BIOLOGY Module 2nd Part

Senior High School
NOT
General Biology 1
Quarter 1 - Module 1
Cell: the basic unit of life
Department of Education ● Republic of the Philippines
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General Biology 1- Grade 12
Alternative Delivery Mode
Quarter 1 - Module 1: Cell: the basic unit of life
First Edition, 2020
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Published by the Department of Education – Division of Cagayan de Oro Schools

Division Superintendent: Dr. Cherry Mae L. Limbaco, CESO V
Development Team of the Module
Author: Romer T. Aguirre, Mark Richie S. Lasque
Reviewers: Jean S. Macasero, Shirley Merida, Duque Caguindangan, Eleanor Rollan,

Rosemarie Dullente, Marife Ramos, January Gay Valenzona, Mary Sieras, Arnold
Langam, Amelito Bucod
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Schools Division Superintendent
Co-Chairperson: Alicia E. Anghay, Ph.D., CESE

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Table of Contents
What This Module is About............................................................................................................ i

What I Need to Know ..................................................................................................................... ii
How to Learn from this Module .................................................................................................... ii
Icons of this Module ...................................................................................................................... iii
What I Know .................................................................................................................................. iii
First Quarter
Lesson 1: Cell Theory
What I Need to Know ........................................................................................... 14
What‘s New: Guess What? ............................................................................ 15
What Is It: Learning Concepts ......................................................................... 16
What‘s More: Synthesizing Information ............................................................ 17
What‘s New: Reflection....................................................................................... 18
What I Have Learned..................................................................................... 18
What I Can Do: Performance Task and Enrichment Activity ........................ 19
Lesson 2: Cell Structure and Functions

What‘s New:.......................................................................................................... 21
What Is It: Learning Concepts ....................................................................... 23
What‘s More: .................................................................................................................24
What I Can Do .............................................................................................. 25
Lesson 3: Prokaryotic vs Eukaryotic Cells

What‘s New:.......................................................................................................... 26
What‘s More: .................................................................................................................28
What I Have Learned:.................................................................................... 28

What I Can Do .............................................................................................. 29
Lesson 4: Cell Types and Cell Modifications
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What I Need to Know........................................................................................... 30
What‘s New:.......................................................................................................... 30
What‘s More: .................................................................................................................34
What I Have Learned: ................................................................................... 34

What I Can Do .............................................................................................. 34
Lesson 5: Cell Cycle

What‘s New:.......................................................................................................... 35
What‘s More: .................................................................................................................40

What I Can Do .............................................................................................. 41
Summary ................................................................................................................................. 43
Assesment .........................................................................................................................................44
Key to Answers ........................................................................................................................45
References ..................................................................................................................................... 52
Lesson 6: Transport Mechanisms
6.1 Structural Components of the Cell Membrane

What I Know ......................................................................................................... 55
What‘s In (REVIEW) ............................................................................................ 57
What‘s New:.......................................................................................................... 61
What Is It ............................................................................................................... 61
What‘s More: .................................................................................................................62
What I Can Do .............................................................................................. 63
6.2 The Relationship of the Structure and Composition of the Cell

Membrane to its Function
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What I Know ......................................................................................................... 63
What‘s In (REVIEW) ............................................................................................ 65
What‘s New:.......................................................................................................... 68
What Is It ............................................................................................................... 68
What‘s More: .................................................................................................................69
What I Can Do .............................................................................................. 69
6.3 Transport Mechanisms in Cells

6.4 Endocytosis vs. Exocytosis
What I Know ......................................................................................................... 70
What‘s In (REVIEW) ............................................................................................ 72
What‘s New:.......................................................................................................... 81
What Is It ............................................................................................................... 81
What‘s More: .................................................................................................................81
What I Can Do .............................................................................................. 82
Assesment .........................................................................................................................................83
Lesson 7: Structures and Functions of Biological Molecules-

Enzymes
7.1 Description of the Components of Enzymes

What I Know ......................................................................................................... 88
What‘s In (REVIEW) ............................................................................................ 89
What‘s New:.......................................................................................................... 92
What Is It ............................................................................................................... 92
What‘s More: .................................................................................................................93
What I Can Do .............................................................................................. 94
7.2 Oxidation/Reduction Reactions
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What I Know ......................................................................................................... 95
What‘s In (REVIEW) ............................................................................................ 95
What‘s New:.......................................................................................................... 97
What Is It ............................................................................................................... 97
7.3 Determining the Factors Affecting Enzyme Activity

What I Know ......................................................................................................... 99
What‘s In (REVIEW) ............................................................................................ 100
What‘s New:.......................................................................................................... 105
What Is It ............................................................................................................... 105

What I Can Do .............................................................................................. 106
Assessment: (Post-Test)............................................................................................................... 106

Key to Answers ..................................................................................................................... 110
References ......................................................................................................................................112
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Lesson Cell Cycle
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What’s In
In lesson 4, you have learned about the classification of different cell types
and some cell modifications that lead to adaptation to carry out specialized functions.
In this next topic, you will learn on the phases of cell cycle and their control
points, stages of mitosis/meiosis, comparison and their role in the cell division cycle.
What I Need to Know
One of the distinct characteristics of living things is being able to preserve

themselves. Cells need to undergo cycles as part of their growth and to repair or
replace damaged parts. Cell cycle enables a living thing to continue its existence by
multiplying itself in controlled and systematic processes. This lesson will enhance
your understanding on cell cycle. This will provide learners with the concepts on the
different stages of cell cycle and the two types of cell division: mitosis and meiosis
and explain their significance on an organism.
What’s New
Direction: Label the diagram below with the following labels:
Anaphase Metaphase
Cell division (M Phase) Prophase
Cytokinesis Telophase
G1 –cell grows Interphase
G2- prepares for mitosis Mitosis
S-DNA replication
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The Cell Cycle Coloring Worksheet
Then on the diagram, lightly color the G1 phase light GREEN, the S
phase dark BLUE, the G2 phase light BLUE, and the stages of mitosis VIOLET.
Color the arrows indicating all of the interphases in BLUE. Color the part of the arrow
indicating mitosis PURPLE and the part of the arrow indicating cytokinesis light
VIOLET.
What Is It
Cell Division—involves the distribution of identical genetic material or DNA to two

daughter cells. What is most remarkable is the fidelity with which the DNA is passed
along, without dilution or error, from one generation to the next. Cell Division
functions in reproduction, growth, and repair.
Core Concepts:
• All organisms consist of cells and arise from preexisting cells.
• Mitosis is the process by which new cells are generated.
• Meiosis is the process by which gametes are generated for reproduction.
• The Cell Cycle represents all phases in the life of a cell.
• DNA replication (S phase) must precede mitosis so that all daughter cells receive
the same complement of chromosomes as the parent cell.
• The gap phases separate mitosis from S phase. This is the time when molecular
signals mediate the switch in cellular activity.
• Mitosis involves the separation of copied chromosomes into separate cells.
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• Unregulated cell division can lead to cancer.
• Cell cycle checkpoints normally ensure that DNA replication and mitosis occur only
when conditions are favorable and the process is working correctly.
• Mutations in genes that encode cell cycle proteins can lead to unregulated growth,
resulting in tumor formation and ultimately invasion of cancerous cells to other
organs.
The Cell Cycle control system is driven by a built-in clock that can be adjusted by
external stimuli (i.e., chemical messages).
Checkpoint—a critical control point in the Cell Cycle where ‗stop‘ and ‗go-ahead‘
signals can regulate the cell cycle.
• Animal cells have built-in ‗stop‘ signals that halt the cell cycles and checkpoints until
overridden by ‗go-ahead‘ signals. • Three major checkpoints are found in the G1, G2,
and M phases of the Cell Cycle.
The G1 Checkpoint—the Restriction Point

• The G1 checkpoint ensures that the cell is large enough to divide and that enough
nutrients are available to support the resulting daughter cells.
• If a cell receives a ‗go-ahead‘ signal at the G1 checkpoint, it will usually continue
with the Cell Cycle. • If the cell does not receive the ‗go-ahead‘ signal, it will exit the
Cell Cycle and switch to a non-dividing state called G0.
• Most cells in the human body are in the G0 phase.
The G2 Checkpoint—ensures that DNA replication in S phase has been
successfully completed.
The Metaphase Checkpoint—ensures that all of the chromosomes are attached to
the mitotic spindle by a kinetochore.
Kinase—a protein which activates or deactivates another protein by phosphorylating
them. Kinases give the ‗go-ahead‘ signals at the G1 and G2 checkpoints. The
kinases that drive these checkpoints must themselves be activated.
• The activating molecule is a cyclin, a protein that derives its name from its cyclically
fluctuating concentration in the cell. Because of this requirement, these kinases are
called cyclin-dependent kinases or CDKs.
• Cyclins accumulate during the G1, S, and G2 phases of the Cell Cycle.
• By the G2 checkpoint, enough cyclin is available to form MPF complexes
(aggregations of CDK and cyclin) which initiate mitosis.
• MPF functions by phosphorylating key proteins in the mitotic sequence.
• Later in mitosis, MPF switches itself off by initiating a process which leads to the
destruction of cyclin. • CDK, the non-cyclin part of MPF, persists in the cell as an
inactive form until it associates with new cyclin molecules synthesized during the
interphase of the next round of the Cell Cycle.
Discuss the stages of mitosis and meiosis.
Mitosis (apparent division)—is nuclear division; the process by which the nucleus
divides to produce two new nuclei. Mitosis results in two daughter cells that are
genetically identical to each other and to the parental cell from which they came.
Cytokinesis—is the division of the cytoplasm. Both mitosis and cytokinesis last for
around one to two hours.
Prophase—is the preparatory stage, during prophase, centrioles move toward
opposite sides of the nucleus.
• The initially indistinct chromosomes begin to condense into visible threads.
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• Chromosomes first become visible during early prophase as long, thin, and
intertwined filaments but by late prophase, chromosomes are more compacted and
can be clearly discerned as much shorter and rod-like structures.
• As the chromosomes become more distinct, the nucleoli also become more distinct.
By the end of prophase, the nucleoli become less distinct, often disappearing
altogether.
Metaphase—is when chromosomes become arranged so that their centromeres

become aligned in one place, halfway between the two spindle poles. The long axes
of the chromosomes are 90 degrees to the spindle axis. The plane of alignment is
called the metaphase plate.
Anaphase—is initiated by the separation of sister chromatids at their junction point

at the centromere. The daughter chromosomes then move toward the poles.
Telophase—is when daughter chromosomes complete their migration to the poles.

