CH 2

Chapter Resources for Differentiated Instruction
Cell Structure and Function

Lesson Lesson Lesson Lesson
Title Page 1 2 3 4 Level
Get Ready to Read 1 all students
Quick Vocabulary 3 all students
Student Lab Safety Form 5 all students
Launch Lab 8 25 46 66 all students
Content Vocabulary ELL 9 26 47 67 all students
Lesson Outline ELL 10 27 48 68 all students
MiniLab 12 29 50 all students
Content Practice A 13 30 51 70 AL OL BL
Content Practice B 14 31 52 71 AL OL BL
Language Arts Support 32 all students
Math Skills 53 all students
School to Home 15 34 54 72 all students
Key Concept Builders 16 35 55 73 AL OL BL

Enrichment 20 39 59 77 all students
Challenge 21 40 60 78 AL OL BL
Lesson Quiz A 22 43 63 79 AL OL BL
Lesson Quiz B 23 44 64 80 AL OL BL
Inquiry Skill Practice 41 61 all students
Lab A 81–83 AL OL BL
Lab B 84–86 AL OL BL
Lab C 87 AL OL BL
Chapter Key Concepts Builder 88 AL OL BL
Chapter Test A 89–91 AL OL BL
Chapter Test B 92–94 AL OL BL
Chapter Test C 95–97 AL OL BL
Answers (with Lesson Outlines) T2–T19
AL Approaching Level OL On Level BL Beyond Level ELL English-Language Learner

Teacher evaluation will determine which activities to use or modify to meet any ELL student’s proficiency level.
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ISBN: 978-0-07-891453-9
MHID: 0-07-891453-1
Printed in the United States of America.
1 2 3 4 5 6 7 8 9 10 HES 15 14 13 12 11 10
To The Teacher
This book contains reproducible pages that support the Student Edition. Descriptions and frequencies
of these resources are listed in the table that follows.
Appropriate
Title Frequency Overview
For
Get Ready Using the Get Ready to Read anticipation guide
to Read: in the Student Edition? This page matches the
1/Chapter anticipation guide in the Student Edition. Students can all students
What do
you think? complete this at the beginning of a chapter and check
their responses at the end.
Need some options to preteach vocabulary and

help students with vocabulary development ? By
Quick folding the Quick Vocabulary sheet in half, students will
1/Chapter have an easy reference tool. Lesson vocabulary, along all students
Vocabulary
with academic vocabulary, review vocabulary, or
multiple-meaning words, are listed and defined. Students
can add other words that they need to remember as well.
Need a standard lab safety form? Each FastFile

Student Lab includes this form that students can complete prior to
1/Chapter each lab. Students indicate that they understand all all students
Safety Form
aspects of the lab. There is a place for the student and
you to sign it.
Want a lab recording page for Student Edition

Launch Lab 1/Lesson Launch Labs ? Each recording page matches the all students
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Student Edition Launch Labs, so students do not need

to use their textbooks in the lab.
Want to help students who need more vocabulary

Content practice? Content Vocabulary pages provide review and
1/Lesson all students
Vocabulary* reinforcement activities. Use these pages to help
students master content terms.
Want an outline of the chapter for a substitute

teacher, for absent students, or for students to
Lesson use for review ? Lesson outlines follow the head and
1/Lesson subhead structure of the Lesson, emphasizing the major all students
Outline*
content objectives. They can be used in many ways. In
addition to those listed above, they can help you
organize teaching notes and accompany student reading.
Want a lab recording page for Student Edition

MiniLab 1/Lesson MiniLabs ? This recording page matches the Student all students
Edition MiniLab, so students do not need to use their
textbooks in the lab.
AL Approaching Level OL On Level BL Beyond Level * ELL English-Language Learner

Cell Structure and Function iii

Appropriate
For
Need more options for content review? Content
Practice A is designed to help students who have
difficulties learning and understanding the vocabulary
Content and Key Concepts of each lesson:
Practice 1/Lesson
(Leveled) • Form A—helps struggling students grasp lesson AL AL AL
content
• Form B—provides on-level and beyond-level AL OL BL
reinforcement of lesson content
Looking for a way to help students build reading

Language and writing skills in science? Language Arts
Arts 1/Chapter Support pages provide practice using vocabulary, all students
Support language structure clues, and writing skills with science
content.
Want help for students who need to practice

Math Skills 1/Chapter math skills ? This page provides additional practice all students
of the Math Skill in the Student Edition.
Looking for a way to help students with the

School to content ? The School to Home page provides support
1/Lesson all students
Home for a home-learning partner to help a student better
understand the Big Idea of a chapter.
Have students who need more practice with Key

Key Concept Concepts ? Key Concept Builders present the content
4/Lesson in a context different from the Student Edition. These AL AL AL
Builders

pages can be used whenever a student is struggling
with any of the lesson’s Key Concepts.
Looking for ways to help students to broaden their

Enrichment 1/Lesson understanding of lesson concepts ? Use Enrichment all students
pages to further explore information and Key Concepts
introduced in a lesson.
Want to motivate the independent learner ? The

Challenge 1/Lesson Challenge activity extends information in the Student
AL AL BL
Edition and challenges a student’s abilities. The activity
can be completed in class or at home.
Need options to evaluate students after each

lesson? These quizzes are developed around the Key
Lesson Concepts of a lesson:
Quiz 1/Lesson
(Leveled) • Quiz A—provides more guided questions AL
• Quiz B—provides more short-answer and completion AL OL BL
questions

iv Cell Structure and Function

Appropriate
For
Need a lab recording page for the Skill Practice?
This corresponds to the Skill Practice in the Student
Skill Edition. Write-on lines are included for answers. Tables/
1/Chapter all students
Practice charts/graphs are included for recording observations,
or space is provided for drawing tables/charts/graphs.
Students do not need to use their textbooks in the lab.
Want leveled lab recording pages for the Lab in

the Student Edition? These pages provide leveled
versions of the Student Edition Lab. Write-on lines are
included for answers. Tables/charts/graphs are often
included for recording observations, or space is provided
for creating tables/charts/graphs:
Lab • Version A—This version follows the student edition AL AL AL

1/Chapter
(Leveled) lab but each step of the procedure is broken down
sentence by sentence. Included are check-off boxes
that provide easier processing for struggling learners.
• Version B—This version is the student edition lab. AL OL BL
• Version C—This version is designed to be a challenge AL AL BL
for independent learners. Students must complete
version B before doing version C.
Chapter Key Have students who need more practice with Key
Concepts 1/Chapter Concepts related to the Big Idea? This practice AL AL
AL
Builder page is designed to reinforce chapter content for
struggling students before they take the chapter test.
Need options to assess each student according

to his or her abilities ? These leveled chapter tests
accommodate all students:
Chapter • Version A—provides students with more guided AL AL AL

Test 1/Chapter questions
(Leveled) AL AL
• Version B—more short-answer and completion OL
questions
• Version C—challenges students with more difficult AL AL BL
and open-ended questions
Teacher Want all the answers in one place? These pages

Pages contain the answers for all the practice pages.

Cell Structure and Function v

Name Date Class
Get Ready to Read

What Do You Think?
Before you read, decide if you agree or disagree with each of these
statements. On the line before each statement, place an A if you agree or a
D if you disagree. As you read this chapter, see if you change your mind
about any of these statements.
Before You After You

Statements
Read Read
1. Nonliving things have cells.
2. Cells are made mostly of water.
3. Different organisms have cells with different structures.
4. All cells store genetic information in their nuclei.

5. Diffusion and osmosis are the same process.
6. Cells with large surface areas can transport more than

cells with smaller surface areas.
7. ATP is the only form of energy found in cells.
8. Cellular respiration occurs only in lung cells.
What have you learned?

After you read each lesson, return to this worksheet to see if you have
changed your mind about any of the statements related to that lesson. Place
a C after each statement that is correct or an I for those that are incorrect.
Cell Structure and Function 1

Name Date Class
Quick Vocabulary
Lesson 1 Lesson 2
carbohydrate one or more sugar cell membrane protects the inside of
molecules a cell from the environment
cell theory living things are made of cell wall stiff structure outside the cell
one or more cells; the cell is the membrane
smallest unit of life; new cells come
from preexisting cells
chloroplast membrane-bound
organelle that uses light energy and
lipid large macromolecule that does makes food
not dissolve in water
cytoplasm fluid inside a cell that
macromolecule substance that forms contains salts and other molecules
by joining many small molecules
cytoskeleton network of threadlike
nucleic acid macromolecule that proteins inside a cell
forms when a long chain of
nucleotides join together
envelope outer covering
function purpose for which

protein long chain of amino acid
something is used
molecules
nucleus directs all cell activities and
theory explanation based on scientific
contains DNA
knowledge resulting from several
observations and experiments organelle membrane-bound cell
structure with a specialized function

Name Date Class
Quick Vocabulary
Lesson 3 Lesson 4
active transport movement of cellular respiration series of chemical
substances through a cell membrane reactions that convert energy in
using the cell’s energy food molecules into ATP
diffusion movement from an area of fermentation reaction used to obtain

higher concentration to an area of energy from food when oxygen
lower concentration levels are low
endocytosis process during which a glycolysis process by which glucose is

cell takes in a substance by broken down
surrounding it with the cell
membrane
photosynthesis series of reactions
that convert light energy, water, and
exocytosis process during which a CO2 into glucose and give off
cell’s vesicles release their contents oxygen
outside the cell
facilitated diffusion when molecules

pass through a cell membrane using
transport proteins

osmosis diffusion of water molecules
only through a membrane
passive transport movement of

substances through a cell membrane
without using energy
4 Cell Structure and Function

Student Lab/Activity Safety Form
Teacher Approval Initials
Date of Approval
Student Name: Date:
Lab/Activity Title:
• Carefully read the entire lab and answer the following questions.
• Return this completed and signed safety form to your teacher to initial before you
begin the lab/activity.
1. Describe what you will be doing during this lab/activity. Ask your teacher any questions
you might have regarding the lab/activity.
2. Will you be working alone, with a partner, or with a group? (Circle one.)
3. What safety precautions should you take while doing this lab/activity?
4. Write any steps in the procedure, additional safety concerns, or lab safety symbols that
you do not understand.
Student Signature

Lesson 1 | Cells and Life
Student Labs and Activities Page Appropriate For:

Launch Lab 8 all students
Content Vocabulary ELL 9 all students
Lesson Outline ELL 10 all students
MiniLab 12 all students
Content Practice A 13 AL AL AL
Content Practice B 14 AL OL BL
School to Home 15 all students
Key Concept Builders 16 AL AL AL
Enrichment 20 all students
Challenge 21 AL AL BL
Assessment
Lesson Quiz A 22 AL AL AL
Lesson Quiz B 23 AL OL BL
Teacher Support
Answers (with Lesson Outlines) T2


Name Date Class
Launch Lab LESSON 1: 10 minutes
What’s in a cell?
Most plants grow from seeds. A seed began as one cell, but a mature plant can be made up
of millions of cells. How does a seed change and grow into a mature plant?
Procedure
1. Read and complete a lab safety form. 4. Gently remove the small, plantlike
embryo, and weigh it on a balance.
2. Use a toothpick to gently remove the
Record its mass in the Data and
thin outer covering of a bean seed
Observations section below.
that has soaked overnight.
5. Gently pull a bean seedling from
3. Open the seed with a plastic knife,
the soil. Rinse the soil from the roots.
and observe its inside with a
Weigh the seedling, and record the
magnifying lens. Draw the inside of
mass.
the seed below.
Data and Observations

Think About This
1. How did the weight of the embryo and the bean seedling differ?
2. Key Concept If a plant begins as one cell, where do all the cells come from?

Name Date Class
Content Vocabulary LESSON 1
Cells and Life

Directions: In this word search puzzle, find and circle the seven terms listed below. Then write each term on the
line before its definition. NOTE: The terms theory and cell theory appear in different locations in the puzzle.
carbohydrate cell theory lipid macromolecule

nucleic acid protein theory
D N Y R O E H T N J A P E
F H U U Y O T H X M N L J
Q T T C V N X D E B U A P
W Y G Y L B J I S C U R M
O R P U K E N Z E B O P C
B L M L A E I L N T Y C E
A P I Y S J O C E A G T L
E G P A Q M S I A V M C L
J E S F O O N K B C O V T
D O O R Y K Z Q C C I R H
E I C Q C S S I F P M D E
W A P A K E R R I Z A U O
M Z I I G C H N U P W U R
X W K A L B G C Y V R W Y
C A R B O H Y D R A T E G
1. a substance that forms by joining many small molecules

together
2. a large macromolecule that does not dissolve in water
3. a long chain of amino acid molecules
4. one or more sugar molecules
5. a macromolecule that forms when long chains of

nucleotides join
6. an explanation based on scientific knowledge resulting

from many observations and experiments
7. an explanation stating that living things are made of cells,

that the cell is the smallest unit of life, and that all cells
come from preexisting cells

Name Date Class
Lesson Outline LESSON 1
Cells and Life

A. Understanding Cells
1. enable us to see the tiny basic units of all living things.
2. Robert Hooke saw the openings in cork and called
them .
3. Matthias Schleiden and Theodor Schwann realized that plant and animal cells have
features.
4. The cell theory has three parts: All living things are made of
cells. The cell is the smallest unit of
. All new cells come from
cells.
B. Basic Cell Substances
1. form when many small molecules join.
2. The main ingredient of any cell is .
3. The structure of a water molecule makes it ideal for
many other substances.

4. The four types of in cells are nucleic acids, proteins,
lipids, and carbohydrates.
5. Nucleic acids form when long chains of molecules called
join.
6. Nucleic acids are important in cells because they contain
information.
7. The macromolecules that are necessary for nearly everything cells do
are .
8. Proteins are long chains of molecules. Some proteins
help break down in food.
9. A(n) is a large macromolecule that does not dissolve
in water.
10. Macromolecules that do not mix with water play an important role as protective
in cells.

Name Date Class
Lesson Outline continued
11. One sugar molecule, two sugar molecules, or long chains of sugar molecules make
up .
12. Carbohydrates store and provide structural support.
They also are used for between cells.

Name Date Class
MiniLab LESSON 1: 25 minutes
How can you observe DNA?

Nucleic acids are macromolecules that are important in cells because they contain an
organism’s genetic information. In this lab, you will observe one type of nucleic acid, DNA,
in onion root-tip cells using a compound light microscope.
Procedure
1. Read and complete a lab safety form. 4. Determine the approximate number
of cells in your field of view and the
2. Obtain a microscope and a slide
number of cells with visible DNA.
from your teacher. Use care and
Record these numbers in your Science
properly handle your microscope.
Journal.
3. Observe the onion root-tip cells at
the magnifications assigned by your
teacher.
Analyze and Conclude

1. Calculate Using your data, find the percentage of cells with visible DNA that you saw
in your microscope’s field of view.
2. Compare your results with the results of other students. Are all the results the same?

