transmit signals to other cells via receptors.
The plasma membrane (also known as the cell membrane or cytoplasmic membrane) is a
biological membrane that divides the interior of a cell from its outside
environment. (Figure 7.g)
The primary function of the plasma membrane is to protect the cell from its
surroundings. Composed of a phospholipid bilayer with embedded proteins, the plasma
membrane is selectively permeable to ions and organic molecules and regulates the
movement of substances in and out of cells. Plasma membranes must be very flexible
in order to allow certain cells, such as red blood cells and white blood cells, to
change shape as they pass through narrow capillaries.
The plasma membrane also plays a role in anchoring the cytoskeleton to provide
shape and integrity to the cell, and in attaching to the extracellular matrix and
other cells to help group cells together to form tissues. The membrane also
maintains the cell potential.
In short, if the cell is represented today as a COVID FREE-CAGAYAN DE ORO CITY,
then the plasma membrane is the checkpoints with the frontliners and law enforcers
that provides protective and territorial structure for the city inside, depicting
separation or barrier, regulates which people leave and enter the city, and conveys
messages to and from neighbouring cities.
Just as an unguarded check point in the surrounding barrier can be a disaster for
the city in today‘s crisis, like a rupture in the plasma membrane causes the cell
to lyse and die.
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.
Membrane receptors provide extracellular attachment sites for effectors like
hormones and growth factors, which then trigger intracellular responses. Some
viruses, such as Human Immunodeficiency Virus (HIV), can hijack these receptors to
gain entry into the cells, causing infections.
Membrane markers allow cells to recognize one another, which is vital for cellular
signaling processes that influence tissue and organ formation during early
development. This marking function also plays a later role in the ―self‖-versus-
―non- self‖ distinction of the immune response. Marker proteins on human red blood
cells, for example, determine blood type (A, B, AB, or O).
Terminology:
Receptor
 A protein on a cell wall that binds with specific molecules so that they can be
absorbed into the cell.
Cellular Transport Mechanisms’ relation to the Plasma Membrane
The movement of a substance across the selectively permeable plasma membrane can be
either ―passive‖—i.e., occurring without the input of cellular energy —or ―active‖—
i.e., its transport requires the cell to expend energy.
The cell employs a number of transport mechanisms that involve biological
membranes:
1. Passive osmosis and diffusion: transports gases (such as O2 and CO2) and other
small molecules and ions
2. Transmembrane protein channels and transporters: transports small organic
molecules such as sugars or amino acids
3. Endocytosis: transports large molecules (or even whole cells) by engulfing them
4. Exocytosis:removesorsecretessubstancessuchashormonesorenzymes.
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. 7.
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.
2. Are there structures or components related in the membrane‘s transport
mechanisms? What are those? Write at least 5 and indicate why they are related.
3.
4.
6.
5.
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.
3. Make an analogous reflection paper of your household to the structures and
components of the cell membrane. Prioritize on the function aspect.
4. Write it on a long bond paper.
What I Have Learned • Learning Process Activity:
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.
3. Write it on a long bond paper.
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)
SUN 01/21/20
MON _/_/20
TUE _/_/20
WED _/_/20
THU _/_/20
FRI _/_/20
SAT _/_/20
PARENT/GUARDIAN Printed name, Signature and Date
AM
-sanitized the bathroom
-swept outside the home grounds
-ate Sakura mopped the floor with disinfectanct
-father Portgas vertical planted pechay.
Portgas D. Ace
Sun 1/8/20
PM
-washed the dishes
-mother Tsaunade sterilized the utensils
-threw garbage
-kuya Senku bathed Penduko our dog
Portgas D. Ace
Sun 1/8/20
3. Keep your output in a safe place and send it on the exact date of submission
6.3 Transport Mechanisms in Cells
6.4 Endocytosis vs. Exocytosis
What I Know
_____1. Which is not a part of the transport mechanisms in cells? a. facilitated
b. active
c. osmosis d. excytosis
_____2. What is the most direct form of transport mechanisms in cells? a. passive
b. active
70
_____3. Hydrocarbons dissolve in the lipid bilayer, except for...