The two sets of progeny chromosomes are assembled into two-groups at opposite
ends of the cell. The chromosomes uncoil and assume their extended form during
interphase. A nuclear membrane then forms around each chromosome group and
the spindle microtubules disappear. Soon, the nucleolus reforms.
Meiosis—reduces the amount of genetic information. While mitosis in diploid cells
produces daughter cells with a full diploid complement, meiosis produces haploid
gametes or spores with only one set of chromosomes. During sexual reproduction,
gametes combine in fertilization to reconstitute the diploid complement found in
parental cells. The process involves two successive divisions of a diploid nucleus.
First Meiotic Division The first meiotic division results in reducing the number of
chromosomes (reduction division). In most cases, the division is accompanied by
cytokinesis.
Prophase I—has been subdivided into five substages: leptonema, zygonema,

pachynema, diplonema, and diakinesis.
• Leptonema—Replicated chromosomes have coiled and are already visible. The
number of chromosomes present is the same as the number in the diploid cell.
• Zygonema—Homologue chromosomes begin to pair and twist around each other
in a highly specific manner. The pairing is called synapsis. And because the pair
consists of four chromatids it is referred to as bivalent tetrad.
• Pachynema—Chromosomes become much shorter and thicker. A form of physical
exchange between homologues takes place at specific regions. The process of
physical exchange of a chromosome region is called crossing-over. Through the
mechanism of crossing-over, the parts of the homologous chromosomes are
recombined (genetic recombination).
• Diplonema—The two pairs of sister chromatids begin to separate from each other.
It is at this point where crossing-over is shown to have taken place. The area of
contact between two non-sister chromatids, called chiasma, become evident.
• Diakinesis—The four chromatids of each tetrad are even more condensed and the
chiasma often terminalize or move down the chromatids to the ends. This delays the
separation of homologous chromosomes.
In addition, the nucleoli disappear, and the nuclear membrane begins to break down.
Metaphase I—The spindle apparatus is completely formed and the microtubules are
attached to the centromere regions of the homologues. The synapsed tetrads are
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found aligned at the metaphase plate (the equatorial plane of the cell) instead of only
replicated chromosomes.
Anaphase I—Chromosomes in each tetrad separate and migrate toward the

opposite poles. The sister chromatids (dyads) remain attached at their respective
centromere regions.
Telophase I—The dyads complete their migration to the poles. New nuclear
membranes may form. In most species, cytokinesis follows, producing two daughter
cells. Each has a nucleus containing only one set of chromosomes (haploid level) in
a replicated form.
Second Meiotic Division The events in the second meiotic division are quite similar to
mitotic division. The difference lies, however, in the number of chromosomes that
each daughter cell receives. While the original chromosome number is maintained in
mitosis, the number is reduced to half in meiosis.
Prophase II—The dyads contract.

Metaphase II—The centromeres are directed to the equatorial plate and then divide.
Anaphase II—The sister chromatids (monads) move away from each other and
migrate to the opposite poles of the spindle fiber.
Telophase II—The monads are at the poles, forming two groups of chromosomes. A
nuclear membrane forms around each set of chromosomes and cytokinesis follows.
The chromosomes uncoil and extend.
Cytokinesis—The telophase stage of mitosis is accompanied by cytokinesis. The

two nuclei are compartmentalized into separate daughter cells and complete the
mitotic cell division process. In animal cells, cytokinesis occurs by the formation of a
constriction in the middle of the cell until two daughter cells are formed. The
constriction is often called cleavage, or cell furrow. However, in most plant cells this
constriction is not evident. Instead, a new cell membrane and cell wall are
assembled between the two nuclei to form a cell plate. Each side of the cell plate is
coated with a cell wall that eventually forms the two progeny cells.
Table 1: Comparison of Mitosis and Meiosis

(Source:http://courses.washington.edu/bot113/spring/WebReadings/PdfReadings/TA
BLE_COMPARING_MITOSIS_AND.pdf)
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Disorders and Diseases
• incorrect DNA copy (e.g., cancer)

• chromosomes are attached to string-like spindles and begin to move to the middle
of the cell (e.g., Down Syndrome, Alzheimer‘s, and Leukemia)
Other chromosome abnormalities:

• arise from errors in meiosis, usually meiosis I;
• occur more often during egg formation (90% of the time) than during sperm
formation;
• become more frequent as a woman ages.
• Aneuploidy—is the gain or loss of whole chromosomes. It is the most common
chromosome abnormality. It is caused by non-disjunction, the failure of
chromosomes to correctly separate:
• homologues during meiosis I or
• sister chromatids during meiosis II
What’s More
Direction: Complete the chart by noting what occurs in each phase of the cell cycle.
Gap O (GO)
Gap 1 (G1)
Interphase
S Phase
Gap 2 (G2)
Prophase
Mitosis or M
Phase Metaphase
Anaphase
Telophase
Cytokinesis C
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What I Have Learned
Direction: The diagram below shows cells in various phases of the cell cycle. Note
the cells are not arranged in the order in which the cell cycle occurs. Use the
diagram to answer questions 1-6. Write you answer in CAPITAL letters.
1. _ _Interphase (G2) 4 _________ Metaphase
2. _ _Prophase 5. _ Anaphase
3. _ _Prometaphase 6 _________ Telophase & Cytokinesis
What I Can Do
Direction: Gene mutations in a cell can result in uncontrolled cell division, called
cancer. Exposure of cells to certain chemicals and radiation increases mutations
and thus increases the chance of cancer. Research on the causes of cancers and
disorders/diseases that result from the malfunction of the cell during the cell cycle
and answer the following questions.
1. Define cancer
_ _ _
_ _ _
_ _ _ .
2. What are the causes of cancer?

_ _ _
_ _ _
_ _ _ .
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Summary
The importance of cell cycle is very evident that the growth and
sustainability of multicellular organisms depend on this process. Cells that are
damaged and lost will be replenished when cells divide. Errors in mitosis lead to an
incorrect copy of the DNA which may produce deadly functional consequences
depending on the error. The positive correlation with the malfunction of these
processes to the onset of major diseases such as cancer, stroke, atherosclerosis,
inflammation, and some neurodegenerative disorders in increasingly proven in
various studies.
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Assessment: (Post-Test)
Direction: Select the letter of your choice. Write it in CAPITAL letters. Your answers should be
written on a separate sheet of paper.
1. Which level of organization is the basic unit of life?

A. Cell
B. Tissue
C. Organ
D. System
2. Which of the following is NOT a postulate of a unified cell theory?
A. All living things are composed of cells
B. Cells are the basic unit of life
C. All cells undergo complete development
D. All new cells arise from existing cells
3. Who coined the term cell for the box like structure he observed when viewing cork tissue?
A. Matthias Schleiden
B. Theodor Schwann
C. Rudolf Virchow
D. Robert Hooke
4. In many cells, the structure that controls the cell activities is the .
A. Cell Membrane
B. Organelle
C. Nucleolus
D. Nucleus
5. Which part of the cell serves as venue for cellular respiration and is known as the powerhouse of
the cell?
A. Nucleolus
B. Chromosome
C. Mitochondrion
D. Nucleus
6. Which type of tissue would be found in the epidermis and form the lining of internal organs such
as the intestines?
A. Nervous tissue
B. Muscular tissue
C. Connective tissue
D. Epithelial tissue
7. The process by which the nucleus divides to produce two new nuclei that results in two
daughter cells that are genetically identical to each other and to the parental cell from which
they came.
A. Meiosis
B. Interphase
C. Mitosis
D. Cytokinesis
8. A type of passive transport which relies on carrier proteins in order for the substances to move
down their concentration gradient.
A. Active transport
B. Facilitated diffusion
C. Osmosis
D. Sodium-potassium pump
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9. Which of the following is an example of passive transport which occurs when particles move
from an area of higher concentration to an area of lower concentration?
A. Phagocytosis
B. Pinocytosis
C. Diffusion
D. Osmosis
10. This process utilizes additional metabolic energy against the concentration gradient to move
molecules across the membrane from a region of lower concentration to a region of higher
concentration.
A. Active Transport
B. Passive Transport
C. Osmosis
D. Exocytosis
Lesson Transport Mechanisms