Explain.
3. Create a data table for the entire class that lists individual results.
4. Calculate the total percentage of cells with visible DNA at each magnification.
5. Key Concept Did looking at the cells at different magnifications change the
percentage of cells with visible DNA? Explain.

Name Date Class
Content Practice A LESSON 1
Cells and Life

Directions: Finish each sentence to complete the chart on cell theory.
The Cell Theory
1. Robert Hooke built a(n) 5. Rudolf Virchow proposed that all cells
more than 300 years ago.

.
2. Hooke saw tiny openings in cork and

named them
.
3. Schleiden and Schwann discovered
that all
are made of cells.
4. Schleiden and Schwann used

microscopes to determine that the cell
is the
of life.
Directions: Draw a line to connect each cell substance with its clue.
6. water contain instructions

7. nucleic acids has a positive and negative end
8. proteins sugar is one
9. lipids some help break down nutrients
10. carbohydrates do not mix with water

Name Date Class
Content Practice B LESSON 1
Cells and Life

Directions: Answer each question on the lines provided.
1. Which three scientists long ago helped develop the cell theory?
2. What are the three parts of cell theory?
3. How do macromolecules form?
4. What role does water play in cell survival?

5. What do nucleic acids contain?
6. What role do lipids play in the health of a cell?
7. What role do carbohydrates play in the health of a cell?
8. What do lipids not do?

Name Date Class
School to Home LESSON 1
Cells and Life

Directions: Use your textbook to respond to each statement.
1. List the three parts of the cell theory.
a.
b.
c.
2. Identify and describe the four types of macromolecules in cells by completing the
table below.
Macromolecule Description
Nucleic acids a.
b. long chains of amino acid molecules
Lipids c.
d. long chains of sugar molecules
3. Have your learning partner guess the main ingredient of all cells. Write the correct
response here.
Was your learning partner correct? Explain to your learning partner why this main
ingredient is such an important molecule in cells.

Name Date Class
Key Concept Builder LESSON 1
Cells and Life

Key Concept How did scientists’ understanding of cells develop?
Directions: Add information to each box to complete the essay. Use the prompts to write your paragraphs.
More than 300 years ago, Robert Hooke built a microscope.
1. Explain the contribution of Robert Hooke.
Soon scientists began making more advanced microscopes. They used them to look for cells

in many other places, including in pond water, blood, and other substances.
2. Explain the contributions of Matthias Schleiden and Theodor Schwann.
About 20 years after the discoveries of Schleiden and Schwann, German doctor Rudolf
Virchow suggested that all cells come from preexisting cells. The discoveries of all three
scientists were combined to develop the cell theory.

Name Date Class
Cells and Life

Key Concept How did scientists’ understanding of cells develop?
Directions: Put a check mark on the line before each item that helped scientists develop the cell theory.
1. building the first telescopes
2. building the first microscopes
3. making more advanced microscopes
4. the invention of the electron microscope
5. comparing plant and animal cells
6. discovering protists
Directions: Explain why each statement below is false according to the cell theory.
7. A one-celled organism is not a living thing.

8. The smallest living unit is the atom.
9. Viruses are not cells, but they are alive.
10. Plants do not come from cells; they come from seeds.

Name Date Class
Cells and Life

Key Concept What basic substances make up a cell?
Directions: Use the clues and the terms listed below to complete the puzzle.
carbohydrates cellulose cholesterol DNA energy lipids

macromolecules nucleic acids nucleotides proteins RNA water
1 2 3
8 9
10
11

12
Clues
Across Down
4. large molecules that form when smaller 1. long chains of sugar molecules
molecules join
2. long chains of amino acid molecules
5. provides support in plant cell walls 3. contain genetic material
6. form cell membranes 7. includes instructions that enable cells
8. used to make proteins to grow
10. main ingredient in any cell 9. released through chemical reactions
11. join to form nucleic acids
12. one type of lipid

Name Date Class
Cells and Life

Key Concept What basic substances make up a cell?
Directions: Complete the diagram by writing the functions of each macromolecule after each bullet.
1. Nucleic acids Lipids
Proteins
Carbohydrates
Directions: Answer each question on the lines provided. Use complete sentences.
2. What is a macromolecule?
3. Why are nucleic acids important in cells?
4. What is special about the interaction of lipids and water?

Name Date Class
Enrichment LESSON 1
The Chemistry of Carbohydrates

Carbohydrates are some of the of energy for the body. However,
macromolecules that are essential to cell overconsumption of sucrose can lead to
function. In simple terms, carbohydrates are health problems.
sugars. The table describes some common When several sugars combine, they
carbohydrates. form a polysaccharide. Polysaccharides can
be made of hundreds or even thousands of
Number simple sugars. They can form long chains
Carbohydrates Example
of Sugars called starches. Starches are found in
grains, corn, and potatoes. They are a
Monosaccharide 1 glucose
healthier, longer-lasting source of energy
Disaccharide 2 table sugar for the body than sucrose.
Polysaccharide 3+ starches Cellulose

A tree grows straight and tall partly
Simple Sugars because of cellulose. Cellulose is a
The simplest sugars, monosaccharides, polysaccharide that supports a plant’s cell
are made of only one sugar compound. walls. It adds toughness and strength to a
Glucose is an important monosaccharide. tree’s trunk, branches, roots, and leaves.
It is a product of photosynthesis and helps For this reason, cellulose is often called a
fuel cellular respiration. During cellular structural polysaccharide.
Cellulose is not found in animal cells,

respiration, glucose breaks down into
smaller molecules, releasing the energy but it is widely used by people. Cellulose
that cells need to function. has been used to make paper since about
A.D. 100. Desks, chairs, dressers, tables,
Other Sugars and other wood products made from
The table sugar, or sucrose, that you add trees contain cellulose. Cotton is mainly
to cookies and cakes is a disaccharide. It is cellulose. Materials made from cotton,
made of two sugars—glucose and fructose. such as shirts or sheets, contain cellulose.
Sucrose is easy to digest. It is a quick source
Applying Critical-Thinking Skills

Directions: Answer each question or respond to each statement.
1. Interpret the table. What is the main difference among carbohydrates?

2. Evaluate this sentence: Glucose is the most important carbohydrate on Earth.
3. Compare a cookie and a slice of whole wheat bread in terms of their ability to provide
energy for the body.

Name Date Class
Challenge LESSON 1
Cells and Life

Modeling Macromolecules
You have been asked to help younger students understand the basic substances found in
cells. Your teacher suggests that you create a model that shows the function of each type of
macromolecule in a cell.
• In the space below, identify the four types of macromolecules.
• Explain the function of each type of macromolecule.
• List the materials you would use to represent the function of each type
of macromolecule.
• Sketch your model.
• Label each part of the model. Include captions that explain how your model works.

Name Date Class
Lesson Quiz A LESSON 1
Cells and Life

Multiple Choice
Directions: On the line before each question, write the letter of the correct answer.
1. Which substances are macromolecules?

A. sugars
B. proteins
C. nucleotides
2. Which substance is most common in cells?

A. fat
B. water
C. amino acid
3. Which substance is a lipid?

A. RNA
B. sugar
C. cholesterol
4. What does the cell theory state?

A. that cells come from other cells
B. that cells come only from animals
C. that cells cannot be created or destroyed

Matching
Directions: On the line before each definition, write the letter of the term that matches it correctly. Each term is
used only once.
5. made of amino acids A. carbohydrates
6. made of sugars B. nucleic acids

C. proteins
7. made of nucleotides

Name Date Class
Lesson Quiz B LESSON 1
Cells and Life

Multiple Choice
1. What are the long chains of molecules that make up many substances in cells?
A. lipids
B. amino acids
C. macromolecules
D. simple molecules
2. Which substance makes up 75 percent of the volume of cells?

A. lipids
B. water
C. nucleic acids
D. carbohydrates
3. Which characteristic of lipids makes them useful as protective barriers in cells?

A. They contain starches.
B. They do not dissolve in water.
C. They are not macromolecules.
D. They contain genetic material.
4. Which statement is part of the cell theory?

A. All living things are made of cells.

B. Cells are made of macromolecules.
C. All objects on Earth are made of cells.
D. Cells are composed of carbohydrates and lipids.
Short Answer
Directions: Respond to each statement on the lines provided.
5. Determine the role of amino acids in the formation of proteins.
6. Assess what carbohydrates, such as sugars, do to help produce the body’s energy.
7. Examine nucleic acids, identifying their subunits and their relationship to DNA.

Lesson 2 | The Cell

Language Arts Support 32 all students
Skill Practice 41 all students
Assessment
Teacher Support


Name Date Class
Why do eggs have shells?

Bird eggs have different structures, such as a shell, a membrane, and a yolk. Each structure
has a different function that helps keep the egg safe and assists in development of the baby
bird inside of it.
Procedure
1. Read and complete a lab safety form. 4. Crack open the egg. Pour the contents
into the bowl.
2. Place an uncooked egg in a bowl.
5. Observe the inside of the shell and the
3. Feel the shell, and record your
contents of the bowl. Record your
observations in your Science Journal.
observations in your Science Journal.
Think About This

1. What do you think is the role of the eggshell?
2. Are there any structures in the bowl that have the same function as the eggshell?
Explain.
3. Key Concept What does the structure of the eggshell tell you about its function?

Name Date Class
The Cell
Directions: Use the clues and the terms listed below to complete the puzzle. NOTE: There is no empty square in
the puzzle between the words of two-word terms.
cell membrane cell wall chloroplast cytoplasm

cytoskeleton envelope function nucleus organelle
1 2
3 4

8
Clues
Across Down
4. organelle that contains DNA 1. stiff structure outside the cell membrane
6. a flexible covering that surrounds a cell 2. an outer covering
7. fluid inside the cell that contains salts 3. a network of threadlike proteins within
and other molecules a cell
8. a membrane-surrounded component 5. organelle that conducts photosynthesis

within a cell
9. the action for which something is used

Name Date Class
The Cell
A. Cell Shape and Movement
1. A cell is made of different that work together and keep
a cell alive.
2. The is a flexible covering that protects the inside
of a cell from the environment outside.
3. A cell membrane is mostly made of phospholipids and .
4. A(n) is a stiff structure outside the cell membrane
of some cells.
5. , fungal cells, and some types of bacteria have cell walls.
6. Cell appendages are often used for .
a. Long, tail-like appendages called whip back and forth
and move a cell.
b. are short, hairlike structures that can move a cell or
move molecules away from a cell.
7. Most water in a cell is in the , a fluid that contains salts
and other molecules.
8. The is made of a network of threadlike proteins that

are joined to form a framework inside a cell.
B. Cell Types
1. With advanced microscopes, scientists discovered that all cells can be grouped into
two types—prokaryotic and .
2. The most important feature of a(n) cell is that the
genetic material is not surrounded by a membrane.
3. Plants, , fungi, and protists are made of one or more
eukaryotic cells.
4. Every eukaryotic cell has membrane-surrounded components, called
, which have specialized functions.
C. Cell Organelles
1. The is the part of a eukaryotic cell that directs cell
activities and contains genetic information stored in DNA.
2. Surrounding the nucleus are two membranes that form a structure called the
nuclear .

Name Date Class
3. are made in small structures called ribosomes.

4. Ribosomes can be found in a cell’s or attached to a
weblike organelle called the endoplasmic reticulum.
5. Energy is released during chemical reactions that occur in
the .
6. is the fuel for cellular processes such as growth, cell
division, and material transport.
7. Chloroplasts are membrane-bound organelles that use
energy and make glucose from water and carbon dioxide. This energy drives a
process known as .
8. The Golgi apparatus prepares and packages them into
ball-like structures called .
9. are organelles that help recycle cellular components.
10. Vacuoles are organelles that food, water, and waste
material.

Name Date Class
How do eukaryotic and prokaryotic cells compare?

With the use of better microscopes, scientists discovered that cells can be classified as one
of two types—prokaryotic or eukaryotic.
Procedure
1. Read and complete a lab safety form. of cell structures assigned by your
teacher.
2. Using different craft items, make a
two-dimensional model of a eukaryotic 4. Make each cell structure the correct
cell. shape, as shown in this lesson.
3. In your cell model, include the number 5. Make a label for each cell structure of
your model.

1. Describe the nucleus of your cell.
2. Classify your cell as either a plant cell or an animal cell, and support your
classification with evidence.
3. Key Concept Compare and contrast a prokaryotic cell, as shown in Figure 8 in

your textbook, with your eukaryotic cell model.

Name Date Class
The Cell
Directions: On each line, write the term from the word bank that correctly completes each sentence.
energy processing fluid framework genetic material

glucose harmful organisms movement outside
production proteins protein specific jobs transport substances
waste material
Cell Structure Purpose of Cell Structure
Cell membrane 1. The cell membrane protects the inside of the cell from the environment
the cell.
Cell wall 2. The cell wall protects a cell from attack by .
Cell appendages 3. Cell appendages are often used for .
Cytoplasm 4. Cytoplasm is a(n) inside the cell.
Cytoskeleton 5. The cytoskeleton forms a(n) inside the cell.

Nucleus 6. The nucleus is the part of a eukaryotic cell that directs all cell
activity and contains .
Ribosomes 7. Important molecules made by ribosomes

are .
Endoplasmic 8. An endoplasmic reticulum that has ribosomes attached is a site

reticulum
of .
Mitochondria 9. Mitochondria are the sites of .
Chloroplasts 10. Chloroplasts process light energy, water, and carbon dioxide to
make and release oxygen.
Golgi apparatus 11. The Golgi apparatus prepares proteins for .
Vesicles 12. Vesicles to other areas of a cell.
Vacuoles 13. Vacuoles store food, water, and .

Name Date Class
The Cell
Directions: On each line, write the term that correctly completes each sentence.
Cell Structure Purpose of Cell Structure
Cell membrane 1. The cell membrane protects the inside of the cell from the environment
the cell.
Cell wall 2. The cell wall protects a cell from attack by .
Cell appendages 3. Cell appendages are often used for .
Cytoplasm 4. Cytoplasm is a(n) inside the cell.
Cytoskeleton 5. The cytoskeleton forms a(n) inside the cell.
Nucleus 6. The nucleus is the part of a eukaryotic cell that directs all cell activity and
contains .
Ribosomes 7. Important molecules made by ribosomes are

.
Endoplasmic 8. An endoplasmic reticulum that has ribosomes attached is a site

reticulum
of .
Mitochondria 9. Mitochondria are the sites of .
Chloroplasts 10. Chloroplasts process light energy, water, and carbon dioxide to make
and release oxygen.
Golgi apparatus 11. The Golgi apparatus prepares proteins for .
Vesicles 12. Vesicles to other areas of a cell.
Vacuoles 13. Vacuoles store food, water, and .