a. passthemembrane
b. hydrophobic
c. non polar
d. polar
_____4. Water molecules move from a region of high concentration to a region of low
concentration.
a. facilitated b. active
c. osmosis d. diffusion
_____5. Moves molecules from high to low regions of concentration with the
transmembrane protein
Provide the right answers after the number in the boxes below for the difference
between Endocytosis and Exocytosis.
Definition
Endocytosis refers to the
transportation of macromolecules,
large particles, and polar
substances into the cell from the
external environment
Exocytosis refers to
....
6.
.
Process
I
nvolved with .... I
7.
nvolved in removing waste from the cell
Type
Occurs by
.... 8.
Occurs by constitutive and
regulated secretory pathway
Vesicle
Internal vesicles like phagosomes
are formed
Forms.... 9.
Cell Wall Formation
10.
Involved
Example
11.
Releasing of hormones out of the
cell is an example
71
What’s In
• REVIEW: Transport Mechanisms in Cells (Diffusion, Osmosis, Facilitated Transport,
Active Transport) to its Function
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.
The most direct forms of membrane transport are passive.Passive transport is a
naturally occurring phenomenon and does not require the cell to exert any of its
energy to accomplish the movement. In passive transport, substances move from an
area of higher concentration to an area of lower concentration. A physical space in
which there is a single substance concentration range has a concentration gradient.
Selective Permeability
Plasma membranes lack symmetry: the membrane's exterior is not identical to its
interior (Fig. 7.h). There is a significant difference between the arrangement of
proteins and phospholipids and between the two leaflets that form a membrane. On
the membrane's interior, some proteins serve to anchor the membrane to
cytoskeleton's fibers. There are peripheral proteins on the membrane's exterior
that bind extracellular matrix elements. Carbohydrates, attached to lipids or
proteins, are also on the plasma membrane's exterior surface (Figure 7.b). These
carbohydrate complexes help the cell bind required substances in the extracellular
fluid. This adds considerably to plasma membrane's selective nature.
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 4 and 10 nanometers (nm; 1 nm = 10−9
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.
Fig. 7.i. Structural Component of Cellular Membrane
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.
Key Takes of the Permeability of the Lipid Bilayer:
• Hydrophobic (nonpolar) molecules, such as hydrocarbons, can dissolve in the lipid
bilayer and pass through the membrane rapidly.
• Hydrophilic (Polar) molecules, such as sugars, do not cross the membrane easily.
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.
3. FACILITATED TRANSPORT (ALSO KNOWN AS FACILITATED DIFFUSION OR PASSIVE-MEDIATED
TRANSPORT)
Assists with the movement of large molecules like glucose.
Passive movement of a substance into or out of the cell by means of carrier
proteins or channel proteins.
Moves molecules from high to low regions of concentration.
Carrier proteins: Transports noncharged molecules with a specific shape. Channel
proteins: Tunnel shape that transports small charged molecules.
DOES NOT REQUIRE water molecules for other molecules to transfer.
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.
Active Transport Pump:
Sodium-potassium pump
3 sodium ions inside the cell and 2 potassium ions outside the cell bind to
the pump.
This allows the release of energy from ATP and causes the protein
complex to change shape.
The change in shape allow the Na+ and K+ ions to move across and be
released.
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.
Fig. 7.p. Exocytosis and Endocytosis
Difference between Endocytosis and Exocytosis
Endocytosis refers to
the transportation of
Exocytosis refers to the
macromolecules, large
transportation of
molecules or particles
Definition
particles, and polar
substances into the cell
from the cell to the
from the external
outside of the cell
environment
Process
Involved with up taking nutrients into the cell
Involved in removing waste from the cell
Type
Occurs by both
phagocytosis and
Occurs by constitutive
and regulated secretory
pinocytosis
pathway
79
Vesicle
Internal vesicles like
Secretory vesicles are
phagosomes are formed
formed
Cell Wall
Formation
Not involved
Involved
Engulfing bacteria by
Releasing of hormones
Example
phagocytes is an
example
out of the cell is an
example
3 Types of Endocytosis:
Pinocytosis: The intake of a small droplet of extracellular fluid. This occurs in
nearly all cell types.
Phagocytosis: The intake of a large droplet of extracellular fluid. This occurs in
specialized cells.
Receptor-assisted endocytosis: The intake of specific molecules that attach to
special proteins in the cell membrane. These proteins are uniquely shaped to fit
the shape of a specific molecule.
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
1. A video link is provided ; ―Cell Transport‖ by Amoeba Sisters (2016),
https://www.youtube.com/watch?v=Ptmlvtei8hw
2. Watch and Listen carefully for you to be able to determine and differentiate the
types of transport mechanism in a cell.
3. Make a reaction paper of the video clip. 4. Write it on a long bond paper.
What Is It
• Q & A Activity:
1. Why is the transport mechanism vital in a cell?
2. How are things transported through the membrane?
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.
2. Illustrate and explain your work on a long bond paper .
81
3. Write your sketch neatly on a long bond paper.

What I Have Learned
• Q & A Activity:
1. Provide the different Transport Mechanisms in a cell with at least 2-3
attributes.
2. How are things transported through the membrane?
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?
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 .
82
Assesment
cell membranes?
_____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.
lipidorprotein
b. phospholipid
c. glycoprotein
d. glycolipid
_____4. Which interacts to hydrophilic and hydrophobic environments? a. protein
b. cholesterol c. phospholipid d. carbohydrate
_____5. Which characteristic of a phospholipid contributes to the fluidity of the
membrane?
a. itshead
b. cholesterol
c. a saturated fatty acid tail
d. doublebondsinthefattyacidtail
cell membranes?
83
_____7. The primary function of the plasma membrane is ....