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What I Need to Know
• Learning Competencies:
1. Describe the structural components of the cell membrane
(STEM_BIO11/12-Ig-h-11)
2. Relate the structure and composition of the cell membrane to its function
(STEM_BIO11/12-Ig-h-12)
3. Explain transport mechanisms in cells (diffusion, osmosis, facilitated
transport, active transport) (STEM_BIO11/12-Ig-h-13)
4. Differentiate exocytosis and endocytosis (STEM_BIO11/12-Ig-h-14)
• Performance Standards:
The learners should be able to construct a cell membrane model from
indigenous or recyclable materials.
• Introduction:
With the pandemic today in the Philippines, you can just imagine our
Cagayan de Oro‘s front liners and law enforcers at the check points of a
city or security guards at the mall entrances (Fig. 7.a) as plasma
membranes (cell membranes) which have a lot of things to do such as
permitting who‘ll enter the establishment (represents the cell) or not and
even exiting is checked as well; Carrying goods in a truck or individuals on
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a motorcycle towards a particular cordoned area which depicts different
means or ways on how materials are transported in and out of the cell -
thus the transport mechanisms.
In cellular biology, membrane transport refers to the collection of

mechanisms that regulate the passage of solutes such as ions and small
molecules through biological membranes, which are lipid bilayers that
contain proteins embedded in them.
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Plasma membrane (Cell Membrane) plays a vital role in the transport
mechanisms and separates the living cell from its surroundings. To perform
these roles, it needs lipids, which make a semi-permeable barrier between
the cell and its environment. It also needs proteins, which are involved in
cross-membrane transport and cell communication, and carbohydrates
(sugars and sugar chains), which decorate both the proteins and lipids and
help cells recognize each other.
Fig. 7.a Even in a mall or at the checkpoints, the people and objects move from one
location to another; they cross or are contained within certain boundaries. Analogously, a
cell membrane‘s functions involve movement within the cell and across the boundaries in
the process of intracellular and intercellular activities. Just like the law enforcers or security
guards, they allow some substances to pass through, but not others.
1.1 Structural Components of the Cell Membrane
What I Know
Write the letter of the best answer in the blank.
_1. Which plasma membrane component can be either found on its surface or
embedded in the membrane structure?
a. protein
b. cholesterol
c. carbohydrate
d. phospholipid
_2. What is the primary function of carbohydrates attached to the exterior of cell
membranes?
a. identification of the cell
b. flexibility of the membrane
c. strengthening the membrane
d. channels through membrane
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_3. Which characteristic of a phospholipid contributes to the fluidity of the
membrane?
a. its head
b. cholesterol
c. a saturated fatty acid tail
d. double bonds in the fatty acid tail
_4. Which interacts to hydrophilic and hydrophobic environments?

a. protein
b. cholesterol
c. phospholipid
d. carbohydrate
_5. Carbohydrates is found outside the surface of the cell and bounded with?
a. lipid or protein
b. phospholipid
c. glycoprotein
d. glycolipid
Provide the description of each structural components of the cell membrane

regarding its location and features inside the empty blanks.
COMPONENT LOCATION FEATURE/FUNCTION

• the most abundant lipid
in the plasma membrane
Phospholipids Main fabric of the membrane
6._ _ _
_
7._ _ _ Dampen effects of

Cholesterol
_ _ _ temperature
Embedded in the phospholipid

8._ _ _
Integral Proteins bilayer; may or may not extend
_ _ _
through both layers
On the inner or outer surface of

Peripheral the phospholipid bilayer, but not 9._ _ _
Proteins embedded in its hydrophobic _ _ _
core
• Cell recognition
Carbohydrate 10. _ __ • Effective interaction with
Chains _ the acqueous
environment
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What’s In
• REVIEW: The Structural Components of the Cell Membrane
The modern understanding of the cellular or plasma membrane is referred to

as the fluid mosaic model or fluid mosaics of lipids and proteins. It is composed of a
bilayer of phospholipids, with their hydrophobic, fatty acid tails in contact with each
other (Fig. 7.d). The landscape of the membrane is studded with proteins, some of
which span the membrane. Some of these proteins serve to transport materials into
or out of the cell. Carbohydrates are attached to some of the proteins and lipids on
the outward-facing surface of the membrane (Fig. 7.b.), forming complexes which
function is to identify the cell to other cells. Cell membranes enclose and define the
borders of cells, but rather than being a static bag, they are dynamic and constantly
in flux.
Fig. 7.b. Structural Component of Cellular Membrane
Fig. 7.c. In 1935, Davson-Danielli, the sandwich model of membrane structure stated that the
membrane was made up of a phospholipid bilayer sandwiched between two protein layers.
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Fig. 7.d. In 1972, S. J. Singer and G. Nicolson proposed that the membrane is a mosaic of proteins
dispersed within the bilayer, with only the hydrophilic regions exposed to water.
The Fluidity of the membrane is due to temperature, the configuration of the

unsaturated fatty acid tails (some kinked or form a sharp twist by double bonds), the
presence of cholesterol embedded in the membrane, and the mosaic nature of the
proteins and protein-carbohydrate combinations, which are not firmly fixed in place.
Key Takes of the Fluid Nature of the CM:

• Phospholipids in the plasma membrane can move within the bilayer (Fig. 7.e)
• Most of the lipids, and some proteins, drift laterally
• Rarely does a molecule flip-flop transversely across the membrane
Fig. 7.e.
Lateral movement occurs 107 Flip-flopping across the membrane is

times per second. rare (~ once per month).
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• As temperatures cool, membranes switch from a fluid state to a solid state.
• The temperature at which a membrane solidifies depends on the types of lipids.
• Membranes rich in unsaturated fatty acids are more fluid than those rich in
saturated fatty acids. (Fig. 7.f.)
• Membranes must be fluid to work properly; they are usually about as fluid as salad
Oil.
Fig. 7.f. The type of hydrocarbon tails in phospholipids – Affects the fluidity of the cell membrane
Fluid Viscous
Unsaturated hydrocarbon tails Saturated hydrocarbon tails
(a) Unsaturated versus

saturated hydrocarbon tails
(b) Cholesterol within the

animal cell membrane Cholesterol
• The steroid cholesterol has different effects on membrane fluidity at different

temperatures.
• At warm temperatures (such as 37°C), cholesterol restrains movement of
Phospholipids.
• At cool temperatures, it maintains fluidity by preventing tight packing.
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Structural Component of the Cell Membrane (Plasma Membrane)
COMPONENT LOCATION FEATURE/FUNCTION

• the most abundant lipid
in the plasma membrane
Phospholipids Main fabric of the membrane
• are amphipathic
molecules
Tucked between the hydrophobic
Dampen effects of
Cholesterol tails of the membrane
temperature
phospholipids
Embedded in the phospholipid

Transport of substance
Integral Proteins bilayer; may or may not extend
through membrane
through both layers
On the inner or outer surface of

Peripheral the phospholipid bilayer, but not
Cell recognition
Proteins embedded in its hydrophobic
core
Attached to proteins or lipids on • Cell recognition
Carbohydrate the extracellular side of the • Effective interaction with
Chains membrane (forming the acqueous
glycoproteins and glycolipids environment
Terminology:
Amphiphilic or Amphipathic
• molecule possessing a polar or charged area and a nonpolar or uncharged area
capable of interacting with both hydrophilic and hydrophobic environments
Fluid mosaic model

• describes the structure of the plasma membrane as a mosaic of components
including phospholipids, cholesterol, proteins, glycoproteins, and glycolipids
(sugar chains attached to proteins or lipids, respectively), resulting in a fluid
character (fluidity)
Glycolipid
• combination of carbohydrates and lipids
Glycoprotein
• combination of carbohydrates and proteins
Hydrophilic
• molecule with the ability to bond with water; ―water-loving‖
Hydrophobic
• molecule that does not have the ability to bond with water; ―water-hating‖
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Integral protein
• protein integrated into the membrane structure that interacts extensively with the
hydrocarbon chains of membrane lipids and often spans the membrane; these
proteins can be removed only by the disruption of the membrane by detergents
Peripheral protein
• protein found at the surface of a plasma membrane either on its exterior or
interior side; these proteins can be removed (washed off of the membrane) by a
high-salt wash
What’s New
• Visual and Listening Activity:
1. A video link is provided ; ―Fluid mosaic model of cell membranes‖ | Biology | by

Khan Academy (2015), https://youtu.be/cP8iQu57dQo
2. Watch and Listen carefully to the video and be able to recognize and relate to
each attributes of the structural components of the membrane.
3. Reflect on your life experiences and relate them to the lesson in the video so that
you will be able to write a story analogous to the structural components of the cell
membrane.
4. Write the story neatly on a long bond paper.
What Is It
• Q & A Activity:
1. What happens to the plasma membrane if the weather gets cold?
2. Are there structural components involved in the membrane that are affected from
the rise and fall of the temperature? What are those structures?
3. What does Fig. 7.f imply regarding the fatty acid or hydrocarbon tail‘s shape when
compared and contrasted in relation with transport mechanism? Explain your
answer.
(Write your answers on a ½ crosswise intermediate paper.)
53
What’s More
• Drafting from Visual and Listening Activity:
1. A video link is provided ; ―Construction of the Cell Membrane‖ by Becky Polk-

Pohlman Barbara Liang; https://www.wisc-online.com/learn/natural-science/life-
science/ap1101/construction-of-the-cell-membrane
2. Watch and Listen carefully for you to be able to make a rough draft sketch of the
individual structural components of the membrane through the video clip.
3. Prepare your final draft sketch to me with labels of the indigenous /recyclable
materials you will utilize for each of the structural components for the next activity.
5. Write your sketch neatly on a long bond paper.
What I Have Learned
• Learning Process Activity:
Provide the best answer in the blank.
1. The modern understanding of the cellular or plasma membrane is referred to as

the _ _ or _ _.
2. It is composed of a bilayer of _ _.
3. are attached to some of the proteins and lipids on the outward-
facing surface of the membrane.
4. is a function of Carbohydrates.
5. The fluid nature of the membrane is due to _ _.
6. Cell membranes __ and _ _ the borders of cells.
7. refers to the collection of mechanisms that regulate the
passage of solutes.
8. _ _ integrated into the membrane structure that interacts
extensively with the hydrocarbon chains of membrane lipids.
54
What I Can Do
• Performance Activity:
Construct a cell membrane model from indigenous or recyclable materials.
1. Prepare your final draft sketch with labels of the indigenous /recyclable materials
that you will utilize for each of the structural components for this activity.
2. Prepare your indigenous /recyclable materials and tools kits to start constructing
the cell membrane model.
3. Set your output on a 2x2 sturdy and used illustration board or any platform.
4. Keep your output in a safe place and submit it on the exact date of submission to
be announced by your teacher.
1.2 The Relationship of the Structure and Composition

of the Cell Membrane to its Function
What I Know
_1. The primary function of the plasma membrane is ….