Name Date Class
Language Arts Support LESSON 2
Word-Meaning Activity: Sentence Completion

Directions: Study the terms and definitions below. Then circle the term that best completes each sentence.
carbohydrate n. made up of one sugar molecule, two sugar molecules, or a long chain of
sugar molecules
cell membrane n. flexible covering that protects the inside of a cell
chloroplast n. membrane-bound organelles that use light energy and make food
cytoplasm n. fluid inside a cell that contains salts and other molecules
organelle n. membrane-surrounded components that have specialized functions
nucleus n. part of a eukaryotic cell that directs cell activities and contains genetic
information
protein n. long chain of amino acid molecules that is necessary for nearly everything cells do
1. Plant cells, such as algae, contain (chloroplast/cytoplasm), which can make glucose.
2. (Organelles/Carbohydrates) enable cells to carry out different functions at the same time.
3. Bread, pasta, and fruit all contain (carbohydrates/organelles).

4. A (nucleus/cell membrane) protects a cell from its outside environment.
5. Some (proteins/chloroplasts) in saliva help break down nutrients in food.
6. Water is the main ingredient of a cell, and most of the water is in the
(cell membrane/cytoplasm).
7. The number of chromosomes in a (nucleus/protein) varies for different species of

organisms.

Name Date Class
Language Arts Support LESSON 2
Word-Family Activity: Word Chart

A noun is a word that names a person, place, thing, or idea. Examples include Archimedes,
Europe, cylinder, and theory. A verb is a word that is used to describe an action, experience, or
state of being. Examples include compel, anticipate, and was. Sometimes the noun and verb
forms of a word are the same.
Directions: Complete the chart below with the correct word forms. The first word has been completed for you.
Noun Verb
attraction attract
telescope
explain
protection
contain
structure
movement
perform
envelope
transport
reaction

Name Date Class
The Cell
Directions: Use your textbook to answer each question or respond to each statement.
1. Write a clue that could be used to describe each of the following cell structures. Then
share your clues with your learning partner to see whether he or she can guess each
answer. The first clue is provided as an example.
a. Cell membrane: This is a flexible covering that surrounds all types of cells.
b. Cell wall:
c. Nucleus:
d. Ribosomes:

e. Mitochondria:
f. Chloroplasts:
2. Suppose a scientist has found a new type of cell. The scientist notes that the cell has a
membrane, a nucleus, cytoplasm, and ribosomes. Is this new type of cell prokaryotic or
eukaryotic? How do you know?

Name Date Class
The Cell
Key Concept How are prokaryotic cells and eukaryotic cells similar, and how are
they different?
Directions: Complete the paragraphs by choosing terms from the word bank and writing them in the correct
spaces. Terms may be used only once.
bacteria cell parts eukaryotic genetic

membrane membrane-surrounded organelles prokaryotes
protists size specialized unicellular
A defining feature of a prokaryotic cell is that the (1.)
material is not surrounded by a(n) (2.) . Another characteristic
of prokaryotic cells is that they do not have all the (3.)
found in eukaryotic cells. Most prokaryotic cells are one-celled, or
(4.) organisms and are called (5.) .
Another word for prokaryotes is (6.) .

Eukaryotic cells make up plants, animals, fungi, and (7.) .
These organisms are called (8.) . Almost all eukaryotic
cells have genetic material that is contained in a nucleus. Another characteristic of
eukaryotic cells is other (9.) components, called
(10.) , which have (11.)
functions. Another difference between prokaryotic and eukaryotic cells is their
(12.) . Eukaryotic cells are usually larger than prokaryotic cells.

Name Date Class
The Cell
Key Concept How are prokaryotic and eukaryotic cells similar, and how are they different?
Directions: Use the phrases below to complete the diagram. Write what is different about prokaryotic and
eukaryotic cells in the top boxes. Write what is similar about them in the bottom box.
are bacteria do not have many cell parts

have a cell membrane contain membrane surrounded organelles
have a cytoskeleton have genetic material not surrounded by a membrane
have cytoplasm have genetic material surrounded by a membrane
some have a cell wall make up plants, animals, fungi, and protists
1. 4.
2. 5.
3. 6.

Prokaryotic Cells Eukaryotic Cells
7.
8.
9.
10.

Name Date Class
The Cell
Key Concept What do the structures in a cell do?
Directions: Write the correct organelle or cell structure on the lines provided.
Common to plant cells:

1. What is a stiff structure outside the cell membrane?
2. In which organelle does photosynthesis take place?
3. Which organelles store food, water, and waste material?
Common to plant and animal cells:

4. What is a flexible barrier that protects the inside of a cell?
5. What are short, hairlike structures that help move a cell?
6. What is the fluid that fills the inside of the cell?
7. What gives framework to a cell and helps it move?

Common to all eukaryotic cells (plants, animals, fungi, and protists):

8. Which organelle contains genetic information and controls the cell?
9. In which organelle are proteins made?
10. What removes harmful substances for a cell?
11. Which organelle releases energy in a cell?
12. Which organelle prepares proteins for specific jobs?
13. Which organelle carries substances to other parts of a cell?
14. Which vacuole-like structures break down and recycle cell parts?

Name Date Class
The Cell
Key Concept What do the structures in a cell do?
Directions: Work with a partner to describe the structure and function of each organelle. Add as much
information as possible for each structure.
Nucleus Rough endoplasmic reticulum
Mitochondrion Chloroplast

Name Date Class
Enrichment LESSON 2
From Simple to Complex: The Symbiotic Theory

Scientists theorize that the earliest life- way that future generations of the host also
forms on Earth were simple prokaryotes. contained this aerobic bacteria.
Recall that prokaryotes are unicellular The aerobic bacterium survived using
organisms. Prokaryotes include bacteria nutrients taken in by the host bacterium.
and archaea. In return, it began to perform certain
Eukaryotes evolved nearly 2 billion functions for the host cell, such as using
years after the first prokaryotes. As you oxygen for cell metabolism. Eventually,
have learned, eukaryotes include plants, neither the host nor the aerobic bacterium
animals, fungi, and protists. Scientists could function on its own. Aerobic bacteria
theorize that eukaryotes evolved from evolved into the mitochondria found in
prokaryotes. The question is, how? eukaryotic cells. In plants, a similar process
occurred between a host bacterium
Symbiosis and a photosynthetic bacterium; the
Symbiosis is a close, natural relationship photosynthetic bacteria eventually evolved
between two living things. A colony of into chloroplasts. Eukaryotic organisms
ants, for example, might build a nest in evolved from these early symbiotic cells.
the branches of a tree. They get food and
shelter from the tree. In return, they Support for the Theory
protect the tree from parasites and Margulis’s theory was largely dismissed
predators. The ants and the tree have at first. In recent years, however, scientists
a symbiotic relationship. have found that the DNA of mitochondria
In 1981, biologist Lynn Margulis resembles the DNA of bacteria, rather

published a theory explaining how than the DNA found in the nucleus of
symbiosis might account for the evolution eukaryotic cells. In addition, the innermost
of eukaryotes. According to Margulis’s membrane that surrounds a mitochondrion
theory, a host bacterium was ingested or is similar to the membrane found in a
invaded by an aerobic (oxygen-using) prokaryotic cell. These and other factors
bacterium. The host reproduced in such a have lent support to the symbiotic theory.

Directions: Respond to each statement.
1. Identify one symbiotic relationship between you and another organism.

2. Relate what evidence indicates that mitochondria might have had a prokaryotic
ancestor.
3. Summarize the process by which eukaryotic cells might have evolved.

Name Date Class
Challenge LESSON 2
Organelles in Familiar Terms

Use analogies to compare cell organelles to familiar objects or events. An analogy is a
comparison that shows similarities between two seemingly different things. For example,
you could say that a cell is like a football team because all its parts work together for a
common goal.
• Begin by sketching a plant cell in the space below.
• Sketch and label these cell organelles in your diagram.
chloroplast Golgi apparatus mitochondrion nucleus

ribosome vacuole vesicle
• Write an analogy next to each cell organelle. Include the word because in each
analogy. Compare the characteristics or the functions of cell organelles to familiar
objects or events.

Name Date Class
Skill Practice Compare and Contrast LESSON 2: 45 minutes
How are plant cells and animal cells similar

and how are they different?
A light microscope enables you to observe many of the structures in an object’s individual
cells. Increasing the magnification causes you to see a smaller portion of the object, but lets
you see the object in more detail. As you see more details, you can compare and
contrast different cell types. How are they alike? How are they different?
Learn It
If you were to compare and contrast a maple tree and a cat, you would find them more
unlike each other than alike. Are their cells different, too?
Materials
microscope dropper microscope slide and coverslip
Elodea plant forceps prepared slide of human cheek cells
tap water
Safety
Try It
1. Read and complete a lab safety form.
2. Using forceps, make a wet-mount slide of a young leaf from the tip of an Elodea plant.
3. Use a microscope to observe the leaf on low power. Focus on the top layer of cells.
4. Switch to high power and focus on one cell. The large organelle in the center of the cell is
the central vacuole. Moving around the central vacuole are green, disklike objects called
chloroplasts. Try to find the nucleus. It looks like a clear ball.
5. Draw a diagram of the Elodea cell. Label the cell wall, central vacuole, chloroplasts,
cytoplasm, and nucleus. Return to low power and remove the slide. Properly dispose
of the slide.

Name Date Class
Skill Practice continued
6. Observe the prepared slide of cheek cells under low power.

7. Switch to high power and focus on one cell. Draw a diagram of one cheek cell. Label
the cell membrane, cytoplasm, and nucleus. Return to low power and remove the slide.
Apply It
8. Based on your diagrams, how do the shapes of the Elodea cell and cheek cell compare?

9. Key Concept Compare and contrast the cell structures in your two diagrams.
Which structures did you observe in both cells? Which structures did you observe
in only one of the cells?

Name Date Class
The Cell
Multiple Choice
1. Which function describes what a vacuole does?

A. releases energy from food
B. stores food, water, and wastes
C. packages proteins into vesicles
2. Which function describes what a mitochondrion does?

A. releases energy from food
B. makes food using sunlight
C. stores food, water, and wastes
3. Which object is an example of a prokaryotic cell?

A. a plant cell
B. a bacterium
C. an animal cell
Matching
used only once.
Matching Set 1
4. makes proteins in the cytoplasm A. chloroplast
5. directs all cell activity B. nucleus
6. uses light energy to make food in plants C. ribosome
Matching Set 2
7. cell structures with specific functions D. eukaryotic
8. fluid inside a cell E. organelles

F. cytoplasm
9. cell with genetic material surrounded by a
membrane

Name Date Class
The Cell
Completion
1. Balloonlike structures called store food, water, and wastes

in cells.
2. Chemical reactions that take place in release energy to
carry out cell processes.
3. A common name for prokaryotic cells is .
4. Cell organelles called make proteins.
5. A cell’s activities are directed by its .
6. Plant-cell parts that use sunlight to make food are called .
7. The fluid inside cells that contains salts and other molecules is .
Short Answer
8. Contrast prokaryotic cells and eukaryotic cells. Give two differences.

9. Distinguish between the structure and function of two similar organelles—the rough
endoplasmic reticulum and the smooth endoplasmic reticulum.

Lesson 3 | Moving Cellular Material

Math Skills 53 all students
Skill Practice 61 all students
Assessment
Teacher Support


Name Date Class
What does the cell membrane do?

All cells have a membrane around the outside of the cell. The cell membrane separates the
inside of a cell from the environment outside a cell. What else might a cell membrane do?
Procedure
1. Read and complete a lab safety form. 3. Pour a small amount of birdseed on
top of the wire mesh. Record your
2. Place a square of wire mesh on top of
observations below.
a beaker.

Think About This
1. What part of a cell does the wire mesh represent?
2. What happened when you poured birdseed on the wire mesh?
3. Key Concept How do you think the cell membrane affects materials that enter
and leave a cell?

Name Date Class
Moving Cellular Material

Directions: Write the correct term in the boxes to the right of each definition. Then use the letters in the
numbered boxes to spell a seventh term.
active transport diffusion endocytosis exocytosis

facilitated diffusion osmosis passive transport
1. occurs with the help of transport

proteins 1 3
2. movement through a cell’s membrane

without using the cell’s energy 10
3. movement through a cell’s membrane

that requires energy 5
4. when a vesicle releases its contents

outside of a cell
8 6
5. movement of substances from higher

to lower concentration 11 2
6. diffusion of water molecules

4
7. is the process during which a cell takes in a substance by surrounding it with the cell
membrane.

Name Date Class

A. Passive Transport
1. A cell membrane is , which means that it allows only
certain substances to enter or leave a cell.
2. Passive transport is the movement of substances through a cell membrane without
using the cell’s .
B. Diffusion
1. Diffusion is the movement of substances from an area of
concentration to an area of
concentration.
2. Usually diffusion continues through a membrane until the
of a substance is the same on both sides of the
membrane.
C. Osmosis—The Diffusion of Water
1. Osmosis is the diffusion of molecules only through a
membrane.
2. If the concentration of water in the air surrounding a plant is less than the

concentration of water inside the plant’s vacuoles, water will diffuse into the
until the concentrations of water are equal.
3. Facilitated diffusion allows molecules to pass through a cell membrane using
proteins.
a. Carrier proteins carry through the cell membrane.
b. proteins allow ions to pass through the cell
membrane.
D. Active Transport
1. Active transport uses the cell’s to move substances
through a cell membrane.
2. Active transport moves substances from areas of
concentration to areas of concentration.

Name Date Class
3. A cell uses to take in a substance by surrounding it

with the cell membrane.
4. A cell’s vesicles release their contents outside the cell
during .
E. Cell Size and Transport
1. For a cell to survive, its surface area must be large compared to
its .
2. As a cell , its volume increases faster than its surface area.

Name Date Class
How is a balloon like a cell membrane?

Substances within a cell are constantly in motion. How can a balloon act like a cell
membrane?
Procedure
1. Read and complete a lab safety form. 3. Use your senses to identify which
substance is in each of the numbered
2. Make a three-column table in your
balloons.
Science Journal to record your data.
Label the first column Balloon Number, 4. Record what you think each substance is.
the second column Substance, and the
5. Record the evidence supporting your
third column Supporting Evidence.
choice.

1. List the senses that were most useful in identifying the substances.
2. Infer if you could identify the substances if you were blindfolded. If so, how?

3. Describe how the substances moved and explain why they moved this way.
4. Key Concept Explain how a balloon is like a cell membrane in terms of the
movement of substances.

Name Date Class

Directions: Complete each definition. Then use the terms below to complete the chart.
carrier proteins channel proteins diffusion endocytosis

exocytosis facilitated diffusion osmosis
Passive transport is
1.
2. 3. 4.
Active transport is
5.
6. 7.