a. toprotectthecellfromitssurroundings.
b. toprovideshapeandintegritytothecell.
c. to maintains the cell potential.
d. tobeafluidmosaicmodel.
_____8. Vital for cellular signalling processes that influence tissue and organ
formation
a. membranemarkers b. membranereceptors c. glycoprotein
d. glycolipid
_____9. Cellular Transport Mechanism‘s relation to the Plasma Membrane is...
b. totransportmaterialsintooroutofthecell
c. to enclose and define the borders of the cell
d. totransmitsignalsviacomplexproteins
_____10. Cellular Signaling relation to the Plasma Membrane is....
b. toencloseanddefinethebordersofthecell
c. to transmit signals via complex proteins
d. totransportmaterialsintooroutofthecell
_____11. Hydrocarbons dissolve in the lipid bilayer, except for...
a. passthemembrane
b. hydrophobic
c. non polar
d. polar
_____12. Which is not a part of the transport mechanisms in cells? a. facilitated
b. active
_____13. What is the most direct form of transport mechanisms in cells? a. passive
b. active
_____14. Water molecules move from a region of high concentration to a region of
low concentration.
84
_____15. Moves molecules from high to low regions of concentration with the
transmembrane protein
_____16. All are attributes of exocytosis except for...
a. Involvedwithuptakingnutrientsintothecell
b. Secretoryvesiclesareformed
c. Involved in removing waste from the cell
d. UninvolvedincellWallFormation
_____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
_____18. Mechanism using ATP a. facilitated
b. active
_____19. Engulfment involves... a. passive
b. active
c. endocytosis d. excytosis
_____20. Waste removal involves.... a. passive
b. active
c. endocytosis d. excytosis
85
Structures and Functions of Biological Molecules

- Enzymes
7
 Learning Competencies:
1. Describethecomponentsofanenzyme(STEM_BIO11/12-Ii-j-17)
2. Explainoxidation/reductionreactions(STEM_BIO11/12-Ii-j-18)
3. DeterminehowfactorssuchaspH,temperature,andsubstrateaffect enzyme activity
(STEM_BIO11/12-Ii-j-19)
 Performance Standards:
The learners should be able to construct a cell membrane model
from indigenous or recyclable materials.
 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.
Lesson
What I Need to Know
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.
Peeling, bruising, or cutting fruits cause them to release enzymes like polyphenol
oxidase (PPO, phenolase) that, with the presence of oxygen (oxidation) in the
surrounding air, goes into chemical reactions of plant compounds. These chemical
reactions produce brown pigments through the process of enzymatic browning (Fig.
8.a.)
Oxidation and reduction occur in tandem and it occurred when peeling or cutting
fruits resulting to an enzymatic browning. Because oxidation and reduction usually
occur together, these pairs of reactions are called oxidation reduction reactions,
or redox reactions.
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.
An oxidation-reduction (redox) reaction is a type of chemical reaction that
involves a transfer of electrons between two species. An oxidation- reduction
reaction is any chemical reaction in which the oxidation number of a molecule,
atom, or ion changes by gaining or losing an electron. A classic example of a redox
reaction is rusting. When rusting happens, oxygen steals electrons from iron.
Oxygen gets reduced while iron gets oxidized.
Fig. 8.a. Enzymatic browning of a sliced apple.
87
7.1 Transport Mechanisms in Enzymes What I Know

_____1. Where the reaction is catalysed in an enzyme?
a. Facilitatedsite
b. Activesite
c. Passive site
d. Directsite
_____2. Catalyze group transfer reactions; often require coenzymes. a. Transferases
b. Hydrolases
c. Lyases
d. Isomerases
_____3. Lysis of substrate; produce contains double bond. a. Transferases
b. Hydrolases
c. Lyases
d. Isomerases
_____4. Enzymes are described as all of the above except a. micromolecule
b. macromolecule
c. stereospecific
d. havingadefinedaminoacidsequence
_____5. Active forms from one of the inactive enzyme . a. Apoenzyme
b. Holoenzyme
c. Cofactor
d. Coenzyme
_____6. Enzymes described having a typically long amino acid sequence about? a.
100-400
b. 100-500 c. 100-600 d. 100-700
PRIOR KNOWLEDGE: Definition of Terms
7. Catalyst
8. Active Side 9. Enzyme 10. Substrate
88
•


What’s In
REVIEW: Description of the Components of Enzyme
What is an enzyme?
Enzymes are protein macromolecules.
o They have a defined amino acid sequence, and are typically 100-500
amino acids long.
o They have a defined three-dimensional structure.
Enzymes are catalysts.
o They act as a catalyst to a chemical or biochemical reaction, with a
defined mechanism.
o They increase the speed of that reaction, typically by 106-1014 times
faster than the rate of the uncatalysed reaction.
o They are selective for a single substrate.
o They speed up rate of reaction by lowering the activation energy (Ea).
o They arestereospecific, meaning the reaction produces a single
product.
Common mistakes and misconceptions
 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.
Fig. 8.b. A substrate entering the active site of the enzyme.
Image modified from "Enzymes: Figure 2," by OpenStax College, Biology, CC BY 3.0. .
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
Typically add “-ase” to name of substrate
e.g. lactase breaks down lactose (dissacharide of glucose and galactose)
Enzymes based upon the class of organic chemical reaction catalyzed:
1. Oxidoreductase-catalyzeredoxreactions;dehydrogenases,oxidases, peroxidases,
reductases.
2. Transferases-catalyzegrouptransferreactions;oftenrequirecoenzymes.
3. Hydrolases-catalyzehydrolysisreactions.
4. Lyases-lysisofsubstrate;producecontainsdoublebond.
5. Isomerases-catalyzestructuralchanges;isomerization.
6. Ligases-ligationorjoiningoftwosubstrateswithinputofenergy,usuallyfrom ATP
hydrolysis; often called synthetases or synthases.
ENZYME COMPONENTS (Fig. 8.c.)
•
•
• •
•
•
•
•
•
•
•
•
Apoenzyme:
is an inactive enzyme, activation of the enzyme occurs upon binding of an organic
or inorganic cofactor.
are enzymes that lack their necessary cofactor(s) for proper functioning
a Protein
Holoenzyme: (Fig. 8.d.)
are the active forms of apoenzymes. (Apoenzyme plus cofactor) DNA polymerase and
RNA polymerase are examples.
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