a. to protect the cell from its surroundings.
b. to provide shape and integrity to the cell.
c. to maintains the cell potential.
d. to be a fluid mosaic model.
membranes?
55
_3. Cellular Signaling relation to the Plasma Membrane is….
a. to protect intracellular components from the extracellular environment.
b. to enclose and define the borders of the cell
c. to transmit signals via complex proteins
d. to transport materials into or out of the cell
_4. Cellular Transport Mechanism‘s relation to the Plasma Membrane is…

b. to transport materials into or out of the cell
c. to enclose and define the borders of the cell
d. to transmit signals via complex proteins
_5. Vital for cellular signalling processes that influence tissue and organ
formation
a. membrane markers
b. membrane receptors
c. glycoprotein
d. glycolipid
Provide the the Funtions related to the Structures and Compositions of the Cell
Membrane inside the empty blanks.
Structure or Component Function
6._ _ _ _
Phospholipid Bilayer
_ _ _ _
.7. _ _
Membrane Markers
_ _ _ _
8._ _ _ _
Cytoskeleton
_ _ _ _
9._ _ _ _
Transmembrane Protein
_ _ _ _
10. _ _ _ _
Membrane Receptors
_ _ _ _
56
What’s In
• REVIEW: The Structure and Composition of the Cell Membrane relation

to its Function
The plasma membrane protects the cell from its external environment,
mediates cellular transport, and transmits cellular signals.
• The principal components of the plasma membrane are lipids (phospholipids

and cholesterol), proteins, and carbohydrates.
• The plasma membrane protects intracellular components from the extracellular
environment.
• The plasma membrane mediates cellular processes by regulating the materials
that enter and exit the cell.
• The plasma membrane carries markers that allow cells to recognize one
another and can transmit signals to other cells via receptors.
The plasma membrane (also known as the cell membrane or cytoplasmic
membrane) is a biological membrane that divides the interior of a cell from its outside
environment. (Figure 7.g)
The primary function of the plasma membrane is to protect the cell from its
surroundings. Composed of a phospholipid bilayer with embedded proteins, the
plasma membrane is selectively permeable to ions and organic molecules and
regulates the movement of substances in and out of cells. Plasma membranes must
be very flexible in order to allow certain cells, such as red blood cells and white blood
cells, to change shape as they pass through narrow capillaries.
The plasma membrane also plays a role in anchoring the cytoskeleton to
provide shape and integrity to the cell, and in attaching to the extracellular matrix and
other cells to help group cells together to form tissues. The membrane also
maintains the cell potential.
In short, if the cell is represented today as a COVID FREE-CAGAYAN DE
ORO CITY, then the plasma membrane is the checkpoints with the frontliners and
law enforcers that provides protective and territorial structure for the city inside,
depicting separation or barrier, regulates which people leave and enter the city, and
conveys messages to and from neighbouring cities.
Just as an unguarded check point in the surrounding barrier can be a disaster
for the city in today‘s crisis, like a rupture in the plasma membrane causes the cell to
lyse and die.
57
Cellular Signaling/ Recognition’s relation to the Plasma Membrane
Among the most sophisticated functions of the plasma membrane is its ability
to transmit signals via complex proteins. These proteins can be receptors, which
work as receivers of extracellular inputs and as activators of intracellular processes,
or markers, which allow cells to recognize each other.
Membrane receptors provide extracellular attachment sites for effectors like

hormones and growth factors, which then trigger intracellular responses. Some
viruses, such as Human Immunodeficiency Virus (HIV), can hijack these receptors to
gain entry into the cells, causing infections.
Membrane markers allow cells to recognize one another, which is vital for
cellular signaling processes that influence tissue and organ formation during early
development. This marking function also plays a later role in the ―self‖-versus-―non-
self‖ distinction of the immune response. Marker proteins on human red blood cells, for
example, determine blood type (A, B, AB, or O).
Terminology:
Receptor
• A protein on a cell wall that binds with specific molecules so that they can be
absorbed into the cell.
Cellular Transport Mechanisms’ relation to the Plasma Membrane

The movement of a substance across the selectively permeable plasma
membrane can be either ―passive‖—i.e., occurring without the input of cellular
energy —or ―active‖—i.e., its transport requires the cell to expend energy.
The cell employs a number of transport mechanisms that involve biological
membranes:
1. Passive osmosis and diffusion: transports gases (such as O 2 and CO2) and
other small molecules and ions
2. Transmembrane protein channels and transporters: transports small organic
molecules such as sugars or amino acids
3. Endocytosis: transports large molecules (or even whole cells) by engulfing
them
4. Exocytosis: removes or secretes substances such as hormones or enzymes.
58
Fig. 7.g. Detailed Image of Cell Membrane Structure in a Cell
59
What’s New
• Activity:
Identify the structural components of the cell membrane and provide the boxes with
the best answers
1.
2.
8.
3.
4. 6. 7.
5.
What Is It
• Q & A Activity:
1. Can you remember all the structural components of a cell membrane and be able
to list them down? If so, just list down at least 10 along with its functions.
2. Are there structures or components related in the membrane‘s transport

mechanisms? What are those? Write at least 5 and indicate why they are related.
60
What’s More
1. A video link is provided ; ―Inside the Cell Membrane‖ by Amoeba Sisters (Feb 28,
2018), https://www.youtube.com/watch?v=qBCVVszQQNs
2. Watch and Listen carefully for you to be able to associate the components and
structures of the cell membrane to your household.
3. Make an analogous reflection paper of your household to the structures and

components of the cell membrane. Prioritize on the function aspect.
4. Write it on a long bond paper.
What I Have Learned
1. Provide insights on how the structures and components of the cell membrane is
related to its function with regards to the Celular Signalling/Recognition.
2. Give your Take Aways on Cellular Transport Mechanisms‘ relation to the Plasma
Membrane emphasizing more on its function.
What I Can Do
1. Craft a task plan on a long bond paper regarding the tasks on what functions you
can contribute to your household during this time of crisis. Include also listing down
the house members functions contributing in your home.
2. Document this task in a week. Photos included in a separate paper or soft copy.
61
Template (example)
PARENT/GUARDIAN
SUN MON TUE WED THU FRI SAT
Printed name,
01/21/20 _/_/20 _/_/20 _/_/20 _/_/20 _/_/20 _/_/20 Signature and Date
PortGAs D. Ace
-swept -father
-sanitized -ate Sakura
outside Portgas
AM the
the
mopped the
vertical
bathroom floor with
home planted
disinfectanct
grounds pechay.
Sun 1/8/20
PortGAs D. Ace
-kuya
-mother
Senku
-washed Tsaunade
-threw bathed
PM the dishes sterilized
garbage Penduko
the
our dog
utensils
Sun 1/8/20
3. Keep your output in a safe place and send it on the exact date of submission to be
announced by your teacher.
1.3 Transport Mechanisms in Cells

1.4 Endocytosis vs. Exocytosis
What I Know
_1. Which is not a part of the transport mechanisms in cells?

a. facilitated
b. active
c. osmosis
d. excytosis
_2. What is the most direct form of transport mechanisms in cells?

a. passive
b. active
c. osmosis
d. excytosis
62
_3. Hydrocarbons dissolve in the lipid bilayer, except for…
a. pass the membrane
b. hydrophobic
c. non polar
d. polar
_4. Water molecules move from a region of high concentration to a region of

low concentration.
a. facilitated
b. active
c. osmosis
d. diffusion
_5. Moves molecules from high to low regions of concentration with the
transmembrane protein
a. facilitated
b. active
c. osmosis
d. diffusion
Provide the right answers after the number in the boxes below for the difference
between Endocytosis and Exocytosis.
Endocytosis refers to the Exocytosis refers to….

transportation of macromolecules, 6.
Definition large particles, and polar
substances into the cell from the
external environment.
Involved with …. Involved in removing waste from
7. the cell
Process
Occurs by …. Occurs by constitutive and

8. regulated secretory pathway
Type
Internal vesicles like phagosomes Forms….

are formed 9.
Vesicle
10. Involved
Cell Wall Formation
11. Releasing of hormones out of the

cell is an example
Example
63
What’s In
• REVIEW: Transport Mechanisms in Cells (Diffusion, Osmosis,

Facilitated Transport, Active Transport) to its Function
Plasma membranes must allow certain substances to enter and leave a cell,
and prevent some harmful materials from entering and some essential materials
from leaving. In other words, plasma membranes are selectively permeable—they
allow some substances to pass through, but not others. If they were to lose this
selectivity, the cell would no longer be able to sustain itself, and it would be
destroyed. Some cells require larger amounts of specific substances. They must
have a way of obtaining these materials from extracellular fluids. This may happen
passively, as certain materials move back and forth, or the cell may have special
mechanisms that facilitate transport. Some materials are so important to a cell that it
spends some of its energy, hydrolyzing adenosine triphosphate (ATP), to obtain
these materials. Red blood cells use some of their energy doing just that. Most cells
spend the majority of their energy to maintain an imbalance of sodium and
potassium ions between the cell's interior and exterior, as well as on protein
synthesis.
The most direct forms of membrane transport are passive. Passive

transport is a naturally occurring phenomenon and does not require the cell to exert
any of its energy to accomplish the movement. In passive transport, substances
move from an area of higher concentration to an area of lower concentration. A
physical space in which there is a single substance concentration range has
a concentration gradient.
Selective Permeability
Plasma membranes lack symmetry: the membrane's exterior is not identical to

its interior (Fig. 7.h). There is a significant difference between the arrangement of
proteins and phospholipids and between the two leaflets that form a membrane. On
the membrane's interior, some proteins serve to anchor the membrane to
cytoskeleton's fibers. There are peripheral proteins on the membrane's exterior that
bind extracellular matrix elements. Carbohydrates, attached to lipids or proteins, are
also on the plasma membrane's exterior surface (Figure 7.b). These carbohydrate
complexes help the cell bind required substances in the extracellular fluid. This adds
considerably to plasma membrane's selective nature.
64
Fig. 7.h. molecular view of the cell membrane. Intrinsic proteins penetrate and bind tightly to the
lipid bilayer, which is made up largely of phospholipids and cholesterol and which typically is between
4 and 10 nanometers (nm; 1 nm = 10−9 metre) in thickness. Extrinsic proteins are loosely bound to the
hydrophilic (polar) surfaces, which face the watery medium both inside and outside the cell. Some
intrinsic proteins present sugar side chains on the cell's outer surface. 2007 Encyclopædia Britannica,
Inc.
Fig. 7.i. Structural Component of Cellular Membrane
The plasma membrane's exterior surface is not identical to its interior surface.
Recall that plasma membranes are amphiphilic: They have hydrophilic and
hydrophobic regions. This characteristic helps move some materials through the
membrane and hinders the movement of others. Non-polar and lipid-soluble material
with a low molecular weight can easily slip through the membrane's hydrophobic lipid
core. Substances such as the fat-soluble vitamins A, D, E, and K readily pass
65
through the plasma membranes in the digestive tract and other tissues. Fat-soluble
drugs and hormones also gain easy entry into cells and readily transport themselves
into the body‘s tissues and organs. Oxygen and carbon dioxide molecules have no
charge and pass through membranes by simple diffusion.
Polar substances present problems for the membrane. While some polar
molecules connect easily with the cell's outside, they cannot readily pass through the
plasma membrane's lipid core. Additionally, while small ions could easily slip through
the spaces in the membrane's mosaic, their charge prevents them from doing so.
Ions such as sodium, potassium, calcium, and chloride must have special means of
penetrating plasma membranes. Simple sugars and amino acids also need the help
of various transmembrane proteins (channels) to transport themselves across
plasma membranes.
Key Takes of the Permeability of the Lipid Bilayer:

• Hydrophobic (nonpolar) molecules, such as hydrocarbons, can dissolve in the lipid
bilayer and pass through the membrane rapidly.
• Hydrophilic (Polar) molecules, such as sugars, do not cross the membrane easily.
Fig. 7.i. Substances highly impermeable to cross membrane like large uncharged polar molecules
(glucose and fructose), charged molecules and finally ALL IONS. But, Transport proteins are used to
transport ions across membrane.
66
The Transport Mechanisms
1. DIFFUSION
Passive movement of molecules from a region of high concentration to a region of
low concentration.
(Concentration gradient is the difference in concentration between the two
regions)
Small, uncharged molecules like O2, CO2 and H2O can move easily through the
membrane.
Works well over short distances. Once molecules enter the cell, the rate of
diffusion slows.
Limits cell size.
Fig. 7.j. Diffusion through a permeable membrane moves a substance from a high concentration area
(extracellular fluid, in this case) down its concentration gradient (into the cytoplasm).
2. OSMOSIS
Diffusion of the solvent across a semi-permeable membrane separating two
solutions. (Diffusion of water)
Water molecules move from a region of high concentration to a region of low
concentration.
Direction depends on the relative concentration of water molecules on either side
of the cell membrane.
Isotonic: Water inside the cell equals the water outside the cell and equal
amounts of water move in and out of the cell.
Hypotonic: Water outside the cell is greater than that inside the cell, water moves
into the cell, may cause cell to burst (lysis)
Hypertonic: Water inside the cell is greater than outside. Water moves out of the
cell, may cause the cell to shrink (plasmolysis)
67
Fig. 7.k. Movement of water molecules from high concentration to low concentration, through a semi-
permeable membrane.
3. FACILITATED TRANSPORT (ALSO KNOWN AS FACILITATED DIFFUSION OR

PASSIVE-MEDIATED TRANSPORT)
Assists with the movement of large molecules like glucose.
Passive movement of a substance into or out of the cell by means of carrier
proteins or channel proteins.
Moves molecules from high to low regions of concentration.
Carrier proteins: Transports noncharged molecules with a specific shape.
Channel proteins: Tunnel shape that transports small charged molecules.
DOES NOT REQUIRE water molecules for other molecules to transfer.
Fig. 7.l. Facilitated diffusion in cell membrane, showing ion channels and carrier proteins.
68
4. ACTIVE TRANSPORT
The process of moving substances against their concentration gradients
Requires Energy.
Examples:
Kidney cells pump glucose and amino acids out of the urine and
back into the blood.
Intestinal cells pump in nutrients from the gut.
Root cells pump in nutrients from the soil.
Gill cells in fish pump out sodium ions.
Fig. 7.m. Active transport: Requires the use of chemical energy to move substances across a
membrane, against a concentration gradient. Active transport proteins may be uniports, symports, or
antiports.
Active Transport Pump:

Sodium-potassium pump
3 sodium ions inside the cell and 2 potassium ions outside the cell bind to
the pump.
This allows the release of energy from ATP and causes the protein
complex to change shape.
The change in shape allow the Na+ and K+ ions to move across and be
released.
69
Fig. 7.n. In Primary active transport, energy from the hydrolysis of ATP is used to move ions into or
out of cells against their concentration gradients. The sodium-potassium pump is an important
example.
Fig. 7.o. Secondary active transport couples the passive movement of one substance with its
concentration gradient to the movement of another substance against its concentration gradient.
Energy from ATP is used indirectly to establish the concentration gradient that results in the
movement of the first substance.
70
5. BULK TRANSPORT
1. Endocytosis: The cell membrane folds inward, traps and encloses a small
amount of matter from the extracellular fluid.
2. Exocytosis: The reverse of endocytosis: A vesicle from inside the cell moves to
the cell membrane. The vesicle fuses to the membrane and the contents are
secreted.
Fig. 7.p. Exocytosis and Endocytosis
Difference between Endocytosis and Exocytosis
Endocytosis refers to Exocytosis refers to the

the transportation of transportation of
macromolecules, large molecules or particles
Definition particles, and polar from the cell to the
substances into the cell
outside of the cell
from the external
environment
Involved with up taking Involved in removing

Process
nutrients into the cell waste from the cell
Occurs by both Occurs by constitutive

Type phagocytosis and and regulated secretory
pinocytosis pathway
71
Internal vesicles like Secretory vesicles are
Vesicle
phagosomes are formed formed
Cell Wall
Not involved Involved
Formation
Engulfing bacteria by Releasing of hormones

Example phagocytes is an out of the cell is an
example example
3 Types of Endocytosis:
Pinocytosis: The intake of a small droplet of extracellular fluid. This occurs in

nearly all cell types.
Phagocytosis: The intake of a large droplet of extracellular fluid. This occurs in
specialized cells.
Receptor-assisted endocytosis: The intake of specific molecules that attach to
special proteins in the cell membrane. These proteins are uniquely
shaped to fit the shape of a specific molecule.
Fig. 7.q. Secondary active transport couples the passive movement of one substance with its
concentration gradient to the movement of another substance against its concentration gradient.
Energy from ATP is used indirectly to establish the concentration gradient that results in the
movement of the first substance.
72
What’s New
1. A video link is provided ; ―Cell Transport‖ by Amoeba Sisters (2016),

https://www.youtube.com/watch?v=Ptmlvtei8hw
2. Watch and Listen carefully for you to be able to determine and differentiate the
types of transport mechanism in a cell.
3. Make a reaction paper of the video clip.
What Is It
• Q & A Activity:
1. Why is the transport mechanism vital in a cell?
2. How are things transported through the membrane?
3. How will a person know if the transport mechanism in the cell throughout our body
is starting not to work not working?
4. What will you compare to the transport mechanism to what we have today?
5. If you are to choose what transport mechanism you prefer, what will it be and
why?
What’s More
• Crafting Activity:
1. Choose one (1) Transport Mechanism in a cell and make a relatable analogy
based on your experience recently.
2. Illustrate and explain your work on a long bond paper .
73
3. Write your sketch neatly on a long bond paper.
What I Have Learned
• Q & A Activity:
1. Provide the different Transport Mechanisms in a cell with at least 2-3 attributes.
2. How are things transported through the membrane?
3. How will a person know if the transport mechanism in the cell throughout our body
is starting not to work not working?
4. What will you compare to the transport mechanism to what we have today?
5. If you are to choose what transport mechanism you prefer, what will it be and
why?
What I Can Do
1. Choose what you think will be the Transport Mechanism you need to create a
story that reflects what our country is experiencing now.
2. Write your draft on a piece of paper and after you‘re done, transfer it in a long
bond paper .
74
Assesment
membranes?
_2. Which plasma membrane component can be either found on its surface or
embedded in the membrane structure?
a. protein
b. cholesterol
c. carbohydrate
d. phospholipid
_3. Carbohydrates is found outside the surface of the cell and bounded with?
a. lipid or protein
b. phospholipid
c. glycoprotein
d. glycolipid
_4. Which interacts to hydrophilic and hydrophobic environments?

a. protein
b. cholesterol
c. phospholipid
d. carbohydrate
_5. Which characteristic of a phospholipid contributes to the fluidity of the

membrane?
a. its head
b. cholesterol
c. a saturated fatty acid tail
d. double bonds in the fatty acid tail
membranes?
75
_7. The primary function of the plasma membrane is ….
a. to protect the cell from its surroundings.
b. to provide shape and integrity to the cell.
c. to maintains the cell potential.
d. to be a fluid mosaic model.
_8. Vital for cellular signalling processes that influence tissue and organ
formation
a. membrane markers
b. membrane receptors
c. glycoprotein
d. glycolipid
_9. Cellular Transport Mechanism‘s relation to the Plasma Membrane is…

b. to transport materials into or out of the cell
c. to enclose and define the borders of the cell
d. to transmit signals via complex proteins
_10. Cellular Signaling relation to the Plasma Membrane is….

b. to enclose and define the borders of the cell
c. to transmit signals via complex proteins
d. to transport materials into or out of the cell
_11. Hydrocarbons dissolve in the lipid bilayer, except for…

a. pass the membrane
b. hydrophobic
c. non polar
d. polar
_12. Which is not a part of the transport mechanisms in cells?

a. facilitated
b. active
c. osmosis
d. excytosis
_13. What is the most direct form of transport mechanisms in cells?