Name Date Class

Directions: List a fact or term next to each bullet to complete the chart.
Information to Find Answers
1. What passes through a cell using •

passive transport?
•
2. What are three types of passive •

transport?
•
3. How do substances move in passive •

transport?
4. What is the diffusion of water •

molecules only?
5. What is used in facilitated diffusion to •

assist the transport of sugar and
sodium molecules?
6. What is only used in active transport? •
7. How do substances move in active •

transport?
8. Which proteins are used in active and •

passive transport?
9. What does a cell do to a substance in •

endocytosis?
10. What does a cell use to eliminate a •

substance that is too large to leave by
diffusion?
11. Which structures join with the cell’s •

membrane during exocytosis?

Name Date Class
Math Skills LESSON 3
Use Ratios
The area of a rectangle is the length times the width, or A = l × w. The surface area of a
rectangular solid is the sum of the areas of the six surfaces. The volume of this solid is the
product of the length, width, and height, or V = l × w × h. The ratio of surface area to
volume compares the amount of surface area on a three-dimensional solid to the volume
of the solid. This ratio may be expressed as A/V or A:V.
A rectangular solid measures 10 cm wide, 5 cm long, and 2 cm tall. What is
the ratio of surface area to volume?
Step 1 Calculate the surface area. Add the areas of the six surfaces.
(10 + 5) + (10 × 5) + (5 × 2) + (5 × 2) + (2 × 10) + (2 × 10) = 160 cm2
Step 2 Calculate the volume.
10 × 5 × 2 = 100 cm3
Step 3 Write the ratio. Divide by the greatest common factor to simplify.
A:V = 160:100
160 ÷ 20 = 8 and 100 ÷ 20 = 5
A/V = 8:5
Practice
1. A rectangular solid has a surface area of 3. A rectangular solid measures 5 cm long
22 cm2 and a volume of 6 cm3. What by 3 cm wide by 1 cm high. What is
is the surface-area-to-volume ratio? the surface-area-to-volume ratio?
2. A rectangular solid has a surface area of 4. A rectangular solid measures 8 cm long

2 3
52 cm and a volume of 24 cm . What by 2 cm wide by 2 cm high. What is
is the surface-area-to-volume ratio? the surface-area-to-volume ratio?

Name Date Class

Directions: Use your textbook to respond to each statement.
1. Use the terms below to fill in the concept map about the movement of materials into
and out of cells.
diffusion endocytosis exocytosis facilitated diffusion osmosis
Materials move in
and out of cells in
processes that
do not use the cell’s

energy use the cell’s energy

a. c. d. e.
b.
2. With your learning partner, fill a clear drinking glass with water. Set the water on a
table. Then carefully add 1 drop of food coloring to the water. Do not mix or stir
the water. Observe the water for 5 minutes while the dye diffuses. Record your
observations here.

Name Date Class
Key Concepts Builder LESSON 3

Key Concept How do materials enter and leave cells?
Directions: Write a short description of how each transport system works. Under each description, add a simple
diagram that shows how the process occurs in a cell. Include arrows.
Passive Transport
Diffusion Osmosis Facilitated Diffusion

Description: Description: Description:
Diagram: Diagram: Diagram:

Active Transport
Endocytosis Exocytosis
Description: Description:
Diagram: Diagram:

Name Date Class

Directions: On each line, write the term from the word bank that correctly completes each sentence. Each term is
used only once.
1. the movement of substances from an area of A. semipermeable

higher concentration to an area of lower
B. passive transport
concentration
C. diffusion
2. transport proteins that carry large molecules, such
as sugar molecules, through a cell membrane
D. equilibrium
E. osmosis
3. the state a substance is in when the
concentration of the substance is the same on F. facilitated diffusion
both sides of a cell membrane G. transport proteins
4. when a cell takes in a substance by surrounding H. carrier proteins
it with the cell membrane
I. channel proteins
5. the diffusion of water molecules only J. active transport
6. when molecules pass through a cell membrane K. endocytosis
using special proteins
L. exocytosis

7. transport proteins that form pores through a cell
membrane
8. the movement of substances through a cell

membrane by using the cell’s energy
9. proteins that assist with the transport of

molecules through a cell membrane
10. when a cell’s vesicles release their contents

outside the cell
11. what a cell membrane is because it allows only

certain substances to enter or leave a cell

membrane without using the cell’s energy

Name Date Class

Directions: Answer each question on the lines provided. Use complete sentences.
1. What is active transport?
2. What is endocytosis?
3. What is exocytosis?
4. How does a cell use endocytosis to form a vesicle?
5. How does a cell use exocytosis to release the contents of a vesicle outside the cell?
6. What role does cellular energy play in active transport?

Name Date Class

Key Concept How does cell size affect the transport of materials?
Relationship Between Surface Area and Volume

Surface Area 6 24 54
Volume 1 8 27
Ratio of Surface Area to Volume 6 to 1 3 to 1 2 to 1
Directions: The table above shows the surface area and volume of sample objects. Use the table to help answer
each question. Use complete sentences.
1. What happens to the volume of an object as its surface area increases?
2. What is the changing relationship between volume and surface area as an object
gets bigger?

3. What problem would unlimited cell growth pose for a cell?
4. Why can a cell not survive under conditions of unlimited growth?

Name Date Class
Enrichment LESSON 3
Understanding Alzheimer’s Disease

Imagine slowly losing your most have several functions, one of which is to
precious memories. You can barely help transport materials inside cells.
remember how to do the simplest task, let Scientists are studying several proteins in
alone recognize the face of a loved one. nerve cells, including the amyloid
This devastating scenario is common for precursor protein (APP). The exact role of
the nearly 5 million Americans afflicted APP is unclear, but it appears to be crucial
with Alzheimer’s disease. This progressive in transporting materials and information
brain disease attacks nerve cells in the from the nerve cell to the axons. In
brain, usually in older people. It affects a patients with Alzheimer’s disease, this cell
person’s memory, thinking patterns, and transport system breaks down. As a result,
behavior. In the United States, Alzheimer’s the cell sends out signals that eventually
is the sixth leading cause of death. lead to its death.
Currently, there is no cure.
Working Toward a Cure
Cell Transport and Alzheimer’s Disease Scientists are working to understand how
Scientists have made great strides in this transport breakdown occurs. They have
understanding Alzheimer’s disease. They discovered an enzyme that splits APP into
now know that certain genes have a role two parts, one of which is called beta
in the disease. Recently, they also amyloid. When this split occurs in a certain
discovered that Alzheimer’s might be way, beta amyloid forms the plaques, or
linked to problems associated with cell deposits of protein, found in and around the
transport. Nerve cells have axons that can nerve cells of Alzheimer’s patients. By
extend several feet from the main body of regulating the production of beta amyloid,
the cell, which makes transport an scientists hope to prevent the formation of
important issue. plaques and halt the death of nerve cells in
As you have learned, proteins are one the brain. The challenge, however, lies in
type of macromolecule in cells. Proteins keeping all the other functions of APP intact.

Directions: Answer each question or respond to each statement.
1. Infer what it means when a disease is called progressive.

2. Identify the challenges that scientists face in their search for a cure for
Alzheimer’s disease.
3. Evaluate the information in the article. What does it imply about the importance
of cell transport?

Name Date Class
Challenge LESSON 3
Observing Cell Transport

Using simple materials you have in your home, devise an experiment that will allow you
to observe cell transport. Develop a specific question that your experiment will answer. Be
sure to list materials that you use and develop the appropriate steps when you conduct your
experiment. Which safety precautions should you consider while you plan and perform
your experiment?
Prepare a report detailing your question, experimental plans, and procedures, data, and
results, as well as your conclusions.

Name Date Class
Skill Practice Analyze and Conclude LESSON 3: 30 minutes
How does an object’s size affect the transport

of materials?
Nutrients, oxygen, and other materials enter and leave a cell through the cell membrane.
Does the size of a cell affect the transport of these materials throughout the cell? In this lab,
you will analyze and conclude how the size of a cube of egg white affects material
transport.
Learn It
To analyze how an object’s size affects material transport, you will need to calculate each
object’s surface-area-to-volume ratio. The following formulas are used to calculate surface
area and volume of a cube.
surface area (mm2) = (length of 1 side)2 × 6
volume (mm3) = (length of 1 side)3
To calculate the ratio of surface area to volume, divide surface area by volume.
Materials
hard-cooked eggs 250-mL beaker plastic knife blue food coloring
metric ruler plastic spoon paper towels
Safety
Try It
2. Measure and cut one large cube of egg white that is 20 mm on each side. Then,
measure and cut one small cube of egg white that is 10 mm on each side.
3. Place 100 mL of water in a plastic cup. Add 10 drops of food coloring. Gently add the
egg-white cubes and soak overnight.
4. Remove the cubes from the cup with a plastic spoon and place them on a paper towel.
Cut each cube in half.
5. Examine the inside surface of each cube. Measure and record in millimeters how deep the
blue food coloring penetrated into each cube.
Large cube:
Small cube:

Name Date Class
Skill Practice continued
Apply It
6. How does the depth of the color compare on the two cubes?
7. Calculate the surface area, the volume, and the surface-area-to volume ratio of each
cube. How do the surface-area-to-volume ratios of the two cubes compare?
8. Key Concept Would a cell with a small surface-area-to-volume ratio be able to

transport nutrients and waste through the cell as efficiently as a cell with a large
surface-area-to-volume ratio?

Name Date Class

Multiple Choice
1. Which function diffuses water molecules?

A. osmosis
B. endocytosis
C. passive transport
2. Which function moves substances from a lower concentration to a higher
concentration?
A. osmosis
B. diffusion
C. active transport
3. What happens as a cell gets bigger?

A. Its volume decreases.
B. Its surface area increases.
C. Its need for nutrients decreases.
Matching
used only once.
4. when a cell takes in a substance by A. active

surrounding it with its cell membrane
B. passive
5. when a cell eliminates large substances by C. endocytosis
releasing them from vesicles into the area
outside the cell
D. exocytosis
E. size
6. requiring energy
7. limited by the ratio of its surface area to its

volume
8. an example is facilitated diffusion

Name Date Class

Completion
1. The diffusion of water molecules is called .

2. During active transport, materials move from an area of
concentration to an area of concentration.
3. A cell’s size is limited by its ratio.
4. is when a cell takes in substances by engulfing them with
its cell membrane.
5. The process of occurs when a cell’s vesicles release their
contents outside the cell.
Short Answer
6. Compare and contrast active transport and passive transport.

7. Relate the reason why a large cell is less able to move nutrients and wastes than
a small cell.
8. Distinguish between the two kinds of proteins involved in facilitated diffusion.

Lesson 4 | Cells and Energy

Lab A 81 AL AL AL
Lab B 84 AL OL BL
Lab C 87 AL AL BL
Chapter Key Concepts Builder 88 AL AL AL
Assessment
Chapter Test A 89 AL AL AL
Chapter Test B 92 AL OL AL
Chapter Test C 95 AL AL BL
Teacher Support


Name Date Class
What do you exhale?

Does the air you breathe in differ from the air you breathe out?
Procedure
1. Read and complete a lab safety form. 3. In your Science Journal, record any
changes in the solution.
2. Unwrap a straw. Use the straw to
slowly blow into a small cup of
bromthymol blue. Do not splash the
liquid out of the cup.
Think About This

1. What changes did you observe in the solution?
2. What do you think caused the changes in the solution?

3. Key Concept Why do you think the air you inhale differ from the air you
exhale?

Name Date Class
Cells and Energy

Directions: In this word search puzzle, find and circle the four terms listed below. Then write each term on the
line before its definition.
cellular respiration fermentation glycolysis photosynthesis
F H G L X R L X P O B J K A L F C M X
E R R S P A Y I K M U Y G I Q Y B P Q
R C Y F K Q N I Y S N S V F V Y D H N
M A R W W G K U B E J S W C R A O O L
E G Y U L I C W W T J T E Z J S O T C
N V L X F D B W Q Y S B Z K V E J O L
T E E Y C X H V S B V H E K X Z O S F
A J F X C W U D N I N Z P Z O E C Y I
T D H U W O A V A G C H F P V A J N E
I N A F M I L Z K Z F F B A H U F T G
O Q G O R B S Y P A V F B B K N I H C
N O I T A R I P S E R R A L U L L E C
K Q O E P G K V G I Y S O L U S I S B
V Z A Y U P P E Q B S J I E V B T I O
U Q E S H W E U D K Y R G W N G M S Y
1. Cells use oxygen in this process to convert food energy

into ATP.
2. This is a reaction used by cells to obtain energy from food

when oxygen levels are low.
3. This process breaks apart glucose.
4. This process converts light energy into glucose and

releases oxygen.

Name Date Class
Cells and Energy

A. Cellular Respiration
1. All things need energy to survive.
2. is a series of chemical reactions that convert the energy
in food molecules into a usable form of energy called ATP.
3. The first step of cellular respiration, called glycolysis, occurs in the
of all cells.
4. During glycolysis , a sugar, is broken into smaller
molecules.
5. The second step of cellular respiration occurs in the of
eukaryotic cells. This step requires .
6. During the second step of cellular respiration, the smaller molecules made during
are broken down. Large amounts of usable energy,
called , are produced.
7. and carbon dioxide (CO2) are two waste products that
are given off during the second step of cellular respiration.

B. Fermentation
1. Eukaryotic and prokaryotic cells use fermentation to obtain energy from food when
levels are low.
2. Fermentation occurs in a cell’s .
3. Lactic-acid fermentation converts into ATP and a waste
product called lactic acid.
4. Some types of bacteria and yeasts make ATP during
fermentation. This process produces and CO2.
C. Photosynthesis
1. Plants and some unicellular organisms obtain energy
from .
2. Photosynthesis is a series of chemical reactions that convert light energy, water, and
CO2 into and .
3. In plants, light energy is absorbed by such as
chlorophyll.

Name Date Class
4. The chemical reactions of photosynthesis occur in , the

organelles in plant cells that convert light energy into food.
5. Photosynthesis uses CO2 that is released during to
make food energy and release oxygen.
6. When an organism eats plant material, it takes in
energy. An organism’s cells use released during
photosynthesis.

Name Date Class
Cells and Energy

Directions: Put the following steps in the correct order from 1 to 7. Then add the information to the flowchart to
show the steps in cellular respiration.
Chemical reactions occur in the cell’s cytoplasm.
Small molecules enter mitochondria.
Carbon dioxide is released from the cell.
Water is released from the cell.
Small amounts of ATP are released.
Sugar molecules enter a cell.
Large amounts of ATP are produced.
1.
2.

7.
3.
6.
4.
5.

Name Date Class
Cells and Energy

Directions: Work with a partner. Take turns quizzing each other by reading the questions aloud. Use the
textbook to research answers that you are unsure about.
1. What does cellular respiration convert?
2. In which organelle does respiration take place?
3. What happens during glycolysis?
4. What three things are produced during the second step of respiration?
5. How does the process of fermentation differ from the process of respiration?
6. Where can the process of lactic-acid fermentation be found?