Fig. 8.d. Component of a Holoenzyme
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
Endoenzymes(intracellular) / Exoenzymes (extracellular)
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
1. A video link is provided ; ―Cofactors | Coenzymes | Holoenzyme | Apoenzyme,
QuickBiochemistry Basics (2020), https://www.youtube.com/watch?v=LK5HzcAOmyA
2. Watch and Listen carefully to the video and be able to recognize the components
of enzyme.
3. Make a descriptive reaction paper emphasizing the components of the enzyme. 4.
Write it neatly on a long bond paper.
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? 3. What are
each of the components attributes? Describe them.
92
What’s More
1. Watch the video clip ―How Enzymes Work‖, RicochetScience (2015),
https://www.youtube.com/watch?v=UVeoXYJlBtI .
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 Have Learned
Write T if the statement is true and F if the statement is false.
______1. Substrate binds in the active site.
______2. An enzyme is usually lipid biological catalyst.
______3. The reactant molecule that an enzyme works on is the Substrate. ______4. A
Catalyst retards the chemical reaction without being changed
______5. Coenzymes are non-protein organic molecules that are mostly derivatives of
vitamins
______6. Cofactors are small protein organic molecules that assist enzymes during
the catalysis of reactions.
______7. DNA and RNA polymerases are examples of Holoenzyme.
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.
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
PRIOR KNOWLEDGE: Definition of Terms
1. Oxidation 2. Reduction 3. Oxidants
4. Reductants 5. Reagent
What’s In
 REVIEW: Oxidation-Reduction Reactions
An oxidation-reduction (redox) reaction is a type of chemical reaction that
involves a transfer of electrons between two species. An oxidation-reduction
reaction is any chemical reaction in which the oxidation number of a molecule,
atom, or ion changes by gaining or losing an electron. Redox reactions are common
and vital to some of the basic functions of life, including photosynthesis,
respiration, combustion, and corrosion or rusting.
• oxidation-reduction reactions are also called REDOX reactions
• all redox reactions involve the transfer of electrons from one atom to another
• spontaneous redox reactions are generally exothermic, and we can use their
released energy as a source of energy for other applications.
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 Al2O3.
Fe2O3(s)+2Al(s)→Al2O3(s)+2Fe(l)
95
What do you mean by oxidation and reduction?

• OXIDATION can be defined as addition of oxygen/electronegative element to a
substance or removal of hydrogen/ electropositive element from a substance.
• REDUCTION can be defined as removal of oxygen/electronegative element from a
substance or addition of hydrogen/ electropositive element to a substance.
*oxidation occurs when an atom’s oxidation
state increases during a reaction
*reduction occurs when an atom’s oxidation state decreases during a reaction
Development of oxidation and reduction reaction concept______________________
Reaction of reduction oxidation based on releasing (losing) and gaining of oxygen
(capturing).
a. Oxidation reaction is a reaction of gaining (capturing) of oxygen by a substance
Ex.
CH4(g) + 2O2(g)  CO2(g) + 2H2O(g) P4(s) + 5O2(g)  2P2O5(s)
b. Reduction reaction is a reaction of releasing (losing) of oxygen from an oxide
compound
Ex.
CuO(s) + H2(g)  Cu(s) + H2O(g) Fe2O3(s) + 3CO(g)  2Fe(s) + 3CO2(g)
What is an oxidizing and reducing agent?
• Oxidizing agent: a reagent which increases the oxidation number of an element of
a given substance. These reagents are called oxidants. It contains the element that
is reduced.
• Reducing agent: a reagent that lowers the oxidation number of a given element.
These reagents are also called reductants. It contains the element that is
oxidized.
2 Na(s) + Cl2(g)  2 Na+Cl–(s) Na is oxidized, Cl is reduced
Na is the reducing agent, Cl2 is the oxidizing agent
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
1. A video link is provided ; ―Introduction to Oxidation Reduction (Redox)
Reactions‖, Tyler DeWitt (2015), https://www.youtube.com/watch?v=5rtJdjas-mY
2. Watch and Listen carefully to the video and be able to understand REDOX
reaction.
3. Make a detailed reaction paper explaining the REDOX reaction. Provide 3
examples.
4. Write it neatly on a long bond paper.
What Is It
• Q & A Activity:
1. What are the components that make up REDOX reaction? 2. Who gains and losses
electrons?
3. When does REDOX reaction happens?
4. Why is REDOX significant to learn?
97
What I Have Learned