a. passive
b. active
c. osmosis
d. excytosis
_14. Water molecules move from a region of high concentration to a region of

low concentration.
a. facilitated
b. active
c. osmosis
d. diffusion
76
_15. Moves molecules from high to low regions of concentration with the
transmembrane protein
a. facilitated
b. active
c. osmosis
d. diffusion
_16. All are attributes of exocytosis except for…

a. Involved with up taking nutrients into the cell
b. Secretory vesicles are formed
c. Involved in removing waste from the cell
d. Uninvolved in cell Wall Formation
_17. Water inside the cell equals the water outside the cell and equal
amounts of water move in and out of the cell.
a. Osmotic
b. Hypertonic
c. Hypotonic
d. Isotonic
_18. Mechanism using ATP

a. facilitated
b. active
c. osmosis
d. excytosis
_19. Engulfment involves…

a. passive
b. active
c. endocytosis
d. excytosis
_20. Waste removal involves….

a. passive
b. active
c. endocytosis
d. excytosis
77
Structures and Functions of
Biological Molecules
Lesson - Enzymes
7
What I Need to Know
• Learning Competencies:
1. Describe the components of an enzyme (STEM_BIO11/12-Ii-j-17)
2. Explain oxidation/reduction reactions (STEM_BIO11/12-Ii-j-18)
3. Determine how factors such as pH, temperature, and substrate affect

enzyme activity (STEM_BIO11/12-Ii-j-19)
• Performance Standards:
The learners should be able to construct a cell membrane model

from indigenous or recyclable materials.
• Introduction:
When you were very young and played under the heat of the sun, were
you able to experience sweat dripping in your neck, head and then like
some acid that went in your eyes, it feels burning and stingy right? But don‘t
you worry. Now, we all know that the burning and stingy sensation in our
eyes was due to dust and oils that came in contact with the sweat and to an
anti-microbial enzyme fighting off germs called Lysozyme.
So enzymes are vital for life and serve a wide range of important
functions in the body, such as aiding in fighting germs, digestion, and
metabolism.
78
Some enzymes help break large molecules into smaller pieces that are
more easily absorbed by the body. Other enzymes help bind two molecules
together to produce a new molecule. Enzymes are highly selective
catalysts, meaning that each enzyme only speeds up a specific reaction.
Peeling, bruising, or cutting fruits cause them to release enzymes like

polyphenol oxidase (PPO, phenolase) that, with the presence of oxygen
(oxidation) in the surrounding air, goes into chemical reactions of plant
compounds. These chemical reactions produce brown pigments through
the process of enzymatic browning (Fig. 8.a.)
Oxidation and reduction occur in tandem and it occurred when peeling

or cutting fruits resulting to an enzymatic browning. Because oxidation and
reduction usually occur together, these pairs of reactions are called
oxidation reduction reactions, or redox reactions.
Think of people passing balls back and forth, and the balls are balls of
negativity. So if I'm holding the ball, I'm reduced. If I pass you the ball, you
get reduced, and I become oxidized. The passing of the ball was the
reduction-oxidation reaction.
An oxidation-reduction (redox) reaction is a type of chemical reaction that

involves a transfer of electrons between two species. An oxidation-
reduction reaction is any chemical reaction in which the oxidation number
of a molecule, atom, or ion changes by gaining or losing an electron. A
classic example of a redox reaction is rusting. When rusting happens,
oxygen steals electrons from iron. Oxygen gets reduced while iron
gets oxidized.
Fig. 8.a. Enzymatic browning of a sliced apple.
79
7.1 Transport Mechanisms in Enzymes
What I Know
_1. Where the reaction is catalysed in an enzyme?

a. Facilitated site
b. Active site
c. Passive site
d. Direct site
_2. Catalyze group transfer reactions; often require coenzymes.

a. Transferases
b. Hydrolases
c. Lyases
d. Isomerases
_3. Lysis of substrate; produce contains double bond.

a. Transferases
b. Hydrolases
c. Lyases
d. Isomerases
_4. Enzymes are described as all of the above except

a. micromolecule
b. macromolecule
c. stereospecific
d. having a defined amino acid sequence
_5. Active forms from one of the inactive enzyme .

a. Apoenzyme
b. Holoenzyme
c. Cofactor
d. Coenzyme
_6. Enzymes described having a typically long amino acid sequence about?
a. 100-400
b. 100-500
c. 100-600
d. 100-700
PRIOR KNOWLEDGE: Definition of Terms
7. Catalyst
8. Active Side
9. Enzyme
10. Substrate
80
What’s In
• REVIEW: Description of the Components of Enzyme
What is an enzyme?
• Enzymes are protein macromolecules.

o They have a defined amino acid sequence, and are typically 100-500
amino acids long.
o They have a defined three-dimensional structure.
• Enzymes are catalysts.
o They act as a catalyst to a chemical or biochemical reaction, with a
defined mechanism.
o They increase the speed of that reaction, typically by 10 6-1014 times
faster than the rate of the uncatalysed reaction.
o They are selective for a single substrate.
o They speed up rate of reaction by lowering the activation energy (Ea).
o They are stereospecific, meaning the reaction produces a single
product.
Common mistakes and misconceptions
• Enzymes are "specific." Each type of enzyme typically only reacts with one
(Fig 8.b.), or a couple, of substrates. Some enzymes are more specific than
others and will only accept one particular substrate. Other enzymes can act
on a range of molecules, as long as they contain the type of bond or chemical
group that the enzyme targets.
Fig. 8.b. A substrate entering the active site of the enzyme.

Image modified from "Enzymes: Figure 2," by OpenStax College, Biology, CC BY 3.0.
.
81
• Enzymes are reusable. Enzymes are not reactants and are not used up
during the reaction. Once an enzyme binds to a substrate and catalyzes the
reaction, the enzyme is released, unchanged, and can be used for another
reaction. This means that for each reaction, there does not need to be a 1:1
ratio between enzyme and substrate molecules.
Nomenclature
Typically add “-ase” to name of substrate

e.g. lactase breaks down lactose (dissacharide of glucose and galactose)
Enzymes based upon the class of organic chemical reaction catalyzed:
1. Oxidoreductase - catalyze redox reactions; dehydrogenases, oxidases,

peroxidases, reductases.
2. Transferases - catalyze group transfer reactions; often require coenzymes.
3. Hydrolases - catalyze hydrolysis reactions.
4. Lyases - lysis of substrate; produce contains double bond.
5. Isomerases - catalyze structural changes; isomerization.
6. Ligases - ligation or joining of two substrates with input of energy, usually from
ATP hydrolysis; often called synthetases or synthases.
ENZYME COMPONENTS (Fig. 8.c.)

• Apoenzyme:
• is an inactive enzyme, activation of the enzyme occurs upon binding of an
organic or inorganic cofactor.
• are enzymes that lack their necessary cofactor(s) for proper functioning
• a Protein
• Holoenzyme: (Fig. 8.d.)

• are the active forms of apoenzymes. (Apoenzyme plus cofactor)
• DNA polymerase and RNA polymerase are examples.
• Cofactor:
• mostly metal ions or small organic molecules, are inorganic and organic
chemicals that assist enzymes during the catalysis of reactions.
• Nonprotein component (e.g. magnesium, zinc)
• Coenzyme:
• are non-protein organic molecules that are mostly derivatives of vitamins
soluble in water by phosphorylation
• Organic cofactor (Eg: NADH, FADH)
Many enzymes can catalyze a reaction only if coenzymes, or cofactors are present.
82
Fig. 8.c. Parts of an Enzyme
Fig. 8.d. Component of a Holoenzyme
Terminology:
Catalyst
• A substance that speeds up a chemical reaction without being changed
Enzyme
• A biological catalyst (usually a protein)
Substrate
• The reactant molecule that an enzyme works on
Active Site
• The part of the enzyme where the substrate binds
Enzyme-substrate complex
• formed when the substrate molecule collides with the active site of its
enzyme
Endoenzymes(intracellular) / Exoenzymes (extracellular)
83
Activation energy
• the minimum energy required to start a chemical reaction
Transition state
• the intermediate stage in a reaction in which the old bonds break and
new bonds are formed
What’s New
1. A video link is provided ; ―Cofactors | Coenzymes | Holoenzyme | Apoenzyme,

QuickBiochemistry Basics (2020),
https://www.youtube.com/watch?v=LK5HzcAOmyA
2. Watch and Listen carefully to the video and be able to recognize the components
of enzyme.
3. Make a descriptive reaction paper emphasizing the components of the enzyme.
4. Write it neatly on a long bond paper.
What Is It
• Q & A Activity:
1. What are the components of the enzyme that makes it important or vital?
2. How does the component or part of the enzyme contribute to its function?
3. What are each of the components attributes? Describe them.
84
What’s More
1. Watch the video clip ―How Enzymes Work‖, RicochetScience (2015),

https://www.youtube.com/watch?v=UVeoXYJlBtI .
2. The video is explaining the mechanism of an enzymatic activity. But with the
image below, relate what you have learned and try to explain what is happening
from #1 - #5.
3. Draw and label with your best answer on a long coupon bond.
What I Have Learned
Write T if the statement is true and F if the statement is false.
1. Substrate binds in the active site.