7. What do human and animal cells obtain through lactic-acid fermentation during
exercise?
8. What does alcohol fermentation produce?
9. What do plant cells use to produce glucose and oxygen?
10. What is reflected by a plant to give it a green color?
11. What does an animal take in when it eats a plant?
12. Which molecules are involved in photosynthesis and respiration?

Name Date Class
Cells and Energy

Directions: Use your textbook to answer each question or respond to each statement.
1. What is cellular respiration?
2. In which two parts of the cell does cellular respiration occur?
3. How is fermentation similar to cellular respiration?
4. How is fermentation different from cellular respiration?

5. What is photosynthesis?
6. Identify the following chemical reactions:

a. 6CO2 + 6H2O → C6H12O6 + 6O2
b. C6H12O6 → ATP (energy) + lactic acid
c. C6H12O6 → 6O2 + 6H2O + ATP (energy)
d. C6H12O6 → ATP (energy) + CO2 + alcohol

Name Date Class
Cells and Energy

Key Concept How does a cell obtain energy?
Directions: Label this diagram by writing the correct term from the word bank on each line. Some terms may be
used more than once.
carbon dioxide light energy oxygen

reactions in chloroplasts reactions in cytoplasm reactions in mitochondria
water
Cellular Respiration in Plant and Animal Cells
3. ______________
1. _______________ 2. _______________
______________
_______________ _______________
Glucose is broken down Smaller molecules are
processed releasing 4. ______________
into smaller molecules.
energy. ______________
Photosynthesis in Plant Cells
5. ______________
______________
7. _______________
_______________ 8. ______________
6. ______________
Light, energy, water, and ______________
______________
carbon dioxide react to
produce glucose (stored
energy).

Name Date Class
Cells and Energy

Directions: Complete the chart to explain the process of cellular respiration.
Step 1 Explain the process of glycolysis and tell Create a diagram showing where glycolysis
where it occurs. occurs.
Step 2 Explain the production of ATP in Create a diagram of a mitochondrion showing

mitochondria and identify which molecule is what occurs in Step 2.
required for the process.

Alternate Step—Fermentation Explain what Create a diagram comparing the two types of
fermentation is and compare the type of fermentation.
fermentation used by humans to obtain energy
with the type used by some kinds of bacteria.

Name Date Class
Cells and Energy

Key Concept How do some cells make food molecules?
Directions: On each line write the correct term from the word bank.
carbon dioxide glucose light energy oxygen water
Sun
1.
Chloroplast
2. and 3.
Mitochondrion ATP (energy)
4. and 5.
Directions: Circle the term in parentheses that correctly completes each sentence.
6. In photosynthesis, light energy is absorbed by (water/chlorophyll) and

other pigments.
7. The chemical reactions of photosynthesis occur in organelles called
(chloroplasts/mitochondrion).
8. In photosynthesis, light energy, water, and (carbon dioxide/oxygen) are used
to make sugars.
9. Photosynthesis also produces (oxygen/carbon dioxide) that is released into
the atmosphere.

Name Date Class
Cells and Energy

Directions: Use the diagram to complete the chart below. Write five questions for cellular respiration and five
questions for photosynthesis. Then trade with a partner and answer your partner’s questions.
Light Photosynthesis
Energy
Carbon Sugar Oxygen

Dioxide
Water
Vapor Respiration
Energy
Released

Photosynthesis and Cellular Respiration
Question Answer
Example: What is needed for respiration? Sugar and oxygen are needed for respiration.
1.
2.
3.
4.
5.

Name Date Class
Enrichment LESSON 4
Photosynthesis Takes on World Hunger

Hunger affects millions of people Red algae, however, contain a more
worldwide. Scientists are working hard efficient form of rubisco. Scientists theorize
to find solutions to this problem. A promising that they can increase crop yields by
solution might be found in one of the most replacing the enzyme currently found in
common processes on Earth—photosynthesis. grains and other crops with the more efficient
During photosynthesis, plants and form of rubisco. Or they might be able to
certain algae use sunlight, carbon dioxide, alter the rubisco in crops so it resembles the
and water to make sugar-rich food. more efficient form of the enzyme.
Photosynthesis releases oxygen into the
atmosphere; the oxygen is used by living Mixed Reviews
things during cellular respiration. Scientists are divided about whether
Photosynthesis is clearly crucial to life these theories hold true promise. Some
functions. However, it is not an efficient scientists state that studies thus far have not
process. At best, plants store only about 1 proved the connection between increasing
percent of the energy they receive from the the efficiency of photosynthesis and
Sun. By improving the efficiency of increasing crop yields. Other scientists insist
photosynthesis, scientists hope to increase that making photosynthesis more efficient
crop yields. leads to marked increases in crop yields—as
much as 12 percent in a two-year period.
Switching Enzymes As the debate over rubisco continues,
Enzymes are proteins that break larger scientists are exploring other methods of
molecules into smaller molecules. The improving the efficiency of photosynthesis.

rubisco enzyme is the most abundant For example, photosynthetic efficiency
protein on Earth. In photosynthesizing might be increased by forcing large
organisms, the rubisco enzyme helps take amounts of carbon dioxide into a plant’s
in carbon dioxide and convert it into cells, a process know as supercharging.
sugars and other compounds. It is also slow Using these and other techniques, scientists
and inefficient. hope to substantially reduce world hunger.

Directions: Answer each question.
1. Apply Assume that scientists are successful in putting the more efficient form of
rubisco into common crops. Could you assume that such crops would produce higher
yields when they are grown in fields? Why or why not?
2. Judge Some scientists do not see any promise in increasing the efficiency of
photosynthesis, but other scientists do. How could you decide which argument to support?
3. Weigh What possible disadvantages might be associated with increasing the efficiency
of photosynthesis?

Name Date Class
Challenge LESSON 4
Cellular Respiration and Photosynthesis

Directions: Complete the table to compare cellular respiration and photosynthesis. Use the information in the
completed table to write a poem that compares cellular respiration and photosynthesis.
Comparison of Cellular Respiration and Photosynthesis
Cellular Respiration Photosynthesis

Where It Occurs 1. 2.
Reactants 3. 4.
Products 5. 6.

Chemical Equation 7. 8.

Name Date Class
Cells and Energy

True or False
Directions: On the line before each statement, write T if the statement is true or F if the statement is false.
1. Photosynthesis occurs in the mitochondria of plants.
2. A process by which glucose is broken down into smaller molecules is called

glycolysis.
3. A term for the chemical reactions that convert the energy in food into energy
the cell can use is cellular respiration.
4. Cells can get energy from food when they cannot get oxygen through
photosynthesis.
Multiple Choice
5. Where in the cell does glycolysis occur?

A. nucleus
B. cytoplasm
C. chloroplast
6. Which item is produced by lactic-acid fermentation?

A. yeast
B. plants
C. cheese
7. What does the part of cellular respiration that happens in the mitochondria
require?
A. water
B. oxygen
C. lactic acid
8. Which process do plants use to make food by using light?

A. glycolysis
B. respiration
C. photosynthesis

Name Date Class
Cells and Energy

Completion
1. The organelles in plants that convert light energy to food during photosynthesis
are .
2. A process that breaks down glucose into smaller molecules and produces ATP is
called .
3. A series of chemical reactions that converts the energy in food into ATP is
called .
4. Cheese, yogurt, and sour cream are made when bacteria carry out lactic
acid .
5. Glycolysis occurs in the of a cell.
6. When yeasts in bread dough carry out fermentation, they
produce the carbon dioxide that causes dough to rise.
7. The second step in cellular respiration occurs in a cell’s .
Short Answer

Directions: Respond to the statement on the lines provided.
8. Describe how photosynthesis and cellular respiration are related.

Name Date Class
Lab A 50 minutes
Photosynthesis and Light

You might think of photosynthesis as a process of give and take. Plant cells take in water
and carbon dioxide and, powered by light energy, make their own food. Plants give off
oxygen as a waste product during photosynthesis. Can you determine how the intensity of
light affects the rate of photosynthesis?
Ask a Question
How does the intensity of light affect photosynthesis?
Materials
test tube lamp
Elodea watch or clock
scissors thermometer
beaker
Safety
Make Observations
2. Cut the bottom end of an Elodea stem at an angle and lightly crush the cut end.
Place the Elodea in a test tube with the cut side at the top. Fill the test tube with
water.
Stand the test tube and a thermometer in a beaker filled with water. (The water in
the beaker keeps the water in the test tube from getting too warm under the lamp.)
3. Place the beaker containing your test tube on a circle drawn on a sheet of paper
under a lamp.
Measure and record the temperature of the water in the beaker.
4. When bubbles of oxygen begin to rise from the plant, start counting the number of
bubbles per minute.
Record your data in the Control column of the data table on the next page.
Continue to record data for 10 minutes.
5. Record the temperature of the water in the beaker at the end of the test.

Name Date Class
Lab A continued
6. Calculate the average number of bubbles produced per minute by your plant.
Sample Data Table
Number of Bubbles per Minute
Time Control Dimmer Light

1
2
3
4
5
6
7
8
9
10

7. Compare your data with your classmates’ data.
Form a Hypothesis
8. Use your data to form a hypothesis relating the amount of light to the rate of
photosynthesis.
Test Your Hypothesis

9. Repeat the experiment, changing the light variable so that you are observing your
plant’s reaction to getting more or less light. Keep all other conditions the same.
10. Record your data in the Dimmer Light column of the data table.
Calculate the average number of bubbles per minute.

Name Date Class
Lab A continued
Lab Tips
Remember to use scientific
To calculate the average number of bubbles per minute,
methods.
add the total number of bubbles observed in 10 minutes,
and then divide by 10. Make Observations
Ask a Question
Form a Hypothesis
11. Use Variables How does the intensity of light affect
photosynthesis? What is your evidence? Test your Hypothesis
Communicate Results
12. The Big Idea How do plant cells make food?

What do they take in and what do they give off? What
source of energy do they use?
Communicate Your Results

Compile all the class data on one graph to show the effects of varying amounts of light on
the rate of photosynthesis.

Name Date Class
Lab B 50 minutes
Photosynthesis and Light

You might think of photosynthesis as a process of give and take. Plant cells take in water
and carbon dioxide and, powered by light energy, make their own food. Plants give off
oxygen as a waste product during photosynthesis. Can you determine how the intensity
of light affects the rate of photosynthesis?
Ask a Question
How does the intensity of light affect photosynthesis?
Materials
test tube lamp
Elodea watch or clock
scissors thermometer
beaker
Safety
Make Observations
2. Cut the bottom end of an Elodea stem at an angle and lightly crush the cut end. Place
the Elodea in a test tube with the cut side at the top. Fill the test tube with water. Stand

the test tube and a thermometer in a beaker filled with water. (The water in the beaker
keeps the water in the test tube from getting too warm under the lamp.)
3. Place the beaker containing your test tube on a circle drawn on a sheet of paper under a
lamp. Measure the temperature of the water in the beaker. Record the temperature.
4. When bubbles of oxygen begin to rise from the plant, start counting the number of
bubbles per minute. Continue to record data for 10 minutes.
5. Record the temperature of the water in the beaker at the end of the test.
6. Calculate the average number of bubbles produced per minute by your plant.
7. Compare your data with your classmates’ data.

Name Date Class
Lab B continued
Sample Data Table
Number of Bubbles per Minute
Time Control Dimmer Light

1
10
Form a Hypothesis
8. Use your data to form a hypothesis relating the amount of light to the rate of
photosynthesis.
Test Your Hypothesis

9. Repeat the experiment, changing the light variable so that you are observing your
plant’s reaction to getting more or less light. Keep all other conditions the same.
10. Record your data in the data table, and calculate the average number of bubbles per
minute.

Name Date Class
Lab B continued
Lab Tips
To calculate the average number of bubbles per minute, Remember to use scientific
methods.
add the total number of bubbles observed in 10 minutes,
and then divide by 10. Make Observations
Analyze and Conclude Ask a Question
11. Use Variables How does the intensity of light affect Form a Hypothesis
photosynthesis? What is your evidence?
Test your Hypothesis
Communicate Results
12. The Big Idea How do plant cells make food?

What do they take in and what do they give off?
What source of energy do they use?

Communicate Your Results
Compile all the class data on one graph to show the
effects of varying amounts of light on the rate of
photosynthesis.
Extension
What other variables might affect the rate of photosynthesis? For example, how does
different-colored light or a change in temperature affect the rate of photosynthesis?
To investigate your question, design a controlled experiment.

Name Date Class
Lab C
Temperature and the Rate of Photosynthesis

Directions: Use the information and data from the Lab Photosynthesis and Light to perform this lab.
You have learned that the intensity of light affects the rate of photosynthesis. Other factors
such as different colors of light or different temperatures can also affect the rate of
photosynthesis. Design an experiment to determine how different temperatures affect the
rate of photosynthesis.
Please note that you must complete Lab B before beginning Lab C. Also, have your teacher
approve your design and safety procedures before beginning your experiment.

Name Date Class
Chapter Key Concepts Builder

End-of-Chapter Practice
Directions: Work with a group to create a poster showing the structures and functions of a cell. Here are the
steps you will need to take to complete this activity:
• As a group, form two subgroups. One subgroup will study prokaryotic cells. The other
subgroup will study eukaryotic cells.
Who Will Study Prokaryotic Cells: Who Will Study Eukaryotic Cells:
• Then, complete the chart below.
Make a list of cell structures for Note the function of each cell Note how cellular material is
your cell type. structure for your cell type. moved in and out of cells.

• Next, share your information with your group.
• As a group, think of ways to illustrate the information you have.
Ideas for illustrating our information:
• As a group, decide on the best way to illustrate your information on cell structure
and function.
• Work together to complete your illustration plans.
• Present your work to your class. Allow time for questions and answers.

Name Date Class
Chapter Test A

Multiple Choice
1. Which macromolecule contains genetic information?

A. lipids
B. nucleic acids
C. carbohydrates
2. Which structure is NOT found in animal cells?

A. cell wall
B. cell membrane
C. mitochondrion
3. Which process involves the movement of water through a cell membrane?

A. osmosis
B. endocytosis
C. active transport
Matching
used only once.
Matching Set 1
4. stores food, water, and waste materials in a cell A. cell membrane
5. directs cell activity B. nucleus

C. vacuole
6. protects the cell from the environment outside
the cell
Matching Set 2
7. movement of substances by surrounding them D. active transport
with the cell membrane
E. facilitated diffusion
8. movement of substances using the cell’s energy F. endocytosis
9. movement of substances using transport proteins

Name Date Class
Chapter Test A continued
Interpreting a Diagram
Directions: Use the diagram to respond to each statement.
10. Label this diagram by writing the correct term from the word bank on each line. Each
term is used only once.
cell membrane cell wall central vacuole

chloroplast mitochondrion nucleus
f.
a.
b.

c.
e.
d.
Short Answer
11. Describe cell theory.
12. Describe one difference between plant cells and animal cells.