_____1. A substance consumed in the course of a chemical reaction. a. Reactant
b. Reagent c. Reductant d. Oxidant
_____2. Substance added to test if a reaction occurs. a. Reactant
_____3. Contains the element that is oxidized.. a. Reactant
_____4. Contains the element that is reduced. a. Reactant
_____5. Occurs when an atom‘s oxidation state decreases during a reaction.
a. Oxidation
b. Reduction
c. Reduction-Oxidation Reaction
d. Allarecorrect.
_____6. Occurs when an atom‘s oxidation state increases during a reaction.
a. Oxidation
b. Reduction
d. Allarecorrect.
_____7. Oxidizing agent lowers the oxidation number of a given element. a. True
b. False
98
_____8. True to oxidation-reduction (redox) reaction. Except...

a. OXIDATIONcanberemovalofhydrogen/electropositiveelementfroma
substance.
b. REDUCTIONcanberemovalofoxygen/electronegativeelementfroma
substance.
c. Spontaneous redox reactions are generally endothermic.
d. Allredoxreactionsinvolvethetransferofelectronsfromoneatomtoanother.
7.3 Determining the Factors Affecting Enzyme Activity What I Know
Place the letters of the best answer inside the box of the factor icon which
influences the activity of the enzyme.
1.
2.
3.
4.
B. Decreasing this factor slows down a reaction
A. Changing this factor outside the enzyme‘s optimum range will slow enzyme
activity.
C. This factor at an optimum pH, near neutral causes enzymes to catalyze a
reaction most rapidly.
D. Increasing this factor will speed up the reaction, as long as there is
substrate available to bind to.
E. At the saturation point, the reaction will not speed up, no matter how much of
this factor is added.
F. Increasing this factor can cause an enzyme to lose its shape (denature) and
stop working.
G. Increasing this factor, the greater should be the initial reaction rate and
will last as long as substrate present.
H. This factor‘s graph of the reaction rate will plateau.
99
What’s In
 REVIEW: Factors Affecting Enzyme Activity
Enzyme activity can be affected by a variety of factors, such as temperature, pH,
concentrations and inhibitors.
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.
Determnants of the Factors Affecting Enzyme Activites
A. Temperature:Raising temperature generally speeds up a reaction, and lowering
temperature slows down a reaction. However, extreme high temperatures can cause an
enzyme to lose its shape (denature) and stop working. Most enzymes have an optimum
temperature, near normal body temperature at which they catalyze a reaction most
rapidly.
B. pH (abbr. power of hydrogen or potential for hydrogen): Each enzyme has an
optimum pH range. Changing the pH outside of this range will slow enzyme activity.
Extreme pH values can cause enzymes to denature. Even small pH changes can alter
the electrical charges on various chemical groups in enzyme molecules, thereby
altering the enzyme‘s ability to bind its substrate and catalyze a reaction.
100
Enzymes catalyze a reaction most rapidly at an optimum pH, near neutral.

C. Substrateoconcentration: Increasing substrate concentration also increases the
rate of reaction to a certain point. Once all of the enzymes have bound, any
substrate increase will have no effect on the rate of reaction, as the available
enzymes will be saturated and working at their maximum rate. At the saturation
point, the reaction will not speed up, no matter how much additional substrate is
added. The graph of the reaction rate will plateau.
D. Enzyme concentration: Increasing enzyme concentration will speed up the
reaction, as long as there is substrate available to bind to. Once all of the
substrate is bound, the reaction will no longer speed up, since there will be
nothing for additional enzymes to bind to.
101
The higher the concentration of an enzyme the greater should be the initial
reaction rate. This will last as long as substrate present
E. Enzyme Inhibitors (Inhibition):
o Competitive inhibitor: A molecule similar in structure to a substrate can bind
to an enzyme‘s active site and compete with substrate
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.
3. Make a detailed reaction paper regarding the video clip yousaw. 4. Write your
reaction on a long bond paper.
What Is It
• Q & A Activity:
1. What are factors involved in the enzymatic 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.
(Write your answers on a 1 whole intermediate paper.)
What I Have Learned
• Learning Process Activity: Provide the best answer in the blank.
1. __________ regulates the rate of many metabolic pathways.
2. __________ attach to the enzyme at an allosteric site.
3. __________ can bind to an enzyme‘s active site and compete with substrate. 4.
__________ is a place on an enzyme where a molecule that is not a substrate may
bind.
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 __________.
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
_____1. Catalyze group transfer reactions; often require coenzymes. a. Transferases
b. Hydrolases
c. Lyases
d. Isomerases
_____2. Where the reaction is catalysed in an enzyme?
a. Facilitatedsite
b. Activesite
c. Passive site
d. Directsite
106
_____3. Lysis of substrate; produce contains double bond. a. Transferases

b. Hydrolases
c. Lyases
d. Isomerases
_____4. True to temperature as a factor of enzymatic reaction.
a. Thisfactoratanoptimumlevel,nearneutral,causesenzymestocatalyzea
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
d. Increasingthisfactorcancauseanenzymetoloseitsshape(denature)and
stop working.
_____5. Enzymes are described as all of the above except a. micromolecule
b. macromolecule
c. stereospecific
d. havingadefinedaminoacidsequence
_____6. Active forms from one of the inactive enzyme . a. Apoenzyme
b. Holoenzyme
c. Cofactor
d. Coenzyme
_____7. Enzymes described having a typically long amino acid sequence about? a.
100-400
b. 100-500 c. 100-600 d. 100-700
_____8. Occurs when an atom‘s oxidation state decreases during a reaction.
a. Oxidation
b. Reduction
d. Allarecorrect.
_____9. Contains the element that is oxidized.. a. Reactant
107
_____10. All the statements are not true to the substrate concentration, except
for...
activity.
stop working.
_____11. Substance added to test if a reaction occurs. a. Reactant
_____12. Occurs when an atom‘s oxidation state increases during a reaction. a.
Oxidation
b. Reduction
c. Reduction-Oxidation Reaction d. Allarecorrect.
_____13. Oxidizing agent lowers the oxidation number of a given element. a. True
b. False
_____14. True to oxidation-reduction (redox) reaction. Except...
a. OXIDATIONcanberemovalofhydrogen/electropositiveelementfroma
substance.
b. REDUCTIONcanberemovalofoxygen/electronegativeelementfroma
substance.
c. Spontaneous redox reactions are generally endothermic.
d. Allredoxreactionsinvolvethetransferofelectronsfromoneatomtoanother.
_____15. A substance consumed in the course of a chemical reaction. a. Reactant
_____16. Regulates the rate of many metabolic pathways.
a. Feedbackinhibition
b. Noncompetitiveinhibitors.
c. Competitive inhibitor.
d. SubstrateConcentration
108
_____17. Can bind to an enzyme‘s active site and compete with substrate.
b. Noncompetitiveinhibitors.
c. Competitive inhibitor
_____18. Contains the element that is reduced. a. Reactant
_____19. Attach to the enzyme at an allosteric site
b. Noncompetitiveinhibitors
c. Competitive inhibitor
_____20. True to pH, except for...
activity.
stop working.
109
ANSWER KEY
110
Disorders and Diseases that Result from the Malfunction of the Cell during the Cell
Cycle
7.2 The Relationship of the Structure and Composition of the Cell Membrane to its
Function
What I Know
What I Know 1b
2a
3d
1a
2a
3c
4b
5a
6 protect the cell from its surroundings
7 allow cells to recognize one another
8 provide shape and integrity to the cell 9 transports small organic molecules
10 provide extracellular attachment sites
4a 5c
What I Have Learned 1. Down Syndrome 2.Klinefelter syndrome 3.Patau syndrome and
4.Cri du chat syndrome 5. Aneuploidy
What‘s New
1 glycoprotein
2 glycolipid
3 peripheral membrane 4 integral membrane
5 cytoskeletal filaments 6 cholesterol
7 protein channel
8 phopsolipid bilayer
6. Leukemia
7. 90%
8. egg formation 9. sperm formation 10. cancer cell
7.1 Structural Components of the Cell Membrane
What I Know 1a
2a
3d
7.3 Transport Mechanisms in Cells 7.4 Endocytosis vs. Exocytosis What I Know
1d
4c
5a
6 are amphipathic molecules
7 Tucked between the hydrophobic tails of the membrane phospholipids
8 Transport of substance through membrane 9 Cell recognition
10 Attached to proteins or lipids on the extracellular side of the membrane
2a
3d
4c
5a
6 Exocytosis refers to the transportation of molecules or particles from the cell
to the outside of the cell
What I Have Learned
1.fluidmosaicmodel, fluidmosaicsoflipidsand proteins
2 phospholipids
3 Carbohydrates
4 To identify the cell to other cells
5 temperature
6 enclose, define
7 Membrane transport
8 Integral Protein
7 Involved with up taking nutrients into the cell 8 Occurs by both phagocytosis and
pinocytosis 9 Secretory vesicles are formed
10 Not involved
11 Engulfing bacteria by phagocytes
ANSWER KEY
111
7 Assesment
8.2 Oxidation/Reduction Reactions
1a 2a 3a 4c 5d 6a 7a 8a 9b 10c 11d 12d 13a 14c 15a 16a 17d 18b 19c 20d
What I Know
1 addition of oxygen/electronegative element to a substance or removal of hydrogen/
electropositive element from a substance
2 removal of oxygen/electronegative element from a substance or addition of
hydrogen/ electropositive element to a substance
3 reagent which increases the oxidation number of an element of a given substance
4 a reagent that lowers the oxidation number of a given element
5 a substance consumed in the course of a chemical reaction
8.1 Components of an Enzyme
What I Know 1b
2a
3c
8.3 Determining the Factors Affecting Enzyme Activity
What I Know
1 b,f
4a
5b
6b
7 A substance that speeds up a chemical reaction without being changed
2 a,c 3 e,h 4 d,g
8 The part of the enzyme where the substrate binds
9 A biological catalyst (usually a protein)
10The reactant molecule that an enzyme works on
What I have Learned
1 Feedback inhibition 2Noncompetitive inhibitors 3Competitive inhibitor 4Allosteric
site 5temperature,
6pH,
7enzyme concentrations 8substrate concentrations 9 inhibitors
10plateau
What I have Learned 1T 11T 2F 12F 3T 13F 4F 14T 5T 15T 6F
7T 8F 9F 10T
What I Have Learned 1b
2a
3c
4d 5b 6a 7b 8c
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
References
 GENERAL BIOLOGY 1 SPECIALIZED SUBJECT | ACADEMIC-STEM, The Commission on Higher
Education, Philippine Normal University (2016) https://bit.ly/2DCe9kz (Restrictions
are imposed)
 DEPED Learning Modules Grade 7-10
 General Biology 1, Authors: Connie Rye, Robert Wise, Vladimir
Jurukovski, Jean DeSain, Jung Choi, Yael Avissar,
localized by Giselle Magcamit-Belardo,
 The Cell Membrane, Geonyzl Alviola, (2009) pdf,
https://www.slideshare.net/geonyzl/the-cell-membrane-2639139
 Membrane Transport, wikipedia.org
https://en.wikipedia.org/wiki/Membrane_transport
 Structural components of Cell Membrane, A-LevelBiology (2020)
https://alevelbiology.co.uk/notes/plasma-membrane-structure-and- functions/
 Structure of the Plasma Membrane, www.khanacademy.org (2020)
https://www.khanacademy.org/science/high-school-biology/hs-cells/hs- the-cell-
membrane/a/structure-of-the-plasma-membrane
 Chapter 5. Structure and Function of Plasma Membranes, OpenStax (2015)
https://cnx.org/contents/GFy_h8cu@9.85:QOGUelqL@9/Components-
and-Structure
 Fluid mosaic model of cell membranes, Khan Academy (2015)
https://youtu.be/cP8iQu57dQo
 Structure and Function of Plasma Membranes, courses.lumenlearning.com
https://courses.lumenlearning.com/boundless- biology/chapter/components-and-
structure/
 Cell Membrane Function and Structure, Reece, Jane B., and Neil A. Campbell.
Campbell Biology. Benjamin Cummings, (2011) https://www.thoughtco.com/cell-
membrane-373364
 Inside the Cell Membrane, Amoeba Sisters (Feb 28, 2018)
https://www.youtube.com/watch?v=qBCVVszQQNs
 Membrane Structure and Function , CAMPBELL BIOLOGY, 9th Edition | Pearson, Jane
B. Reece, Lisa A. Urry, Michael L. Cain, Steven A. Wasserman, Peter V Minorsky,
Robert B Jackson (2011)
 Osmosis image, M4533791, Toluna Influencers,
https://uk.toluna.com/opinions/4233889/OSMOSIS
 Osmosis image, Sagar Aryal (2020), https://microbenotes.com/osmosis-and-
diffusion/
113
 Active transport, kaiserscience.wordpress.com,

https://kaiserscience.wordpress.com/biology-the-living- environment/cells/active-
transport-across-cell-membranes/
 Endocytosis, Mariana Ruiz Villarreal (2007)
https://en.wikipedia.org/wiki/Endocytosis
 Difference Between Endocytosis and Exocytosis, Lakna ( 2017)
https://pediaa.com/difference-between-endocytosis-and-exocytosis/
 Active, Passive, and Bulk Cell Transport, RicochetScience (2016)
https://www.youtube.com/watch?v=BGeSDI03aaw
 Alzheimer's disease By Mayo Clinic Staff (2018)
https://www.mayoclinic.org/diseases-conditions/leukemia/symptoms- causes/syc-
20374373#:~:text=Leukemia%20is%20cancer%20of%20the,involves% 20the%20white%20blood
%20cells
 Leukemia By Mayo Clinic Staff (2018) https://www.mayoclinic.org/diseases-
conditions/leukemia/symptoms- causes/syc- 20374373#:~:text=Leukemia%20is%20cancer
%20of%20the,involves% 20the%20white%20blood%20cells
 Errors in cell division by The law of science (2013)
https://www.slideshare.net/thelawofscience/errors-in-cell-division
 Membrane transport by wikipedia.org
https://en.wikipedia.org/wiki/Membrane_transport
Structural components of Cell Membrane by A-LevelBiology (2020)
https://alevelbiology.co.uk/notes/plasma-membrane-structure-and-
functions/
 https://www.khanacademy.org/science/high-school-biology/hs-cells/hs-
the-cell-membrane/a/structure-of-the-plasma-membrane
 Fluid mosaic model of cell membranes, Khan Academy (2015)
https://youtu.be/cP8iQu57dQo
 Curation and Revision. Provided by: Boundless.com. License: CC BY- SA:
Attribution-ShareAlike https://courses.lumenlearning.com/boundless-
biology/chapter/components-and-structure/
 Active transport https://kaiserscience.wordpress.com/biology-the-living-
environment/cells/active-transport-across-cell-membranes/
 Mariana Ruiz Villarreal 27 July 2007 https://en.wikipedia.org/wiki/Endocytosis
 Difference Between Endocytosis and Exocytosis 2017 by Lakna
https://pediaa.com/difference-between-endocytosis-and-exocytosis/
 GENERAL BIOLOGY 1 SPECIALIZED SUBJECT | ACADEMIC – STEM by The Commission on
Higher Education and Philippine Normal University (2016) pp 78-85;
114
 Enzymes review 2020 Khan Academy https://www.khanacademy.org/science/high-school-

biology/hs-energy- and-transport/hs-enzymes/a/hs-enzymes-review
 Enzyme structure and function by wikiversity.org (2020) https://bit.ly/2CgCMCB
 https://www.livescience.com/45145-how-do-enzymes-work.html
 https://www.britannica.com/science/enzyme
 Chapter 5 Microbial Metabolism, Melinda Grant (2018)
https://slideplayer.com/slide/12502012/
 Structural Biochemistry/Enzyme/Cofactors by en.wikibooks.org (2019)
https://en.wikibooks.org/wiki/Structural_Biochemistry/Enzyme/Cofactors
 Oxidation-Reduction Reactions, Christopher Spohrer (UCD), Christina
Breitenbuecher (UCD), Luvleen Brar (UCD) (2020)
https://chem.libretexts.org/Bookshelves/Analytical_Chemistry/Suppleme
ntal_Modules_(Analytical_Chemistry)/Electrochemistry/Redox_Chemistr y/Oxidation-
Reduction_Reactions
 Chapter 8 redox reactions ppt for class 11 CBSE, ritik (2015)
https://www.slideshare.net/deepikajonnes/chapter-8-redox-reactions- ppt-for-class-
11-cbse
 Factors Affecting Enzyme Activity, Charles C. Worthington, Von Worthington,
Andrew Worthington, Ph.D. (2019) http://www.worthington-
biochem.com/introbiochem/factors.html#:~:text=Several%20factors%20 affect%20the
%20rate,of%20any%20inhibitors%20or%20activators.
 https://www.britannica.com/science/enzyme/Factors-affecting-enzyme- activity
 Factors affecting enzyme activity https://www.khanacademy.org/science/high-
school-biology/hs-energy- and-transport/hs-enzymes/a/hs-enzymes-review
 Factors-Affecting-Enzymatic-Activity-Notes-PDF by easybiologyclass.com
https://bit.ly/2W3SFU9
 Factors affecting enzyme activity by www.khanacademy.org https://bit.ly/3iL9XPr
115
(OUTSIDE BACK COVER)

For inquiries or feedback, please write or call:
Department of Education – Division of Cagayan de Oro City Office Address: Fr.
William F. Masterson Ave Upper Balulang
Cagayan de Oro Telephone Nos.: (08822)855-0048
E-mail Address: cagayandeoro.city@deped.gov.ph
116

General Biology For SHS

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

General Biology For SHS

Uploaded by

Copyright:

Available Formats

NOT

Senior High School

General Biology 1- Grade 12

Lesson 4: Cell Types and Cell Modifications

This page is intentionally blank

What This Module is About

9. Explain transport mechanisms in cells (diffusion osmosis, facilitated transport,

Cell Structure and Functions

Cell Types and Cell Modification

Connective Tissue—These tissues are composed of the following:

The Cell Cycle Coloring Worksheet

• Unregulated cell division can lead to cancer.

Disorders and Diseases

What I Have Learned

LESSON 3 PROKARYOTIC VS EUKARYOTIC CELLS What’s New

What I Have Learned

2. Cancer is caused by accumulated damage to genes. Such changes may be due to

6 Transport Mechanisms What I Need to Know

_____3. Which characteristic of a phospholipid contributes to the fluidity of the

• As temperatures cool, membranes switch from a fluid state to a solid state.

Structural Component of the Cell Membrane (Plasma Membrane)

What I Can Do • Performance Activity:

_____3. Cellular Signaling relation to the Plasma Membrane is....

Cellular Signaling/ Recognition’s relation to the Plasma Membrane

Fig. 7.g. Detailed Image of Cell Membrane Structure in a Cell

What’s New • Activity:

_____3. Hydrocarbons dissolve in the lipid bilayer, except for...

The Transport Mechanisms

3. Write your sketch neatly on a long bond paper.

_____7. The primary function of the plasma membrane is ....

Structures and Functions of Biological Molecules

7.1 Transport Mechanisms in Enzymes What I Know

Fig. 8.c. Parts of an Enzyme

______8. Apoenzyme activation occurs upon binding of an organic or inorganic

What do you mean by oxidation and reduction?

What I Have Learned

_____8. True to oxidation-reduction (redox) reaction. Except...

Enzymes catalyze a reaction most rapidly at an optimum pH, near neutral.

Enzyme activity can be affected by a variety of factors, such as 5. __________, 6.

_____3. Lysis of substrate; produce contains double bond. a. Transferases

 Active transport, kaiserscience.wordpress.com,

 Enzymes review 2020 Khan Academy https://www.khanacademy.org/science/high-school-

(OUTSIDE BACK COVER)

You might also like