2. An enzyme is usually lipid biological catalyst.
3. The reactant molecule that an enzyme works on is the Substrate.
4. A Catalyst retards the chemical reaction without being changed
5. Coenzymes are non-protein organic molecules that are mostly derivatives
of vitamins
6. Cofactors are small protein organic molecules that assist enzymes during
the catalysis of reactions.
7. DNA and RNA polymerases are examples of Holoenzyme.
85
8. Apoenzyme activation occurs upon binding of an organic or inorganic
coenzyme.
9. Enzymes are reactants and are used up during the reaction.
10. Once an enzyme binds to a substrate and catalyzes the reaction, the
enzyme is released, unchanged, and can be used for another reaction.
11. Some enzymes are more specific than others and will only accept one
particular substrate
12. Enzymes have a defined two-dimensional structure.
13. Enzyme‘s amino acid sequence are typically 10-500 amino acids long.
14. Transition state is the intermediate stage in the enzymatic mechanism.
15. Substrate molecule collides with the active site of its enzyme forms the
Enzyme Substrate complex.
What I Can Do
1. Life is hard nowadays; you‘re supposed to be able to know how to cook since
you‘re already a Senior High student. You can ask your guardian or parents to help
you with your dish. Choose a recipe that you can easily cook. Only do this at home if
you‘re permitted to do so.
2. Prepare your ingredients and materials for the activity and document everything
using the camera of your phone or just list them down.
3. Write and determine your ingredients that will represent most likely the component
of an enzyme. Describe the process of your activity like what would be the catalyst in
your ingredients that sped up the reaction to make the finished product or what your
salt would be represent in the components.
4. After you‘re done baking or cooking with the assistance of your parent or guardian
(photos required if possible), reflect on all of the resources that you‘re able to utilize
and appreciate them by serving your dish (output) first to your family and consume
them together taken with a groufie pic.
5. Document everything from preparing to cooking and serving on a long bond and
secure it until the date of submission that will be announced by the teacher.
86
7.2 Oxidation/Reduction Reactions
What I Know
PRIOR KNOWLEDGE: Definition of Terms
1. Oxidation
2. Reduction
3. Oxidants
4. Reductants
5. Reagent
What’s In
• REVIEW: Oxidation-Reduction Reactions
An oxidation-reduction (redox) reaction is a type of chemical reaction that

involves a transfer of electrons between two species. An oxidation-reduction reaction
is any chemical reaction in which the oxidation number of a molecule, atom, or ion
changes by gaining or losing an electron. Redox reactions are common and vital to
some of the basic functions of life, including photosynthesis, respiration, combustion,
and corrosion or rusting.
• oxidation-reduction reactions are also called REDOX reactions

• all redox reactions involve the transfer of electrons from one atom to another
• spontaneous redox reactions are generally exothermic, and we can use their
released energy as a source of energy for other applications.
Redox reactions are comprised of two parts, a reduced half and an oxidized half,
that always occur together. The reduced half gains electrons and the oxidation
number decreases, while the oxidized half loses electrons and the oxidation number
increases. Simple ways to remember this include the mnemonic devices OIL
RIG, meaning "oxidation is loss" and "reduction is gain," and LEO says
GER, meaning "loss of e- = oxidation" and "gain of e- = reduced." There is no net
change in the number of electrons in a redox reaction. Those given off in the
oxidation half reaction are taken up by another species in the reduction half reaction.
A good example of a redox reaction is the thermite reaction, in which iron atoms
in ferric oxide lose (or give up) O atoms to Al atoms, producing Al2O3.
Fe2O3(s)+2Al(s)→Al2O3(s)+2Fe(l)
87
What do you mean by oxidation and reduction?
• OXIDATION can be defined as addition of oxygen/electronegative element to a

substance or removal of hydrogen/ electropositive element from a substance.
• REDUCTION can be defined as removal of oxygen/electronegative element from a

substance or addition of hydrogen/ electropositive element to a substance.
*oxidation occurs when an atom’s oxidation
state increases during a reaction
*reduction occurs when an atom’s oxidation

state decreases during a reaction
Development of oxidation and reduction reaction concept _ ___

Reaction of reduction oxidation based on releasing (losing) and gaining of oxygen (capturing).
a. Oxidation reaction is a reaction of gaining (capturing) of oxygen by a substance

Ex.
CH4(g) + 2O2(g) → CO2(g) + 2H2O(g)
P4(s) + 5O2(g) → 2P2O5(s)
b. Reduction reaction is a reaction of releasing (losing) of oxygen from an oxide
compound
Ex.
CuO(s) + H2(g) → Cu(s) + H2O(g)
Fe2O3(s) + 3CO(g) → 2Fe(s) + 3CO2(g)
What is an oxidizing and reducing agent?
• Oxidizing agent: a reagent which increases the oxidation number of an element of
a given substance. These reagents are called oxidants. It contains the element that
is reduced.
• Reducing agent: a reagent that lowers the oxidation number of a given element.
These reagents are also called reductants. It contains the element that is oxidized.
2 Na(s) + Cl2(g) → 2 Na+Cl–(s)

Na is oxidized, Cl is reduced
Na is the reducing agent, Cl 2 is the oxidizing agent
88
Terminology:
Reactant
• is a substance or compound added to a system to cause a chemical reaction, or
added to test if a reaction occurs. The terms reactant and reagent are often used
interchangeably—however, a reactant….
Reagent
• is more specifically a substance consumed in the course of a chemical reaction.
What’s New
1. A video link is provided ; ―Introduction to Oxidation Reduction (Redox) Reactions‖,

Tyler DeWitt (2015), https://www.youtube.com/watch?v=5rtJdjas-mY
2. Watch and Listen carefully to the video and be able to understand REDOX
reaction.
3. Make a detailed reaction paper explaining the REDOX reaction. Provide 3

examples.
4. Write it neatly on a long bond paper.
What Is It
• Q & A Activity:
1. What are the components that make up REDOX reaction?
2. Who gains and losses electrons?
3. When does REDOX reaction happens?
4. Why is REDOX significant to learn?
89
What I Have Learned
_1. A substance consumed in the course of a chemical reaction.

a. Reactant
b. Reagent
c. Reductant
d. Oxidant
_2. Substance added to test if a reaction occurs.

a. Reactant
b. Reagent
c. Reductant
d. Oxidant
_3. Contains the element that is oxidized..

a. Reactant
b. Reagent
c. Reductant
d. Oxidant
_4. Contains the element that is reduced.

a. Reactant
b. Reagent
c. Reductant
d. Oxidant
_5. Occurs when an atom‘s oxidation state decreases during a reaction.

a. Oxidation
b. Reduction
c. Reduction-Oxidation Reaction
d. All are correct.
_6. Occurs when an atom‘s oxidation state increases during a reaction.

a. Oxidation
b. Reduction
d. All are correct.
_7. Oxidizing agent lowers the oxidation number of a given element.

a. True
b. False
90
_8. True to oxidation-reduction (redox) reaction. Except…
a. OXIDATION can be removal of hydrogen/ electropositive element from a
substance.
b. REDUCTION can be removal of oxygen/electronegative element from a
substance.
c. Spontaneous redox reactions are generally endothermic.
d. All redox reactions involve the transfer of electrons from one atom to another.
7.3 Determining the Factors Affecting Enzyme Activity
What I Know
Place the letters of the best answer inside the box of the factor icon which influences
the activity of the enzyme.
A. Changing this factor outside the enzyme‘s optimum

1. range will slow enzyme activity.
B. Decreasing this factor slows down a reaction
C. This factor at an optimum pH, near neutral causes

2. enzymes to catalyze a reaction most rapidly.
D. Increasing this factor will speed up the reaction,

as long as there is substrate available to bind to.
3.
E. At the saturation point, the reaction will not speed up, no
matter how much of this factor is added.
F. Increasing this factor can cause an enzyme to lose its

4. shape (denature) and stop working.
G. Increasing this factor, the greater should be the initial reaction

rate and will last as long as substrate present.
H. This factor‘s graph of the reaction rate will plateau.
91
What’s In
• REVIEW: Factors Affecting Enzyme Activity
Enzyme activity can be affected by a variety of factors, such as temperature, pH,

concentrations and inhibitors.
Enzymes work best within specific temperature and pH ranges, and sub-optimal
conditions can cause an enzyme to lose its ability to bind to a substrate.
Determnants of the Factors Affecting Enzyme Activites
A. Temperature: Raising temperature generally speeds up a reaction, and

lowering temperature slows down a reaction. However, extreme high
temperatures can cause an enzyme to lose its shape (denature) and stop
working. Most enzymes have an optimum temperature, near normal body
temperature at which they catalyze a reaction most rapidly.
B. pH (abbr. power of hydrogen or potential for hydrogen ): Each enzyme has an

optimum pH range. Changing the pH outside of this range will slow enzyme
activity. Extreme pH values can cause enzymes to denature. Even small pH
changes can alter the electrical charges on various chemical groups in
enzyme molecules, thereby altering the enzyme‘s ability to bind its substrate
and catalyze a reaction.
92
Enzymes catalyze a reaction most rapidly at an optimum pH, near neutral.
C. Substrate concentration: Increasing substrate concentration also increases

the rate of reaction to a certain point. Once all of the enzymes have bound,
any substrate increase will have no effect on the rate of reaction, as the
available enzymes will be saturated and working at their maximum rate. At the
saturation point, the reaction will not speed up, no matter how much additional
substrate is added. The graph of the reaction rate will plateau.
D. Enzyme concentration: Increasing enzyme concentration will speed up the

reaction, as long as there is substrate available to bind to. Once all of the
substrate is bound, the reaction will no longer speed up, since there will be
nothing for additional enzymes to bind to.
93
The higher the concentration of an enzyme the greater should be the initial
reaction rate. This will last as long as substrate present
E. Enzyme Inhibitors (Inhibition):
o Competitive inhibitor: A molecule similar in structure to a substrate

can bind to an enzyme‘s active site and compete with substrate
94
o Noncompetitive inhibitors: attach to the enzyme at an allosteric
site, which is a site other than the active site distort the tertiary protein
structure and alter the shape of the active site.
95
o Feedback inhibition: regulates the rate of many metabolic pathways
when an end product of a pathway accumulates and binds to and
inactivates the first enzyme in the metabolic pathway. Product (usually
ultimate product) of a pathway controls the rate of synthesis through
inhibition of an early step (usually the first step). Conserves material
and energy by preventing accumulation of intermediates.
96
What’s New
1. 2 video links are provided ; “ GCSE Biology - How Enzymes W ork #11‖ and
―GCSE Biology - Factors that Affect Enzymes #12‖ by Cognito (2018),
Part 1: https://www.youtube.com/watch?v=VNX9UQ08fZ4
Part 2: https://www.youtube.com/watch?v=qq1foXnvJao
2. Watch and Listen carefully to the video and be able to recognize and relate to
each factors affecting the enzymatic activities.
3. Make a detailed reaction paper regarding the video clip yousaw.
4. Write your reaction on a long bond paper.
What Is It
• Q & A Activity:
1. What are factors involved in the enzymatic activity?
2. How can you determine the effects of each factor of the enzymatic activity?
3. Select 1 factor that most likely reflects your life as a Senior High student.
(Write your answers on a 1 whole intermediate paper.)
What I Have Learned
Provide the best answer in the blank.
1. _ _ regulates the rate of many metabolic pathways.