Name Date Class
Chapter Test A continued
Concept Application
Directions: Respond to each statement on the lines provided. Use complete sentences.
13. Identify three things a plant needs to make food during photosynthesis.
14. José was out of breath after running laps. Identify the process that José’s cells used to
get energy when he was out of breath. Explain why his cells used this process. You
must include these terms in your response: cellular respiration, fermentation, oxygen.
15. Tanvi looked at a cell using a microscope. She drew a picture of what she saw. Then she
labeled the cell as a prokaryote. Explain how Tanvi knew the cell was a prokaryote.
16. Describe one way that substances are transported across cell membranes.

Name Date Class
Chapter Test B

Multiple Choice
Directions: On the line before each question or statement, write the letter of the correct answer.
1. A molecule is an example of a carbohydrate.

A. lipid
B. sugar
C. protein
D. nucleic acid
2. Which item is a stiff structure found outside the cell membrane of some cells?
A. nucleus
B. cell wall
C. chloroplast
D. Golgi complex
3. Which explanation describes the movement of water during osmosis?

A. from areas of low temperature to areas of high temperature
B. from areas of high temperature to areas of low temperature
C. from areas of low concentration to areas of high concentration
D. from areas of high concentration to areas of low concentration
Matching

Directions: On the line before each definition, write the letter of the term that matches it correctly. Not all terms
are used.
Matching Set 1
4. stores a cell’s food, water, and waste materials A. cell membrane
5. controls activity in a cell B. mitochondrion

C. vacuole
6. protects organelles inside the cell
D. nucleus
Matching Set 2
7. moving substances by engulfing them in a cell E. exocytosis
membrane
F. facilitated diffusion
8. use of cell energy to move substances into and G. endocytosis
out of cells
H. active transport
9. use of transport proteins to move substances into
and out of cells

Name Date Class
Chapter Test B continued
10. Label this diagram by writing the correct term from the word bank on each line.
f.
a.
b.
c.
e.
d.
Short Answer
11. Determine the contributions of two scientists to the development of cell theory.
12. Relate the way animals get the energy that plants store during photosynthesis.

Name Date Class
Chapter Test B continued
13. Compose a sentence explaining the role of chloroplasts in photosynthesis.
Concept Application
14. Relate fermentation to the way your body feels when you are exercising.
15. Explain how you could use a microscope to tell whether a cell is a prokaryote or a
eukaryote.

16. Compare the way the processes of endocytosis and exocytosis transport substances
across cell membranes.

Name Date Class
Chapter Test C

Multiple Choice
1. Which function pertains to a lipid molecule?

A. transport
B. energy storage
C. structural support
D. containing genetic information
2. Which statement explains a difference between a cell wall and a cell

membrane?
A. Plant cells have cell walls, and animal cells do not.
B. Animal cells have cell walls, and plant cells do not.
C. Cell walls protect a cell, and cell membranes do not.
D. Cell membranes protect a cell, and cell walls do not.
3. Which substance moves by osmosis?

A. ions
B. water
C. protein
D. hormones
Completion
4. Food, water, and waste materials are stored in a cell’s .

5. A cell’s activities are directed by the .
6. The is semipermeable, which means that only some
substances can cross it.
7. is the movement of substances into cells by surrounding
them with the cell membrane.
8. Cellular energy is needed to carry out transport.
9. is the movement of substances using transport proteins.

Name Date Class
Chapter Test C continued
10. Label the diagram with the correct terms.
f.
a.
b.
c.
e.
d.

11. Describe the function of three organelles that you labeled.
Short Answer
12. Judge whether scientists would have been able to develop cell theory without a
microscope.

Name Date Class
Chapter Test C continued
13. Analyze the way the products of cellular respiration and photosynthesis are related.
14. State why a plant deprived of light would die, despite having water and fertile soil.
Concept Application
15. Hypothesize whether prokaryotic or eukaryotic cells evolved first. Use details about
the structure of each cell type to support your hypothesis.
16. The surface area of a cell’s membrane restricts how large the cell can grow. Propose
one way that a cell membrane could be modified to allow a cell to grow larger than it
normally would. Explain how this modification would facilitate the transport of greater
amounts of substances across the cell membrane.

Teacher Pages
Lesson Outlines for Teaching T2
Answers T8
Cell Structure and Function T1

Lesson Outline for Teaching
Lesson 1: Cells and Life
A. Understanding Cells
1. Microscopes enable us to see the tiny basic units of all living things.
2. Robert Hooke saw the openings in cork and called them cells.
3. Matthias Schleiden and Theodor Schwann realized that plant and animal cells have
similar features.
4. The cell theory has three parts: All living things are made of one or more cells.
The cell is the smallest unit of life. All new cells come from preexisting cells.
B. Basic Cell Substances
1. Macromolecules form when many small molecules join.
2. The main ingredient of any cell is water.
3. The structure of a water molecule makes it ideal for dissolving many other
substances.
4. The four types of macromolecules in cells are nucleic acids, proteins, lipids, and
carbohydrates.
5. Nucleic acids form when long chains of molecules called nucleotides join.
6. Nucleic acids are important in cells because they contain genetic information.
7. The macromolecules that are necessary for nearly everything cells do are proteins.
8. Proteins are long chains of amino acid molecules. Some proteins help break down

nutrients in food.
9. A(n) lipid is a large macromolecule that does not dissolve in water.
10. Macromolecules that do not mix with water play an important role as protective
barriers in cells.
11. One sugar molecule, two sugar molecules, or long chains of sugar molecules make
up carbohydrates.
12. Carbohydrates store energy and provide structural support. They also are used for
communication between cells.
Discussion Question
What are cells?
Cells are the basic units of all living things.
T2 Cell Structure and Function

Lesson 2: The Cell
A. Cell Shape and Movement
1. A cell is made of different structures that work together and keep a cell alive.
2. The cell membrane is a flexible covering that protects the inside of a cell from the
environment outside.
3. A cell membrane is mostly made of phospholipids and proteins.
4. A(n) cell wall is a stiff structure outside the cell membrane.
5. Plant cells, fungal cells, and some types of bacteria have cell walls.
6. Cell appendages are often used for movement.
a. Long, tail-like appendages called flagella whip back and forth and move a cell.
b. Cilia are short, hairlike structures that can move a cell or move molecules away
from a cell.
7. Most water in a cell is in the cytoplasm, a fluid that contains salts and other
molecules.
8. The cytoskeleton is made of a network of threadlike proteins that are joined to
form a framework inside a cell.
B. Cell Types
1. With advanced microscopes, scientists discovered that all cells can be grouped into
two types—prokaryotic and eukaryotic.
2. The most important feature of a(n) prokaryotic cell is that the genetic material is
not surrounded by a membrane.
3. Plants, animals, fungi, and protists are made of one or more eukaryotic cells.
4. Every eukaryotic cell has membrane-surrounded components, called organelles,
which have specialized functions.
C. Cell Organelles
1. The nucleus is the part of a eukaryotic cell that directs cell activities and contains
genetic information stored in DNA.
2. Surrounding the nucleus are two membranes that form a structure called the
nuclear envelope.
3. Proteins are made in small structures called ribosomes.

4. Ribosomes can be found in a cell’s cytoplasm or attached to a weblike organelle
called the endoplasmic reticulum.
5. Energy is released during chemical reactions that occur in the mitochondria.

6. ATP is the fuel for cellular processes such as growth, cell division, and material
transport.
7. Chloroplasts are membrane-bound organelles that use light energy to make glucose
from water and carbon dioxide. This energy drives a process known as photosynthesis.
8. The Golgi apparatus prepares proteins and packages them into ball-like structures
called vesicles.
9. Lysosomes are organelles that help recycle cellular components.
10. Vacuoles are organelles that store food, water, and waste material.
Discussion Question
What are the different structures that are found in cells?
Structures found in cells include cell membrane, cell wall, flagella, cilia, cytoplasm,
cytoskeleton, nucleus, ribosomes, endoplasmic reticulum, mitochondria, chloroplasts, Golgi
apparatus, vacuoles, and lysosomes.

Lesson 3: Moving Cellular Material
A. Passive Transport
1. A cell membrane is semipermeable, which means that it allows only certain
substances to enter or leave a cell.
2. Passive transport is the movement of substances through a cell membrane without
using the cell’s energy.
B. Diffusion
1. Diffusion is the movement of substances from an area of higher concentration to
an area of lower concentration.
2. Usually diffusion continues through a membrane until the concentration of a
substance is the same on both sides of the membrane.
C. Osmosis—The Diffusion of Water

1. Osmosis is the diffusion of water molecules only through a membrane.
2. If the concentration of water in the air surrounding a plant is less than the
concentration of water inside the plant’s vacuoles, water will diffuse into the air
until the concentrations are equal.
3. Facilitated diffusion allows molecules to pass through a cell membrane using
transport proteins.
a. Carrier proteins carry molecules through the cell membrane.
b. Channel proteins allow ions to pass through the cell membrane.
D. Active Transport
1. Active transport uses the cell’s energy to move substances through a cell membrane.
2. Active transport moves substances from areas of lower concentration to areas of
higher concentration.
3. A cell uses endocytosis to take in a substance by surrounding it with the cell
membrane.
4. A cell’s vesicles release their contents outside the cell during exocytosis.
E. Cell Size and Transport
1. For a cell to survive, its surface area must be large compared to its volume.
2. As a cell grows, its volume increases faster than its surface area.
Discussion Question
How do substances move into and out of cells?
Substances can move into and out of cells by diffusion, osmosis, facilitated diffusion,
endocytosis, and ocytosis.

Lesson 4: Cells and Energy
A. Cellular Respiration
1. All living things need energy to survive.
2. Cellular respiration is a series of chemical reactions that convert the energy in food
molecules into a usable form of energy called ATP.
3. The first step of cellular respiration, called glycolysis, occurs in the cytoplasm of all
cells.
4. During glycolysis glucose, a sugar, is broken into smaller molecules.
5. The second step of cellular respiration occurs in the mitochondria of eukaryotic
cells. This step requires oxygen.
6. During the second step of cellular respiration, the smaller molecules made during
glycolysis are broken down. Large amounts of usable energy, called ATP, are
produced.
7. Water and carbon dioxide (CO2) are two waste products that are given off during
the second step of cellular respiration.
B. Fermentation
1. Eukaryotic and prokaryotic cells use fermentation to obtain energy from food when
oxygen levels are low.
2. Fermentation occurs in a cell’s cytoplasm.
3. Lactic-acid fermentation converts glucose into ATP and a waste product called lactic

acid.
4. Some types of bacteria and yeasts make ATP during alcohol fermentation. This
process produces ethanol and CO2.
C. Photosynthesis
1. Plants and some unicellular organisms obtain energy from light.
2. Photosynthesis is a series of chemical reactions that convert light energy, water, and
CO2 into glucose and oxygen.
3. In plants, light energy is absorbed by pigments such as chlorophyll.
4. The chemical reactions of photosynthesis occur in chloroplasts, the organelles in
plant cells that convert light energy into food.
5. Photosynthesis uses CO2 that is released during cellular respiration to make food
energy and release oxygen.
6. When an organism eats plant material, it takes in food energy. An organism’s cells
use oxygen released during photosynthesis.

Discussion Question
How are cellular respiration and photosynthesis related?
Photosynthesis uses light energy and CO2 that is released during cellular respiration to
make food energy and release oxygen. When an organism eats plant material, it takes in
food energy. An organism’s cells use oxygen released during photosynthesis and convert the
food energy into usable energy through cellular respiration.

Answers
What do you think? (page 1) 5. nucleic acid
1. Disagree; cells are found only in living things. 6. theory
2. Agree; water makes up 75 percent of a cell’s 7. cell theory
volume.
MiniLab (page 12)
3. Agree; two cells with two different functions
1. Answers will vary. Check answers for
will also have different structures.
mathematical accuracy.
4. Disagree; prokaryotic cells do not have nuclei.
2. Answers will vary but should be similar.
DNA is located in the cytoplasm.
3. Class data table should show similar results
5. Disagree; osmosis is the transport of water, and
from students.
diffusion is the movement of other substances.
4. Answers should match data.
6. Agree; to move substances into and out of a
cell efficiently, the surface area of a cell must 5. Higher magnifications limit the field of view,
be large compared to its volume. so it will affect percentages.
7. Disagree; cells store energy in sugars, lipids, Content Practice A (page 13)
and other molecules. 1. microscope
8. Disagree; cellular respiration occurs in all cells 2. cells
that have mitochondria.
3. living things
Lesson 1 4. smallest unit
Launch Lab (page 8) 5. come from other cells
1. Student answers will vary. Possible answer: 6. water—has a positive and a negative end
The mass of the bean seedling will be much
7. nucleic acids—contain instructions
greater than the weight of the bean embryo.
8. proteins—some help break down nutrients
2. Student answers will vary. Possible answer: All
the cells in the plant came from the original 9. lipids—don’t mix with water
cell in the seed. 10. carbohydrates—sugar is one
Content Vocabulary (page 9) Content Practice B (page 14)
1. Robert Hooke, Matthias Schleiden, Rudolf
D N Y R O E H T N J A P E Virchow

F H U U Y O T H X M N L J 2. Everything has more than one cell; the cell
is smallest unit of life; new cells form from
Q T T C V N X D E B U A P existing cells.
W Y G Y L B J I S C U R M 3. Smaller molecules join.
O R P U K E N Z E B O P C 4. surrounds the cell, makes up large part of
B L M L A E I L N T Y C E cell, creates a stable environment, ideal for
dissolving other substances
A P I Y S J O C E A G T L
5. genetic information
E G P A Q M S I A V M C L
6. energy storage, protective membranes,
J E S F O O N K B C O V T communication
D O O R Y K Z Q C C I R H 7. energy storage, structural support,
E I C Q C S S I F P M D E communication
8. dissolve in water
W A P A K E R R I Z A U O
M Z I I G C H N U P W U R School to Home (page 15)
1. a–c. (in any order) All living things are made
X W K A L B G C Y V R W Y of one or more cells. The cell is the smallest
C A R B O H Y D R A T E G unit of life. All new cells come from
preexisting cells.
1. macromolecule 2. a. long chains of nucleotides; b. Proteins;
c. large macromolecules that do not dissolve
2. lipid in water; d. Carbohydrates
3. protein 3. water
4. carbohydrate

Answers continued
Key Concept Builder (page 16) 3. Nucleic acids are important in cells because
1. Possible answer: Robert Hooke used the they contain genetic information.
microscope to look at cork. As Hooke gazed 4. Lipids do not dissolve in water.
into the microscope, he observed that the
cork had honeycomb-like openings, which Enrichment (page 20)
reminded him of little rooms. He called the 1. Possible answer: The main difference among
structures cells, from the Latin word cellula, carbohydrates is the number of sugars that
which means “small rooms.” make up the carbohydrates.
2. Possible answer: Matthias Schleiden looked at 2. Possible answer: I agree with the sentence
plant cells. Theodor Schwann studied animal because glucose is used during cellular
cells. Schleiden and Schwann discovered that respiration to produce energy. Without
plant and animal cells have similar features. glucose, cells would not have the energy
they need to function.
Key Concept Builder (page 17)
3. A cookie contains sucrose. It would provide a
1. no check mark quick, short burst of energy to the body. A
2. check mark slice of whole wheat bread contains starches.
3. check mark It would provide longer-lasting energy.
4. no check mark Challenge (page 21)

5. check mark The macromolecules are nucleic acids, proteins,
lipids, and carbohydrates. Nucleic acids contain
6. no check mark genetic information that enables cells to grow,
7. A single-celled organism is a living thing. The divide, and respond to the environment. Proteins
cell theory states that living things are made are used for cell communication, transportation of
of one or more cells. substances, chemical breakdown of substances, and
8. According to the cell theory, a cell is the structural support. Lipids are used for energy storage,
smallest unit of life. cell communication, and membrane protection.
Carbohydrates are used for energy storage, cell
9. Viruses are not living things because they are communication, and structural support.
not cells.
Possible model: Use a cardboard box to represent a
10. All cells, including plant cells, come from cell. Place a piece of cardboard vertically down the
other cells. Seeds contain cells. middle of the cell to represent cell division, a
Key Concept Builder (page 18) function of nucleic acids. Place a piece of rubber
hose inside the box to represent the transportation

1. carbohydrates
of substances, a function of proteins. The walls of
2. proteins the cardboard box represent structural support and
3. nucleic acids membrane protection, a function of proteins,
carbohydrates, and lipids.
4. macromolecules
5. cellulose Lesson Quiz A (page 22)
Multiple Choice
6. lipids
1. B
7. DNA
2. B
8. RNA
3. C
9. energy
4. A
10. water
Matching
11. nucleotides 5. C
12. cholesterol 6. A
Key Concept Builder (page 19) 7. B
1. nucleic acids: contain genetic material; proteins: Lesson Quiz B (page 23)
communication, transport, chemical
breakdown of substances, structural support; Multiple Choice
lipids: energy storage, protective membranes, 1. C
communication; carbohydrates: energy storage, 2. B
structural support, communication 3. B
2. Macromolecules are large molecules that form 4. A
when smaller molecules join.

Answers continued
Short Answer 7. proteins
5. Proteins are formed from long chains of 8. protein production
amino acids.
9. energy processing
6. Sugars are carbohydrates that store energy.
When the body needs energy, chemical 10. glucose
reactions in cells can quickly break down 11. specific jobs
sugars to release that energy.
12. transport substances
7. Nucleic acids are made of chains of
13. waste material
nucleotides. DNA is a nucleic acid that
contains genetic material. Content Practice B (page 31)
1. outside
Lesson 2
2. Possible answer: harmful organisms
Launch Lab (page 25)
3. Possible answer: movement
1. The eggshell works as a barrier between the
inside of the egg and the environment. 4. fluid
2. No; no other part of the egg is solid or able to 5. framework
provide structure or protection to the egg. 6. Possible answer: genetic material
3. The eggshell is hard and surrounds the rest of 7. proteins
the egg. This structure functions to protect
8. protein production
the rest of the egg from the environment.
9. energy processing
Content Vocabulary (page 26)
10. glucose
1. cell wall
11. Possible answer: specific jobs
2. envelope
12. transport substances
3. cytoskeleton
13. waste material
4. nucleus
5. chloroplast Language Arts Support (page 32)
1. chloroplasts
6. cell membrane
2. Organelles
7. cytoplasm
3. carbohydrates

8. organelle
4. cell membrane
9. function
MiniLab (page 29) 5. proteins
1. The nucleus of the cell is surrounded by a cell 6. cytoplasm
membrane. It holds genetic material such as 7. nucleus
DNA.
2. Answers will vary. Possible answer: My cell is
Language Arts Support (page 33)
an animal cell because it does not have a cell
wall. Noun Verb
3. The genetic information in my eukaryotic cell attraction attract
is surrounded by a membrane, while the telescope telescope
genetic information in a prokaryotic cell is
explanation explain
not surrounded by a membrane. Eukaryotic
cells have many organelles. Prokaryotic cells protection protect
do not have organelles. container contain
Content Practice A (page 30) structure structure
1. outside movement move
2. harmful organisms performance perform
3. movement envelope envelop
4. fluid transportation transport
5. framework reaction react
6. genetic material

Answers continued
School to Home (page 34) 9. ribosome
1. b. Possible answer: This is a stiff structure 10. endoplasmic reticulum
that is found outside the cell membrane.
11. mitochondria
c. Possible answer: This structure contains the
cell’s DNA and directs all the cell’s functions. 12. Golgi apparatus
d. Possible answer: These structures are where 13. vesicle
proteins are made. e. Possible answer:
14. lysosome
Chemical reactions that release energy are
carried out in these structures. f. Possible Key Concept Builder (page 38)
answer: These structures use light energy to nucleus—The nucleus is the largest organelle found
make food and are found in plants and some in most eukaryotic cells. It directs all cell activity. It
protists, but not in animals. contains genetic information stored in DNA. The
2. Answers will vary but should include that the nucleus also contains proteins that make DNA,
newly discovered cell is eukaryotic. Although protect DNA, and make RNA; mitochondrion—
cell membranes, cytoplasm, and ribosomes are Every cell contains many mitochondria. Each
found in prokaryotic and eukaryotic cells, mitochondrion is surrounded by two membranes.
only eukaryotic cells contain a nucleus. Mitochondria process and release energy needed for
survival; endoplasmic reticulum—The endoplasmic
Key Concept Builder (page 35) reticulum is found throughout a cell’s cytoplasm.
1. genetic The rough endoplasmic reticulum is the site of
2. membrane protein production. The smooth endoplasmic
reticulum is the site of lipid production;
3. cell parts
chloroplasts—Chloroplasts are membrane-bound.
4. unicellular They use light energy to make glucose (food) from
5. prokaryotes carbon dioxide and water. This process is called
photosynthesis.
6. bacteria
7. protists Enrichment (page 39)
1. Possible answer: I have a symbiotic relationship
8. eukaryotes
with the bacteria in my digestive system.
9. membrane-surrounded
2. The DNA and innermost cell membrane
10. organelles of mitochondria are similar to that of
11. specialized prokaryotes.
12. size 3. Possible answer: A host bacterium was eaten or

invaded by an aerobic bacterium. The aerobic
Key Concept Builder (page 36) bacterium survived by using nutrients taken
1–3. (in any order) have genetic material not in by the host. In return, it began to perform
surrounded by a membrane, do not have certain functions for the host cell. Eventually,
many cell parts, are bacteria the host bacterium and the aerobic bacterium
4–6. (in any order) have genetic material needed each other to function. Eukaryotic
surrounded by a membrane; contain cells evolved from early symbiotic cells.
membrane-surrounded organelles; make Challenge (page 40)
up plants, animals, fungi, and protists
Possible answers: A chloroplast is like an oven
7–10. (in any order) have a cell membrane, some because it uses energy to make food. The Golgi
have a cell wall, have cytoplasm, have a apparatus is like a person who wraps gifts,
cytoskeleton because it packages proteins into tiny structures.
A mitochondrion is like a power plant, because it
Key Concept Builder (page 37) provides the cell with energy. A nucleus is like a
1. cell wall traffic light, because it directs all cell activity. A
2. cell membrane ribosome is like an open field, because it is not
surrounded by a membrane. A vacuole is like a
3. vacuoles
closet, because it stores food, water, and waste
4. cell membrane material. A vesicle is like a truck, because it
5. cilia transports substances to other areas of the cell.
6. cytoplasm Skill Practice (page 41)
7. cytoskeleton 8. Elodea cells are rectangular, and cheek cells are
round.
8. nucleus

Answers continued
9. Students should be able to see the nuclei 3. The cell membrane allows certain materials
clearly in the plant cells and the cheek cells. into the cell and keeps certain materials out
Students should be able to see the cell wall of the cell.
and chloroplasts in the plant cell, even at
relatively low magnification levels. Students Content Vocabulary (page 47)
might forget to identify the cytoplasm as a 1. facilitated diffusion
cell structure, so you might want to remind 2. passive transport
them to review the major eukaryotic cell
3. active transport
structures described in the text.
4. exocytosis
Lesson Quiz A (page 43)
5. diffusion
Multiple Choice
1. B 6. osmosis
2. A 7. Endocytosis
3. B MiniLab (page 48)
Matching Set 1 1. Sight and smell are the most useful senses to
4. C identify the substances.
5. B 2. Yes, students could identify the substance
blindfolded by smelling the molecules of the
6. A
substance moving to the outside of the balloons.
Matching Set 2
3. Molecules from each substance moved from
7. E
inside the balloon to outside the balloon—
8. F from a higher concentration of the substance
9. D to a lower concentration of the substance.
4. A balloon is similar to a cell membrane
Lesson Quiz B (page 44)
because it allows some substances to leave.
Completion The substances in the balloons moved from a
1. vacuoles higher concentration of the substance (inside
2. mitochodria the balloon) to a lower concentration of the
3. bacteria substance (outside the balloon) just as
substances in a cell do.
4. ribosomes

5. nucleus
Content Practice A (page 51)
6. chloroplasts membrane without using the cell’s energy.
7. cytoplasm 2–4. (in any order) diffusion, osmosis, facilitated
Short Answer diffusion
8. Possible answers: Prokaryotic cells are much 5. the movement of substances through a cell
smaller than eukaryotic cells. Unlike prokaryotic membrane by using the cell’s energy.
cells, eukaryotic cells contain many organelles
with different functions. This includes genetic 6–7. (in either order) endocytosis, exocytosis
material in a nucleus surrounded by a Content Practice B (page 52)
membrane. The genetic material in a
1. oxygen, carbon dioxide, other small
prokaryotic cell floats freely with no membrane.
molecules
9. The rough endoplasmic reticulum has
2. diffusion, osmosis, facilitated diffusion
ribozomes attached and produces protein.
The smooth endoplasmic reticulum has no 3. from higher to lower concentration
ribosomes attached and makes lipids such as 4. osmosis
cholesterol. It also removes harmful substances
from cells. 5. carrier proteins, channel proteins
6. energy
Lesson 3 7. from lower to higher concentration
8. carrier proteins
1. the cell membrane
9. surrounds it and brings it inside the cell
2. The smaller pieces of birdseed went through
the mesh, but the larger pieces stayed on top 10. exocytosis
of the mesh and were not able to pass through. 11. vesicles

Answers continued
Math Skills (page 53) 3. The cell would need large amounts of
1. 11:3 nutrients and would produce large amounts
of waste material.
2. 13:6
4. The surface of a cell’s membrane would be
3. 46:15 too small to move enough materials through
4. 9:4 it for the cell to survive.
School to Home (page 54) Enrichment (page 59)

1. a–c. (in any order) diffusion, facilitated 1. Possible answer: The symptoms of a
diffusion, osmosis; d, e. (in either order) progressive disease are slight at first and
endocytosis; exocytosis worsen over time.
2. Possible answer: The dye gradually moves 2. Possible answer: Scientists do not know the
from where it was added to the water and exact role of APP or how to regulate the
spreads throughout the water. production of beta amyloid.
Key Concept Builder (page 55) 3. Possible answer: The article implies that cells
cannot survive without cell transport.
For the completed tables, see page T18.
Challenge (page 60)
Designs may vary. Possible experiment design:
1. C
1. Fill two equal-sized containers with water.
2. H
2. Add 15 g of salt to one container. Label this
3. D container Salt Water.
4. K 3. Cut a small peeled potato in half.
5. E 4. Separately weigh each half of the potato.
6. F 5. Place one potato half, cut side down, into the
7. I saltwater solution.
8. J 6. Place the other potato half, cut side down,
into the water.
9. G
7. Form a hypothesis about what will happen to
10. L
the potato halves.
11. A
8. After 24 hours, weigh the potato halves

12. B separately. Observe the texture of each half.
Key Concept Builder (page 57) Possible Analyze and Conclude:
1. Active transport is the movement of 1. Compare the potato halves in terms of texture
substances through a cell membrane only by and weight. Possible answer: The potato
using the cell’s energy. placed in salt water was softer and weighed
2. Endocytosis is when a cell takes in a substance less than the potato placed in water.
by surrounding it with the cell membrane. 2. Explain the process of cell transport that
3. Exocytosis is when a cell’s vesicles release accounts for the differences you observed.
their contents outside the cell. Possible answer: The process of osmosis
accounts for the differences between the
4. Part of the cell membrane wraps around a potato halves. There was a high concentration
particle needed by the cell, forming a vesicle. of salt in the saltwater solution; osmosis made
5. A vesicle’s membrane joins with the cell water move from the potato into the solution.
membrane to release the contents of the
vesicle outside the cell. Skill Practice (page 61)
6. Answers will vary, but the color should reach
6. Cellular energy is used to move materials farther into the smaller cube than into the
from areas of lower concentration to areas of larger cube.
higher concentration.
7. Answers will vary. Check answers for
Key Concept Builder (page 58) mathematical accuracy. The larger cube should
1. The volume of an object increases as its have a smaller surface-area-to-volume ratio.
surface area increases. 8. A cell with a small surface-area-to-volume ratio
2. The volume of an object increases faster than would not be as efficient.
its surface area.

Answers continued
Lesson Quiz A (page 63) 3. glycolysis
Multiple Choice
4. photosynthesis
1. A
2. C Content Practice A (page 70)
Cell Respiration Order: 2, 4, 6 or 7, 6, or 7, 3, 1, 5
3. B
Flowchart:
Matching
4. C 1. Sugar molecules enter a cell.
5. D 2. Chemical reactions occur in the cell’s
cytoplasm.
6. A
3. Small amounts of ATP are released.
7. E
4. Small molecules enter mitochondria.
8. B
5. Large amounts of ATP are produced.
Lesson Quiz B (page 64) 6, 7. (in either order) Water is released from the
Completion cell; carbon dioxide is released from the cell.
1. osmosis
2. lower, higher
Content Practice B (page 71)
1. energy in food to ATP
3. surface area to volume
2. mitochondria
4. Endocytosis
3. sugar broken down to smaller molecules, some
5. exocytosis ATP produced
Short Answer 4. large amounts of ATP, water, carbon dioxide
6. Both move substances through cell membranes,
but in different ways. Active transport is 5. uses less ATP, occurs only in the cell’s
movement of materials using the cell’s energy. mitochondria
Substances move from an area of lower 6. in bacteria, in fungi, in human cells, in animal
concentration to an area of higher cells
concentration. Passive transport is movement
7. energy
of materials without using the cell’s energy.
Substances move from an area of higher 8. ethanol, carbon dioxide
concentration to an area of lower concentration. 9. light energy, water, carbon dioxide

7. As the cell grows, it needs more nutrients and 10. green light
produces more wastes. However, as a cell
11. food energy
increases in size, its volume increases faster
than its surface area. Eventually, the cell’s 12. oxygen, carbon dioxide, glucose, water
membrane is not large enough to move
enough substances in and out to keep it alive.
School to Home (page 72)
1. Cellular respiration is a series of chemical
8. There are carrier proteins and channel reactions that convert the energy in food
proteins. Carrier proteins carry large molecules molecules into a usable form of energy called
through the cell membrane. Channel proteins ATP.
form pores in the membrane through which
ions can pass. 2. the cytoplasm and the mitochondria
3. Fermentation is similar to cellular respiration in
Lesson 4 that both processes release energy from food
molecules.
1. The color changed from blue to yellow. 4. Possible answer: Fermentation does not use
oxygen, and cellular respiration does. Cellular
2. The color of the solution changed when respiration occurs in the cytoplasm and
carbon dioxide was added. mitochondria, and fermentation occurs only
3. The oxygen is used by the body as energy for in the cytoplasm, not the mitochondria.
cellular processes. 5. Photosynthesis is a series of chemical
Content Vocabulary (page 67) reactions that converts light energy, water,
and CO2 into the food-energy molecule
For the completed word search, see page T18.
glucose and that gives off oxygen.
1. cellular respiration
6. a. photosynthesis; b. lactic-acid fermentation;
2. fermentation c. cellular respiration; d. alcohol fermentation

Answers continued
Key Concept Builder (page 73) 4. light energy, water, and CO2
1. reactions in cytoplasm 5. CO2, water, and energy
2. reactions in mitochondria 6. glucose and oxygen
3. water or carbon dioxide 7. 6O2 + C6H12O6 → 6H2O + 6CO2 + energy
4. water or carbon dioxide 8. 6CO2 + 6H2O + energy → 6O2 + C6H12O6
5. light energy or carbon dioxide Lesson Quiz A (page 79)
6. light energy or carbon dioxide True or False
7. reactions in chloroplasts 1. F
8. oxygen 2. T
3. T
4. F
For the completed chart, see page T19.
Multiple Choice
Key Concept Builder (page 75) 5. B
1. light energy
6. C
2−3. (in either order) glucose; oxygen
7. B
4−5. (in either order) carbon dioxide; water
8. C
6. chlorophyll
Lesson Quiz B (page 80)
7. chloroplasts
Completion
8. carbon dioxide 1. chloroplasts
9. oxygen 2. glycolysis
Key Concept Builder (page 76) 3. cellular respiration
1–5. Questions and answers will vary but may 4. fermentation
indicate the following: Cellular respiration
5. cytoplasm
takes place in the cytoplasm and mitochondria
and produces ATP and two waste products— 6. alcohol
water and carbon dioxide. Photosynthesis 7. mitochondria
takes place in the chloroplasts of plant cells
Short Answer
and in some other organisms. Light energy,

8. Cellular respiration gives off carbon dioxide
water, and carbon dioxide are used to produce
and uses oxygen to break down glucose,
glucose. Oxygen is released into the
whereas photosynthesis gives off oxygen and
atmosphere during photosynthesis.
uses carbon dioxide to make glucose.
Enrichment (page 77)
Lab A and B (pages 81, 84)
1. Possible answer: No; you could not assume
yields would be higher, because crops might 11. Students should conclude that the more light,
be subject to droughts, disease, or other the faster the rate of photosynthesis, as
events that could reduce yields. evidenced by more bubbles per minute.
2. Possible answer: I could carefully review the 12. Plant cells make food through the process of
scientific literature, weigh the arguments, and photosynthesis. In the process, plants take in
make a decision. water and carbon dioxide. They give off
oxygen. Light is the energy source that
3. Possible answer: If photosynthesis became too powers photosynthesis.
efficient, it could disturb the balance of the
carbon and oxygen cycles and could lead to Communicate Your Results The class chart will display
changes in global climate. bubbles per minute under more- or less-intense light
situations so students have a visual representation of
Challenge (page 78) all the data collected.
1. mitochondrion B. Extension Students might extend their study by
2. chloroplast placing colored cellophane over their beakers, by
removing the insulating water from the beaker in
3. glucose and oxygen which the test tube stands, or by adding chemicals
such as fertilizers.

Answers continued
Lab C (page 87) Chapter Test A (page 89)
Please note: Multiple Choice
• Students must complete Lab B before they are 1. B
assigned Lab C. 2. A
• The procedure given below is just one 3. A
possibility of many. Matching Set 1
• If you have students perform the labs they 4. C
design, make sure proper safety precautions are 5. B
included before allowing them to proceed.
6. A
Sample procedure:
Matching Set 2
Ask a Question How does temperature affect
7. F
photosynthesis?
8. D
Form a Hypothesis Students’ hypotheses will vary,
but the following example: If the temperature is 9. E
reduced, then the number of bubbles will decrease Chapter Test A (page 90)
because the Elodea will photosynthesize at a slower
rate.
10. a. central vacuole; b. cell wall; c. cell
Test Your Hypothesis Testing procedures will vary, but membrane; d. chloroplast; e. nucleus;
the following is an example: f. mitochondrion
• Cut the bottom end of an Elodea, stem at an Short Answer
angle and lightly crush the cut end. Place the 11. The cell theory states that all living things are
Elodea in a test tube with the cut side at the made from cells, that the cell is the smallest
top. Fill the test tube with room-temperature unit of life, and that all cells come from
water. Stand the test tube and a thermometer preexisting cells.
in a beaker filled with room-temperature
water. (The water in the beaker keeps the 12. Possible answers: Plant cells have cell walls,
water in the test tube from getting too warm and animal cells do not. Plant cells have
under the lamp.) chloroplasts that animal cells do not have.
Plant cells also have a large central vacuole
• Place the beaker containing the test tube on that animal cells lack.
the circle drawn on the paper placed under a

lamp. Record the temperature of the water in Chapter Test A (page 91)
the beaker. Concept Application
• When the bubbles of oxygen begin to rise 13. Plants require light energy (generally from the
from the plant, start counting the number of Sun), water, and carbon dioxide (CO2) for
bubbles per minute. Continue to record data photosynthesis.
for 10 minutes. 14. After running laps, José’s cells didn’t have
• Record the temperature of the water in the enough oxygen to make ATP using cellular
beaker at the end of the test. Calculate the respiration. Therefore, his cells obtained energy
average number of bubbles produced per through fermentation, which can occur in the
minute by your plant. Compare your data absence of oxygen.
with your classmates’ data. 15. The cell was a prokaryote because a well-
defined nucleus was not present in the cell.
• Repeat the experiment with some ice added to
the beaker so you are observing the plant’s 16. Possible answers: Diffusion is the passive
reaction to a lower temperature, keeping all movement of substances across a cell membrane
other conditions the same. Record your data from an area of higher concentration to an
and calculate the average number of bubbles area of lower concentration. Osmosis is the
per minute. diffusion of water molecules through a
membrane. Facilitated diffusion involves the use
Analyze and Conclude Students should present an
of transport proteins to move substances across
analysis of their data and some conclusion.
the cell membrane. Active transport involves
Chapter Key Concepts Builder (page 88) the use of cellular energy to move substances
Students should work cooperatively to complete the across the cell membrane. Endocytosis and
activity. Student presentations should show an exocytosis are two forms of active transport.
understanding of cell structure and functions, be
organized, and be well prepared.

Answers continued
Chapter Test B (page 92) Chapter Test C (page 95)
Multiple Choice Multiple Choice
1. B 1. B
2. B 2. A
3. D 3. B
Matching Set 1 Completion
4. C 4. vacuoles
5. D 5. nucleus
6. A 6. cell membrane
Matching Set 2 7. Endocytosis
7. G 8. active
8. H 9. Facilitated diffusion
9. F Chapter Test C (page 96)
Chapter Test B (page 93) Interpreting a Diagram
Interpreting a Diagram 10. a. central vacuole; b. cell wall; c. cell
10. a. central vacuole; b. cell wall; c. cell membrane; membrane; d. chloroplast; e. nucleus;
d. chloroplast; e. nucleus; f. mitochondrion f. mitochondrion
Short Answer 11. Answers will vary but should include three of
11. Possible answer: Robert Hooke used a microscope the following: The central vacuole stores
to make one of the earliest observations of cells. waste and supports the cell; The cell wall
Matthias Schleiden and Theodor Schwann protects the cell and provides support; The
observed that plant and animal cells have similar cell membrane protects the cell and regulates
structures. Rudolf Virchow proposed that all cells the movement of substances into and out
come from preexisting cells. of the cell; Chloroplast is the site of
photosynthesis; The nucleus stores the
Chapter Test B (page 94) cell’s genetic material and directs cell activity;
12. Animals eat plants and then use a process f. Mitochondrion is an important site for
called cellular respiration to obtain the energy cellular respiration.
the plants stored in their tissues during Short Answer
photosynthesis. During cellular respiration,
12. Answers will vary but should indicate the

food molecules are broken down and the importance of the microscope to the
energy in them is released. development of the cell theory. Possible
13. Chloroplasts contain chlorophyll, a pigment answer: Scientists probably would not have
that absorbs light energy that is needed to been able to develop the cell theory without a
power the reactions of photosynthesis. microscope, because they would not have had
the ability to observe cells and would not
Concept Application
have known that they exist.
14. When you exercise a lot, you might feel out
of breath. That is because your body’s cells Chapter Test C (page 97)
cannot get enough oxygen for their processes. 13. Photosynthesis consumes carbon dioxide and
In the absence of oxygen, they provide energy releases oxygen. Cellular respiration consumes
through fermentation. Fermentation does not oxygen and releases carbon dioxide.
require oxygen.
14. A plant deprived of light would eventually die
15. The microscope could be used to look for a because it could not conduct photosynthesis.
nucleus in the cell. If a well-defined nucleus is Photosynthesis provides the food that gives
not present in the cell, the cell is prokaryotic. the plant the energy it needs to live and
Prokaryotes have only a small cellular grow.
structure in the cytoplasm containing genetic
material. The presence of a nucleus indicates Concept Application
that the cell is a eukaryote. 15. Students should indicate that prokaryotic
cells are much simpler than eukaryotic cells.
16. Endocytosis and exocytosis transport substances Prokaryotic cells lack a nucleus and many
across the cell membrane. During endocytosis, other organelles found in eukaryotic cells.
the cell membrane encloses an object and takes This would suggest that prokaryotic cells
it into the cell. During exocytosis, a vesicle joins evolved before eukaryotic cells.
the cell membrane and the vesicle’s contents are
released outside the cell.

Answers continued
16. Answers will vary. Answers should indicate membrane. Modifications to increase the
that increasing the surface area of the cell cell’s surface area could involve adding
would increase the amount of material wrinkled or folded areas to the cell’s surface.
that could be transported across the cell
Charts and Tables

Passive Transport
Diffusion Osmosis Facilitated Diffusion
Description: the movement of Description: the diffusion of only Description: Special transport
substances from an area of higher water molecules until equilibrium is proteins help move molecules
concentration to an area of lower reached. through a cell membrane.
concentration until equilibrium is
reached.
Diagram: Diagram should indicate Diagram: Diagram should indicate Diagram: Diagram should indicate
molecules moving from higher to water molecules entering or leaving carrier proteins moving molecules
lower concentration. a cell. through the cell membrane.
Active Transport
Endocytosis Exocytosis
Description: The cell membrane surrounds a material Description: A cell’s vesicle joins with the cell membrane
and takes it into the cell. to release substances outside the cell.
Diagram: Diagram should show a particle being Diagram: Diagram should show a vesicle attaching itself

surrounded by part of a cell membrane and being to the cell membrane and releasing its substances
moved into the cell. outside the membrane.
Content Vocabulary (page 67)
F H G L X R L X P O B J K A L F C M X
E R R S P A Y I K M U Y G I Q Y B P Q
R C Y F K Q N I Y S N S V F V Y D H N
M A R W W G K U B E J S W C R A O O L
E G Y U L I C W W T J T E Z J S O T C
N V L X F D B W Q Y S B Z K V E J O L
T E E Y C X H V S B V H E K X Z O S F
A J F X C W U D N I N Z P Z O E C Y I
T D H U W O A V A G C H F P V A J N E
I N A F M I L Z K Z F F B A H U F T G
O Q G O R B S Y P A V F B B K N I H C
N O I T A R I P S E R R A L U L L E C
K Q O E P G K V G I Y S O L U S I S B
V Z A Y U P P E Q B S J I E V B T I O
U Q E S H W E U D K Y R G W N G M S Y

Answers continued
Step 1 Glycolysis is a process by which glucose Drawing should show a cell with glucose (sugar
is broken down into smaller molecules. molecules), cytoplasm, and ATP noted.
Glycolysis produces ATP molecules. Glycolysis
occurs in a cell’s cytoplasm.
Step 2 Smaller molecules made during Drawing should show a somewhat oval-shaped
glycolysis are broken down in the mitochondria. form, noting smaller molecules and O2 entering
This produces large amounts of ATP, plus water the organelle, with ATP, water, and carbon
and carbon dioxide. Oxygen is required for this dioxide being eliminated.
process.
Alternate Step—Fermentation Fermentation Lactic-acid fermentation: glucose converted

is a reaction that cells use to obtain energy to ATP plus lactic acid. Alcohol fermentation:
from food when oxygen levels are low. glucose converted to ATP plus carbon dioxide
Humans use lactic-acid fermentation, but and alcohol
some bacteria use alcohol fermentation to
obtain energy.

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Cell Structure and Function v

Get Ready to Read

Cell Structure and Function

Before You After You

1. Nonliving things have cells.

2. Cells are made mostly of water.

3. Different organisms have cells with different structures.

4. All cells store genetic information in their nuclei.

5. Diffusion and osmosis are the same process.

6. Cells with large surface areas can transport more than

7. ATP is the only form of energy found in cells.

8. Cellular respiration occurs only in lung cells.

What have you learned?

Cell Structure and Function 1

function purpose for which

Cell Structure and Function 3

diffusion movement from an area of fermentation reaction used to obtain

endocytosis process during which a glycolysis process by which glucose is

facilitated diffusion when molecules

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

passive transport movement of

4 Cell Structure and Function

Student Name: Date:

Cell Structure and Function 5