2. attach to the enzyme at an allosteric site.
3. can bind to an enzyme‘s active site and compete with substrate.
4. is a place on an enzyme where a molecule that is not a substrate
may bind.
97
Enzyme activity can be affected by a variety of factors, such as 5. ,
6. , 7. , 8. __ , and 9. .
10. Evidently the graph on a substrate concentration will present a __ .
What I Can Do
Grow a plant.
A plant can represent an enzyme while your water, soil and sunlight can represent
the substrates. Guess what the inhibitors can represent? Maybe anything that will
negatively affect the plant like not watering it on schedule, not getting enough
sunlight and so much more. We know the byproducts of the plants that are well
taken care of, right? Food and oxygen, or something beneficial to us.
1. Gather a recyclable container like cola bottles, loam soil, fertilizer, etc. Use tools
needed like a small shovel or trowel for transferring the soil inside the container.
3. Decide on a plant you want to easily take care and be beneficial for your
household. Then, secure the seeds or graft of the plant you decided on. Plant it.
4. Document everything for a month (photos included if possible), starting from the
first day of listing down the materials and recording the plant‘s growth in centimeters.
Keep a record notebook for the schedule of submission.
..
Assesment
_1. Catalyze group transfer reactions; often require coenzymes.

a. Transferases
b. Hydrolases
c. Lyases
d. Isomerases
_2. Where the reaction is catalysed in an enzyme?

a. Facilitated site
b. Active site
c. Passive site
d. Direct site
98
_3. Lysis of substrate; produce contains double bond.
a. Transferases
b. Hydrolases
c. Lyases
d. Isomerases
_4. True to temperature as a factor of enzymatic reaction.

a. This factor at an optimum level, near neutral, causes enzymes to catalyze a
reaction most rapidly.
b. Changing this factor outside the enzyme‘s optimum range will slow enzyme
activity.
c. At the saturation point, the reaction will not speed up, no matter how much of
this factor is added.
d. Increasing this factor can cause an enzyme to lose its shape (denature) and
stop working.
_5. Enzymes are described as all of the above except

a. micromolecule
b. macromolecule
c. stereospecific
d. having a defined amino acid sequence
_6. Active forms from one of the inactive enzyme .

a. Apoenzyme
b. Holoenzyme
c. Cofactor
d. Coenzyme
_7. Enzymes described having a typically long amino acid sequence about?
a. 100-400
b. 100-500
c. 100-600
d. 100-700
_8. Occurs when an atom‘s oxidation state decreases during a reaction.

a. Oxidation
b. Reduction
d. All are correct.
_9. Contains the element that is oxidized..

a. Reactant
b. Reagent
c. Reductant
d. Oxidant
99
_10. All the statements are not true to the substrate concentration, except for...
activity.
stop working.
_11. Substance added to test if a reaction occurs.

a. Reactant
b. Reagent
c. Reductant
d. Oxidant
_12. Occurs when an atom‘s oxidation state increases during a reaction.

a. Oxidation
b. Reduction
d. All are correct.
_13. Oxidizing agent lowers the oxidation number of a given element.

a. True
b. False
_14. True to oxidation-reduction (redox) reaction. Except…

a. OXIDATION can be removal of hydrogen/ electropositive element from a
substance.
b. REDUCTION can be removal of oxygen/electronegative element from a
substance.
c. Spontaneous redox reactions are generally endothermic.
d. All redox reactions involve the transfer of electrons from one atom to another.
_15. A substance consumed in the course of a chemical reaction.

a. Reactant
b. Reagent
c. Reductant
d. Oxidant
_16. Regulates the rate of many metabolic pathways.

a. Feedback inhibition
b. Noncompetitive inhibitors.
c. Competitive inhibitor.
d. Substrate Concentration
100
_17. Can bind to an enzyme‘s active site and compete with substrate.
b. Noncompetitive inhibitors.
c. Competitive inhibitor
_18. Contains the element that is reduced.

a. Reactant
b. Reagent
c. Reductant
d. Oxidant
_19. Attach to the enzyme at an allosteric site

b. Noncompetitive inhibitors
c. Competitive inhibitor
_20. True to pH, except for...

activity.
stop working.
101
102
References
• GENERAL BIOLOGY 1 SPECIALIZED SUBJECT | ACADEMIC-STEM,

The Commission on Higher Education, Philippine Normal University
(2016) https://bit.ly/2DCe9kz (Restrictions are imposed)
• DEPED Learning Modules Grade 7-10
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Jurukovski, Jean DeSain, Jung Choi, Yael Avissar,
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https://en.wikipedia.org/wiki/Membrane_transport
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the-cell-membrane/a/structure-of-the-plasma-membrane
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(2015)
https://cnx.org/contents/GFy_h8cu@9.85:QOGUelqL@9/Components-
and-Structure
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https://youtu.be/cP8iQu57dQo
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https://courses.lumenlearning.com/boundless-
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https://www.thoughtco.com/cell-membrane-373364
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https://www.youtube.com/watch?v=qBCVVszQQNs
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| Pearson, Jane B. Reece, Lisa A. Urry, Michael L. Cain, Steven A.
Wasserman, Peter V Minorsky, Robert B Jackson (2011)
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https://uk.toluna.com/opinions/4233889/OSMOSIS
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https://microbenotes.com/osmosis-and-diffusion/
103
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https://kaiserscience.wordpress.com/biology-the-living-
environment/cells/active-transport-across-cell-membranes/
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https://en.wikipedia.org/wiki/Endocytosis
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https://pediaa.com/difference-between-endocytosis-and-exocytosis/
• Active, Passive, and Bulk Cell Transport, RicochetScience (2016)
https://www.youtube.com/watch?v=BGeSDI03aaw
• Alzheimer's disease By Mayo Clinic Staff (2018)
https://www.mayoclinic.org/diseases-conditions/leukemia/symptoms-
causes/syc-
20374373#:~:text=Leukemia%20is%20cancer%20of%20the,involves%
20the%20white%20blood%20cells
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causes/syc-
20374373#:~:text=Leukemia%20is%20cancer%20of%20the,involves%
20the%20white%20blood%20cells
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the-cell-membrane/a/structure-of-the-plasma-membrane
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affect%20the%20rate,of%20any%20inhibitors%20or%20activators.
• https://www.britannica.com/science/enzyme/Factors-affecting-enzyme-
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https://www.khanacademy.org/science/high-school-biology/hs-energy-
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easybiologyclass.com https://bit.ly/2W3SFU9
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105
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BIOLOGY Module 2nd Part

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BIOLOGY Module 2nd Part

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Senior High School

Department of Education ● Republic of the Philippines

Published by the Department of Education – Division of Cagayan de Oro Schools

Development Team of the Module

Author: Romer T. Aguirre, Mark Richie S. Lasque

Reviewers: Jean S. Macasero, Shirley Merida, Duque Caguindangan, Eleanor Rollan,

Illustrators and Layout Artists: Romer T. Aguirre, Mark Richie S. Lasque

Co-Chairperson: Alicia E. Anghay, Ph.D., CESE

Members Lorebina C. Carrasco, OIC-CID Chief

What This Module is About............................................................................................................ i

What I Know .................................................................................................................................. iii

Lesson 2: Cell Structure and Functions

What I Need to Know ........................................................................................... 20

What Is It: Learning Concepts ....................................................................... 23

What‘s More: .................................................................................................................24

What I Can Do .............................................................................................. 25

Lesson 3: Prokaryotic vs Eukaryotic Cells

What I Need to Know ........................................................................................... 26

What Is It: Learning Concepts ....................................................................... 27

What‘s More: .................................................................................................................28

What I Have Learned:.................................................................................... 28

Lesson 4: Cell Types and Cell Modifications

What Is It: Learning Concepts ....................................................................... 31

What‘s More: .................................................................................................................34

What I Have Learned: ................................................................................... 34

Lesson 5: Cell Cycle

What I Need to Know........................................................................................... 35

What Is It: Learning Concepts ....................................................................... 36

What‘s More: .................................................................................................................40

What I Have Learned: ................................................................................... 41

Lesson 6: Transport Mechanisms

What I Need to Know........................................................................................... 54

6.1 Structural Components of the Cell Membrane

What‘s In (REVIEW) ............................................................................................ 57

What‘s More: .................................................................................................................62

What I Have Learned: ................................................................................... 62

What I Can Do .............................................................................................. 63

6.2 The Relationship of the Structure and Composition of the Cell

What‘s In (REVIEW) ............................................................................................ 65

What‘s More: .................................................................................................................69

What I Have Learned: ................................................................................... 69

What I Can Do .............................................................................................. 69

6.3 Transport Mechanisms in Cells

What‘s In (REVIEW) ............................................................................................ 72

What‘s More: .................................................................................................................81

What I Have Learned: ................................................................................... 82

What I Can Do .............................................................................................. 82

Lesson 7: Structures and Functions of Biological Molecules-

7.1 Description of the Components of Enzymes

What‘s In (REVIEW) ............................................................................................ 89

What‘s More: .................................................................................................................93

What I Have Learned: ................................................................................... 93

What I Can Do .............................................................................................. 94

7.2 Oxidation/Reduction Reactions

What‘s In (REVIEW) ............................................................................................ 95

7.3 Determining the Factors Affecting Enzyme Activity

What‘s In (REVIEW) ............................................................................................ 100

What‘s New:.......................................................................................................... 105

What Is It ............................................................................................................... 105

What I Can Do .............................................................................................. 106

Assessment: (Post-Test)............................................................................................................... 106

What I Need to Know

One of the distinct characteristics of living things is being able to preserve

Direction: Label the diagram below with the following labels: