cass. SCIENCE INQUIRY 1 Design ig a Cell Membrane came Goal + Use this page to design cells with membranes that are permeable, impermeable, and selectively permeable. What to Do 1. Read page 40 of SCIENCEPOWER™ 8. 2, For Part A, write answers to the questions in the spaces provided. 3. For Part B, read the instructions to draw three different cells with different types of membranes, then answer the question that follows. Part A 1. What does the term “permeable membrane” mean? 2. What does the term “selectively permeable” mean? 3. Why do you think it is important for a cell to be selective? Part B You are a cell architect and you have been asked to draw three types of cells. Most architects must follow “specification” or detailed instructions in their design process. For your diagrams, use different shapes, like a square or triangle, to represent different ‘types of molecules that can or cannot move freely in and out of cells, Here are your cell specifications: Cell 1: Must be impermeable to the type of molecules you have chosen to draw. Cell 2: Must be permeable to the type of molecules you have chosen to draw. Cell 3: Must be selectively permeable to the type of molecules you have chosen to draw. l Cell 1 Cell 2 Cell 3 Analyze 4, What do you think is the best type of membrane for a cell to have? Connigh © Micon enon Ld ino epee hie pge i gre wb care wen hers aoe only 46%NAME: Relating Diffusion to the Particle Theory Goal + Use this page to review your knowledge of diffusion. What to Do + Answer the questions as instructed in Parts A and B. Part A Use the word list to fill in the blanks in the sentences below. You may need to use words more than once. Word List particles high moving slowly vibrate faster low 1. All matter is made up of. . 2, Particles that make up matter are never still. They are always 3. Ina solid substance, particles may __but remain in a fixed position, 4. Particles in a liquid move than the particles in a solid. 5. When a liquid is cooled, its particles move more 6. Diffusion is the movement of particles from a region of. concentration toaregion of ______concentration. Part B In the boxes below, draw what you think particles would look like in a liquid and in a gas. Write a brief description to explain your diagrams in the space below the boxes. particles in a liquid particles in a gas 4G2 Copyright © McCraw-TE Ryecson Limited, Permission to roprodzee this page is granted tothe purchaser for use x hew/s classrooms aly.Dave: NAME: cass: Care EE [souncemauny j A Diffusion Flowchart Goal + Use this page to explore the concept of diffusion by developing a flowchart. Think About It * What is the process that causes food colour to move through water? How would a drop of food colour behave in cold water? How would a drop of food colour behave in hot water? Apparatus Materials ~ 2 clean beakers ~ hot water — cold water ~ bottle of food colour Safety Precautions * Be careful when handling hot water to avoid being scalded. Only fill the beakers half full and handle them by the top edges. Grop of food colour is placec in COLD water? Procedure 1. Refer to pages 41~42 of SCIENCEPOWER™ 8 to learn about diffusion. 2. Fill the beakers half full — one with cold water and one with hot. 3. Put one drop of food colour into the cold water. Observe what happens. 4. Put one drop of food colour into the hot water. Observe what happens. yA 5. Use the blank flowchart to the right to record your G In HOT wate observations. Draw a diagram of | | Draw a diagram of * the patter of food the pattern of food colour efter Ete stor Analyze observing itinthe | | observing tin ; , BOT water for one LD water for Answer the questions below in full sentences. Use the a co) ave back of this sheet or a separate piece of paper. 1, What is diffusion? 2. What do you think would happen if you put more than one drop of food colour into the water? Why? 3. At which temperature did diffusion occur faster? Why? 4, Why do you think diffusion is important for cells? (Copyighe © MeCevw Hl Ryeroa Lined, Perma reproduce thi page grand to ha purchane for win bevhincauroomonly. 163‘SCIENCE INQUIRY 1 Diffusion in Your Life Goal + Use this page to explore how diffusion works. Think About It After 1 min ‘Why is it important to learn about diffa- sion? Understanding this concept is important since many processes in the world around us rely on diffusion. What to do * Answer the questions below in full sen- tences and with diagrams, where indicat- ed. hot tea iced tea . In the following scenarios, identi- fy what is “diffusing,” using prop- et scientific terminology. After 10 min (a) You open the window and you r smell the fragrant flowers that your mother planted in the garden, Why? (b)You finish painting a picture and decide to take a break. You dunk ‘your paintbrush into some clean water. When you return, you notice that the water has turned green. Explain. hottea iced tea 2. What is the relationship between tempera- ture and the rate of diffusion? Why? (©)Itis late afternoon and you meet with a friend for a refreshing drink. Your friend prefers a cup of hot tea and you prefer iced tea. Both of you dip a tea bag into your cups of water. In the four empty boxes, draw what you expect to see after 1 min and after 10 min, 164 Copyright © McGcuw-till Ryerson Limited Permision so reproduce :his page is granted tothe purchase for we in hess clasrooex oly.‘NAME: SCIENCE INQUIRY 1 Measuring Osmosis an Investigation 2-A: Measuring Osmosis. Goal + Use this page to record your observations and answer the questions for Conduct What to Do 1. Follow the procedure for Conduct an Investigation 2-A on pages 44-45 of SCIENCEPOWER™ 8. 2. Record your observations in the table below. Calculations Egg in distilled water Egy In salt solution Original mass of egg Final mass of egg Change in mass (+ or -) Original volume of liquid Final volume of liquid Change in volume (+ or -) Analyze and Conclude and Apply In the space below, or on a separate piece of paper, write answers to the Analyze and Conciude and Apply questions from your textbook, ‘Copyright © McGeaw Hill Ryerson Limited. Peemission m ceproduce this page is granted tothe purchaser for we in bet/hisctwroom oat. 168DATE: NAME: cuss. (REINFORCEMENT 1 Comparing Diffusion and = Active Transport Goal + Use this page to review your understanding of diffusion and active transport. What to Do * Follow the directions to answer Parts A and B. For help, refer to pages 41, 42, 46, and 47 of SCIENCEPOWER™ 8, S Part A Cells have very complex membranes, which enable them to interact and exchange nutri- Colt's internal ents and gases om with their envi- on your knowl- edge ofcells, | £ name some things that cells may. take in or give off to their environ- ment. Write your answers in the boxes next to the arrows below. Part B 3. Think what it would be like to roll a Answer the questions belove in full sentences. large rock down a hill. Now think of 1. Explain situation in which diffasion what it would be like to push the same rock uphill. Is diffusion like rolling a rock downhill or pushing it uphill? Is active transport like rolling the rock downhill or pushing it uphill? Clearly explain your answers. may not be the most efficient way of transporting a substance into a cell. 2. What is “active transport”? — 166 corps © Netw Renn Lin. ein eo pg pd te parce fore inhi eo olcass: ane NAME: SKILL BUILDER j Comparing Diffusion, Osmosis, and Active Transport Using a Venn Diagram Goal + Use this page to develop your understanding of diffusion, osmosis, and active transport by developing a Venn diagram. What to Do . Look at the Venn diagram below. Carefully read all the labels and questions. 2. Compare diffusion, osmosis, and active transport by filling in the different sections of the Venn diagram. Use the questions with the arrows to help you to fill in the overlapping regions of the diagram. ‘What do itusion and. ‘osmosis share? What do osmosis and active transport have in common? What do diffusion and active transport share? What is common armong diffusion, osmosis, and active traneport? Copyright © MeGrm Hl Ryeson Lee Pein oped peg tpn othe pce wt shi caoom oo, 167ste, ‘NAME: Sea Mid-Chapter Quiz Goal + This page tests your knowledge of the material covered to the end of section 2. What to Do © Beside each statement on the left-hand side, place the letter representing the term on the right-hand side that best matches the statement. Some terms may be used more than once. Statement Term ____ 1. a bartier in the cell that is embedded with channels @) osmosis __2. atype of transport that requires energy () diffusion __ 3. an organelle that has the nickname “powerhouse” (© glucose of the cell (@ permeable __ 4 the movement of water from an area of high (© impermeable concentration to low concentration ? __ 5. atype of barrier that lets in all things @ active ___ 6. abarrier that only lets in some things @) selective ___ 7. when sugar moves from an area of high @) carrier concentration to low concentration @ mitochondria ___ 8. a process that occurs in the mitochondria @ cell membrane 9, protein that controls substances entering or cellular respiration leaving cells, like gates in a wall 10. to produce energy for a cell, mitochondria break down fats, oxygen, and this substance __11. a barrier that lets nothing past, 12, process that allows medication to move from a Band-Aid™-like patch adhered to the skin, through the skin, and into the bloodstream Total: = /12 41GB Copyigi © Mew Reson Lined Peminon wo mpage ged he paneer inher chrom oy.Dare: NAME: Ra. ae SCIENCE INQUIRY j Planning an Art Auction Goal + Use this page to discover the relationship between amount of surface area and the energy produced in mitochondria. Think About It © You are a local artist planning to hold an auction. Your goal is to sell as many paintings as you can. You are offered a room at the local art gallery in which to display your paintings to the public. The more paintings the public sees, the more likely itis that they will want to bid on one of your paintings, and the more money you will make. ‘The room in the art gallery has only four walls, This is not enough room to display all of your paintings. You need more wall space! How can you “create” more wall space within the room? You are free to use the entire space available in the room to accomplish this goal. Look at the diagram of the room in the art gallery below. Draw on this diagram how you will hang all of your paintings. Specifically, indicate how will “create” more wall space. Be creative! (If you need help, turn to page 49 of ‘SCIENCEPOWER™ 8, and look at Figure 2.9.) door i T = window + window Room 4€ - Local Art Gallery Copyright © McGraw-Hill Ryerson Limite, Permision wm reprodoce this paye la grad w the purchter for usin bers csrcom onl, 169DATE, NAME: cuass. (SCIENCE INQUIRY j Planning an Art Auction (continued) Analyze Answer the questions below in fall sentences. 1, How did you arrange your paintings in the room? W 2. How did you “create” more wall space on which to hang your paintings? (Now think of mitochondria. If you haven't already, turn to page 49 of SCIENCEPOWER™ 8, and look at Figure 2.9. The folds you see in the diagram of the mitochondrion are called “cristae.” Cristae are the locations within mitochondria where energy is pro- duced.) Does the wall space in the art gallery room compare best to the cristae or to the energy produced on the cristae, within the mitochondria? 4. Do your paintings hanging in the gallery compare best to the cristae or to the ener- gy produced on the cristae, within the mitochondria? 5. What can you conclude about the relationship between the number of folds (cristae) in a mitochondrion and its ability to produce energy? 170 Copyigte © Mero Fill Ryerson Lininad,Pelaon to reproduc he pe ie get othe percha for we a eh ascoom ony.pare: NAME: cuass: REINFORCEMENT | How Cells Get Energy Goal + Use this page to review your knowledge of cellular energy. What to Do © Answer the questions below in full sentences. Use pages 48-49 of SCIENCEPOWER™ 8 for assistance. . What is energy? N . What organelle makes energy in a cell? How is turning on computer like eating a sandwich? - |. How does a plant get food? ” What is photosynthesis? What is the name given to the process that releases food energy? so Write the word equation for the chemical reaction of cellular respiration. Why would you expect to have many mitochondria in a muscle cell? Besides “powerhouse,” can you think of other words that describe mitochondria? © (Conch © Mcrew-Fl Ryenon Lie, Permian to reproduce ths page rated othe prcher fr se in beri caroces one 474DATE: NAME: class. le CesT REINFORCEMENT How Cells Get Energy (onines 10. Name some of the processes for which cells require energy. 11, What is lactic acid? 12. Three specialized cells are listed below. How do each of these cells use energy? Muscle cells: Nerve cells: Sperm cells: 172 copyaht © MoCo peso nition epee hi pps rnd oh prin for win aris om ony.‘SKILL BUILDER ] Comparing the Cell toa Factory Goal + Use this page to create a Venn diagram that compares the parts of a cell with what happens in a factory. Think About It * You have learned about the cell, its organelles, and their functions. Cells are often said to be much like factories. How can you match the parts of a cell and their functions with what happens in a factory? | What to Do i * Use the Venn diagram to compare the parts of a cell and their functions with what happens in a factory. In the left circle, write the traits of a cell. In the right circle, write the traits of a factory. Ideas that are common to both can be written in the overlapping region between the two circles. Analyze 1, Why is the “factory” analogy appropriate when considering cells, their organelles, and their functions? Explain. ‘Copyigi: © McGraw-Hill Ryeston Limited. Permission to reproduce shi page in granted tothe parchas fr use in her/is caso only. 173DATE: cass. An Inventory of New Terms = Goal + Use this page to review terms studied to the end of section 2.2. What to Do 1, In the table below, write the definitions of the terms. Term Definition | diffasion ‘osmosis | active transport { ! cell membrane | carrier protein } cellular respiration 2. Write the word equation for the chemical reaction that occurs in cellular respiration. + > + + 3. The products of cellular respiration are: 4. The reactants of cellular respiration are: 5. Cellular respiration occurs in the: 6. The reaction that produces cellular energy in plants is called: 7. Write the word equation for photosynthesis. + + > + 174 Copyigns © McGrew Hl Ryerna Limited Prmision reproduce this og is roted to space re nex clases onyNAME: cuass, POG Exploring the Different Ways that Cells Divide Goal + Use this page to explore the concepts around cell division, What to Do © Answer the questions below in fall sentences. For assistance, refer to pages 53-55 of SCIENCEPOWER™ 8. . Why do you think cells divide? . What is regeneration? ‘What is mitosis? a + Complete the following number pattern:1 2 4 8 16 . Describe how the pond organism called hydra is able to “grow” more body parts. Include a diagram beside your description, in the empty box. ‘Which cells in your body are replaced after a few days or weeks? Which cells in your body last the longest? How long do they last? Give three examples of how organisms use regeneration to grow new body parts: SPS 10. How can a flower shop use a plant’ ability to regenerate to make more profit? Copyrights © Mcteew-H yon Lnited.Peminon to eprodace hs pages grad wo the purchaser for wee eis asroom only 17SDATE: ‘NAME: cuass: SCIENCE INQUIRY j Living Forever — The Pros and Cons Goal + Use this page to consider the implications of cells and organisms living forever. Think About It * Cells are able to grow and divide. What if cells and people never died? What ‘would be the pros and cons of cells and people living forever? What to Do * Answer the questions below in student groups of two or three. 1. Think of some of the advantages of having a cell line that could live forever? 2. What might some of the disadvantages be to cels living indefinitely? 3. Ifyou had the chance, would you want to live forever? Explain. 4. Should people be allowed to decide how long they should live? 5. Discuss what repercussions living beyond an average life span would have for planet Earth. 976 copyigh: © McGraw-Hill Ryeron Limited, Penaision to reproduce this page i gested othe purchaser for we in he/is caus oly.DATE: NAME cuass: Porta} PEESry ing Forever — The Pros and Cons ¢onimes 6. What is the population of the country that you live in? 7. What is the current population of the world? 8. Does the length of a person's life necessarily relate to the quality of that person's life? Explain. 9. Asa group, decide whether you are “pro” or “con” (for or against) living forever. Debate your position with other classmates. \Copyrigh © McGrew- Hill Ryenon Limited, Permission to reproduce this page is granted tothe prchaser for are in her/his clamroom onl, 47%NAME: aan] Observing Cell Di Investigation 2-C an Investigation 2-C: Observing Cell Division. Goal + Use this page to record your observations and answer questions for Conduct What to Do of paper if you do not have enough room to write your answers. * Follow the procedure described on pages 56-57 of SCIENCEPOWER™ 8. Record your observations in the table below and answer the Analyze and Conclude and Apply questions from your textbook. Use the back of this page or a separate sheet Seedling number Initial length (men) Final length (mm) Total growth (mm) 1 2 3 i 4 5 } | Average total growth | Analyze Conclude and Apply 178 Copyigh © McGraw-Hill Byenoe Limite. Person 2 reproduce his pape braced othe parcaser for wen efi asso ealDATE: NAME: cLass: REINFORCEMENT | Investigating Cancer and its Causes Goal + Use this page to review your understanding of cancer, its causes, and treatment. What to Do © Answer the questions below in full sentences. Refer to pages 58-59 of SCIENCEPOWER™ 8 for assistance. - What is cancer? . What do you think is meant by the expression “cancer is mitosis gone wild”? |. What is a carcinogen? What are some examples of carcinogens? = How might someone become exposed to carcinogens? 2 What is one strong link to getting lung cancer? 2 ‘What is one form of cancer commonly diagnosed in Canada? 8. What are some recommendations to prevent this type of cancer? 9. What is chemotherapy? 10. Why do you think itis important to visit your doctor regularly? 11. Why is research so important for cancer patients? 12, What are some research techniques that might become popular in the future? Copyright © MeGraw-Hil Ryerton Limited, Permission to reproduce this page is granted to the purchase fr use in her/his amroom only. 179DATE, NAME: CLASS: What to Do * Answer the questions below in fall sentences and complete the web organizer as instructed. 1. What is meant by cell specialization? 2. Look at the web organizer below. Each spoke has a name of a different type of cell found in human bodies. Underneath each cell name, try drawing what you think that type of cell might look like — in other words, its structure. You can do this by thinking of the specific function (its job) that each cell type must perform in the body. What structure or shape might the cell have to help it best perform this function? If you need assistance, turn to pages 60-61 of SCIENCEPOWER™ 8, nerve col { skincelt musclecell Cell Specialization / bone cel ‘ed biood cell 180 Copyright © MGeew-Hill Ryerson Limited. Permission co reproduce this page is granted ro the parchaser for use in hers clasroom aly.cass. PEs are NAME: Cory cei ~ ee Specialized Cells — Using a Web as a Graphic Organizer (on: 3. How do you think the structure of each specialized cell might aid the cell’s specific func- tion in the body? Explain for each cell below. Nerve cell: Muscle cell: Red blood cell: Bone cell: Skin cell: ‘Copyright © McGrrw-Hill Ryeron Limited. Permiaion to reproduce this page ls granted to the purchase for we in hee/hinchawroom only. 184DATE. NAME: cuass. Different Cells, Different a Jobs Goal + Use this page to help organize your group’ ideas and record other group’ ideas while working through Think & Link Investigation 2-D: Different Cells, Different Jobs. What to Do * Read through What to Do for Think & Link Investigation 2-D on page 61 of SCIENCEPOWER™ 8, In each box below, record your group's answers (or other groups’ ideas) to questions 3(a)-(d) from the investigation. 182 Copyigb: © McGrow-Htil Ryerson Limited. Pemistion y reproduce this pee is grated to the purchaser for use in hex/is classroom oy.DATE: NAME cass: REINFORCEMENT j The Advantages of Being == Multicellular Goal + Use this page to review your knowledge of unicellular and multicellular organisms. What to Do + For Part A, brainstorm some of the advantages of being multicellular. In Part B, write your answers using full sentences. Part A BRAINSTORM Advantages of Being Multicellular Part B 1. Explain how a unicellular organism is able to perform so many important functions. 2. Why are unicellular organisms found mainly near water? (Hint: Think about diffusion.) Copyright © MCraw-Fil Ryerson Limited, Pension o reproduce this agen gamed to the purchee for we in hehhicaoom only. 183DATE, NAME: cLass Gao . ‘SCIENCE INQUIRY Comparing Unicellular and Multicellular Organisms Using a Venn Diagram Goal + Use this page to compare unicellular and multicellular organisms using a Venn diagram. What to Do * In Part A, complete the Venn diagram, For Part B, fil in the blanks in the sentences. Part A In the left citcle, write anything that relates only to unicellular organisms. In the right circle, write only those things that relate to multicellular organisms. In the overlapping region, write things that both types of organism have in common. Things unicellular and multicellular organisms share. Unicellular Multicellular Organisms Organisms Part B Use the words from the Word List to complete the following comparison sentences. Word List circulatory system membrane brain stomach 1, A vacuole is to a unicellular organism asa______is to a multicellular organism, 2. A nucleus is to a unicellular organism as a is toa multicellular organism. 3. The endoplasmic reticulum is to a unicellular organism as a is to a multicellular organism. 4. Skin is to a multicellular organism as a__ is to a unicellular organism. 184 coppight © MeGenmit Ryerson Lined, Pemision wo reproduce tl page granted to dhe purchase fo shes elasroom oly.pare. NAME ass ‘SCIENCE INQUIRY j Specialization in the Body ot Goal + Use this page to brainstorm different body systems and their importance. Think About It © In our bodies, there are many systems that take on specialized tasks. For example, our digestive system has the awesome responsibility of extracting essential nutrients from the foods we eat. What to Do * Follow the instructions to answer Parts A and B. Your teacher may want to conduct this brainstorming session as 2 fall-class exercise. Part A Brainstorm six specialized body systems (other than the digestive system). Write your answers beside the arrows. Beside or underneath the name of each system, outline why it is essential to our bodies. (Hint: Think of all the things that your body does. Chances are that most things you think of is a body system or is part of a body system. If you do not know the scientific name for the system, make up a name that clearly describes the system you are thinking of.) gestive system ‘Copyight © McGexw Hil Ryerson Lnited, Peminion to eprodace ha popes grated othe parca fore iakes/iscasrcom ony. 185Dare: NAME: CLASS: the Body cominea) (SCIENCE INQUIRY | Specializa Part B Answer the following questions in the space provided. 1. Ifyou had to decide what three of the body systems you came up with were the most important, which ones would you choose? 2. Explain why you chose these three systems. 3. What would your body do to adapt if these three systems did not exist? 4. Is this adaptation realistic? In other words, would you be able to survive? Explain, 186 copyigae © MoGraw-Hit Ryerson Limited. Pernnon to epee pages granted othe pease fr we nfs soot nly.Date: NAME: cass: ASSESSMENT | Quiz — Checking for —= Understanding Goal + Use this page to assess your understanding of the material found in section 2.4. What to Do * Follow the instructions given to answer Parts A and B. Part A Beside each statement on the left-hand side, place the letter representing the term on the right-hand side that best completes the statement. Statement Term 1. A multicellular organism cannot be made only of (@) tubelike 2. The water-conducting cells of a plant are (b) identical cells 3. The many types of cells in multicellular organisms are said (©) unicellular to be ___ @ survival ‘Multicellolar organisms can live in many different (© environments vos . Organisms that consist of only one cell are (® specialized 2 Unicellular organisms must carry out all the functions necessary for its Part B In the space provided, indicate if the statement given is true (I) or false (F). _ Unicellular organisms can grow as large as a whale or a Douglas fir tree. eS . Nerve cells have long, branching fibres that carry signals from one part of the body to another. a . Red blood cells are specialized cells. ae Unicellular organisms cannot carry out all the functions necessary for survival. _ aw . People are unicellular organisms. — . People are made up of about 25 different types of cells. =o Tota: = /12 2 Copyright © MGrew-Hil Ryeran Lime, Pemiaon to reproduc hs page is grand the purchaser fr sci he/is aoa only 187Dare: NAME: REINFORCEMENT j A Chapter Summary Study Sheet | Goal + Use this sheet to help you review material covered in Chapter 2. What to Do * Use this sheet as a guide to help you summarize some of the important concepts in Chapter 2. If you do not know the answer to a particular question below, look at Chapter at a Glance on page 63 of SCIENCEPOWER™ 8. This section will poine you to the correct section within Chapter 2 to find the information you need. 1. Describe how a permeable membrane and selectively permeable membrane differ. Draw diagrams to show the difference you described above. jermeable selectively permeable Pe ly pi 2. How can you use the particle theory to help explain how substances move into and out of cells? 3. Why do cells need ener 4. What is the organelle that helps supply this energy? 5. What is active transport? AGB coppigis © MeGrv- Fil Ryenon Limite. Prinien reproduce thi page panied to che purchaser we a het lsum oaDATE: NAME: cass: Cees Orcs 3 A Chapter Summary Study Sheet (Corin 6. What is mitosis? 7. Why do cells need to divide? 8, Sketch 2 picture of a cell ready to divide. 9. Why must cells specialize? 10. How do multicellular organisms benefit from this specialization? 11. Draw and name three specialized cells. (Copyright © MeGrew-H80 Ryeron Linited, Permian to eproduce his page i grand tothe purchaser for we in ber/isclaroom only, 189CCL Answer Kev .M 2-1, Designing a Cell Membrane/Science Inquiry Goal: Studenis are permeable, impermeable, and selectively per- meable. Answers Part A 1, This type of membrane lets all substances through. 2. ‘This type of membrane only lets certain sub- stances through. 3. Accell needs to be selective in order to keep out hharmfal (toxic) substances, letting only the good —I Part B Students’ diagrams should indicate that particles in a liquid are not very densely packed together. Particles in a gas should be even less packed together than in a liquid. For example, if students draw ten liquid parti- cles, they should represent about four or five gas par ticles in the same-size space. The gas particles should be spaced apart from each other, Students should also indicate that the particles are in motion, There ‘would be more particle motion in the gas than in the liquid substances in, Part B 1 outside i I | ceil inside outside | inside + / > outsite call cell ; call , ou 1 F tsin I | I [ony i m Ff contain | | ! LIS i moles T LI | j , oo US | | keeps | L treo onchange | ches | clearly too big to ft | cof molecules |} I a | l i t Celi 1 — impermeable Cell 2— permeable Cell 3 — selectively permeable Analyze 1. Teis best for cells to have selectively permeable ‘membranes, tis necessary for cells to let certain ‘molecules in for its survival, but it is also neces sary for cells to keep toxic molecules out. BLM 2-2, Relating Diffusion to the Particle Theory/Reinforcement Goal Students review their knowledge of diffusion. Answers Part A 1. particles 4, faster 2. moving 5. slowly, 3. vibrate 6. high, low 190 BLM 2-3, A Diffusion Flowchart/Science Inquiry Goalk Students explore the concept of diffusion using a flowchare. Answers Analyze 1. Diffusion is the movement of the particles of a substance from an area of high concentration to an area of low concentration. Diffusion occurs through the random movement of the individual particles and continues until the particles are evenly distributed. 2, "The food colour would diffuse more quickly because there are more particles available to dif- fuse, (Copy: © MeGraw-H Ryerson Lint.EXIGE answer Key 3. Diffasion occurs faster in the hot water. Hot water molecules move faster than cold water mal- ecules. Therefore, the increased agitation of ‘molecules in the hot water increases the agitation, ‘or speed, at which the food colour particles dif- fase in the hot water. 4, In situations where it is necessary, diffusion keeps cells from having either too high or too low a concentration of a certain substance. For instance, when an amoeba produces earbon diox- ide as a waste product, the concentration within the amoeba will be greater than the concentration within the water that surrounds it. Diffusion helps to restore the proper balance of earbon dioxide by allowing some carbon dioxide to dif- fuse out of the amoeba. BLM 2-4, Diffusion In Your Life/ Science Inquiry Goal Students explore how diffusion works. Answers 1. @) Particles that contain fragrance diffuse from the flower through the air into a person's nose. (©) The paint has come off of the paintbrush and diffused throughout the water. (©) When you pour water over a tea bag, the tea particles go into solution and diffuse through the water. Diffusion will occur faster in a hot ccup of tea than in iced tea. Therefore, after 1 min the hot tea will have more colour than the iced tea because diffusion has occurred ‘more quickly. After 10 min, both cups of tea will have had enough time for diffusion to dis- tribute the particles evenly, This means that after 10 min both cups of tea will probably appear about the same colout. 2. ‘The higher the temperature, the greater the rate of diffusion, Hot water molecules move faster than cold water molecules. ‘The faster the move- ment of the water molecules, the faster the move- ‘ment, or diffusion, of particles within the water. BLM 2-5, Measuring Osmosis/ Science Inquiry Goal: Students use this BLM to record their obser- vations and answer the questions for Conduct an Investigation 2-A: Measuring Osmosis. Copyigne © McC Hl Ryerson Limite —1 Answers Refer to page TR 1-51 of the Teacher Resource Binder for answers to Conduct an Investigation 2-A: ‘Measuring Osmosis. BLM 2-6, Comparing Diffusion and Active Transport/Reinforcement Goal: Students review diffusion and active transport. Answers Part A ‘Three possible answers for substances entering a cell’ internal environment are: oxygen, nutrients, and water. ‘Three possible answers for substances exiting a cell's internal environment are: excess water, wastes, and carbon dioxide. Part B 1, When a cell requires more nutrients than is centering the cell by diffusion, the carrier proteins ‘within the cell membrane will actively cransport extra nutrients into the cell. 2. ‘The carrier proteins in the cell membrane attract specifi substances outside of the cell. ‘The pro- teins act as “gatekeepers,” passing the substances in and out of the cell ata greater rate than diffu- sion allows. 3. Diffasion is like rolling a rock downhill. Rolling the rock downhill essentially requires no energy, just as diffusion requires no cell energy. Active transport is like pushing a rock uphill because it requires energy from the cell to carry out. BLM 2-7, Comparing Diffusion, Osmosis, and Active Transport Using a Venn Diagram/Skill Builder Goal: Students develop an understanding of diffa- sion, osmosis, and active transport by developing a Venn diagram. ‘Answers Students must consider different categories to com- plete the Venn diagram. These categories are listed below with some possible answers. Diffusion: particles (sli, liquid, gas) Active transport: needs celular energy, controlled action, carrier proteins 191Pon ANSWER KEY - I ‘Osmosis: no particles — just the diffusion of water 5, More folds within a mitochondrion increases the ; os surface area. This increases the amount of area ‘What do diwion and osmosis share?; sponta available for energy production. Therefore, the ‘neous, random, water, no cell energy requi greater the number of folds, the greater the ‘What do osmosis and active transport have in amount of energy that is produced, common?: excess water stored in vacuoles ‘What is common among diffusion, osmosis, and active transports parce theory LM 2-10, How Cells Get Energy/ ‘What do diffusion and active transport share?: par- Reinforcement ticles moving into and out of cells, solid particles. Goalz_ Students review the concepts surrounding cellular energy. ee Answers LM 2-8, Mid-Chapter Quiz/ 1. Energy is the ability to do work. It is acquired by Assessment breaking down foods through cellular respiration. Goal: Students are tested on their knowledge of 2. Mitochondria make energy. ‘material covered to the end of section 2.2. . Ans 3. Turning ona computer “fee” cre into the on 19, 20, 20 40), 5(D), 6g), 716), 800, 9h), 1060, provides energy fee penun vo weintun helhes i), life. 4, A plant get food through photosynthesis. ILM 2-9, Planning an Art Auction/ 5. Photosynthesis is the process of making food Science Inquiry (ugar) from water, sunlight, and carbon dioxide. Goal: Suudents use this BLM to discover the rela- ‘6. Cellular respiration is the process that releases tionship between amount of surface area on cristae food energy. and the energy produced in mitochondria. 7. Oxygen + carbohydrates —> carbon dioxide + Answers water + energy Analyze 8. Muscle cells require more energy than most other req nergy 1-2. The most efficient use ofthe space in the room is cells because muscles do a lot of work. to insert temporary wall space into the art gallery. ‘Therefore, muscle cells need a means of produc- room, hanging paintings on both sides of each ‘ing more energy than most cells. They can do temporary wall. Some students may even suggest this with extra mitochondria, ‘hanging paintings on the ceiling. This may not 9. Other words to describe mitochondria might be practical for selling art, but it indicates that inclode: generator, source of power, energy pro- they recognize the idea of using the most surface ducer, ib the most paintit ee a eae 10, Cells require energy for growth, reproduction, 3, "The space in the room compares best to the movement, and excretion, cristae. The cristae represents surface area within . the mitochondrion, just as the wall space repre- ‘11. Lactic acid is a chemical produced by cells when sents surface area within the room. ‘muscles are working hard and cannot get enough oxygen quickly enough. Lactic acid makes your 4. Paintings compare best to the energy produced. uses fel iat eerie, ~ ‘They sit on sites on the wall, just as energy is | produced at “sites” on the cristae. Energy pro- __‘12.-Muscle cells: use energy for healthy contraction. duction equals survival for the cell and selling Nerve cells use energy to send impulses and to paintings equals survival for the artist. recelve/process impulses. “Therefore, the paintings ae like energy for the | artist Sperm cells: use energy to move (swim) and propel their flagella. 192 (Copyright © McGrew Hil Ryeon Lind.ANSWi BLM 2-11, Comparing the Cell to a Factory/Skill Builder Goal: Students create a Venn diagram that ‘compares the parts of a cell with what happens in a factory. Answers See the sample Venn diagram at right for some possible answers. Analyze 1, Teachers should be looking for ‘answers that describe how there ereerleenie slum are various functions or “jobs” carried out by cellular organelles. In the same way, there are physical ‘components of 2 factory that perform fonctions, and humans who carry out specific jobs within a factory. vacuoles LM 2-12, An Inventory of New Terms/Vocabulary Check Goal: Students review terms studied to the end of section 2.2. Factory walls chiof executive officer files generator shipping and receiving containers, warehouse 2. oxygen + carbohydrates > carbon dioxide + water + energy . carbon dioxide, water, energy oxygen, carbohydrates, ~awee Answers mitochondria L photosynthesis 1. light e1 + carbon dioxide + water > Tou Dofintion cxygen + cabohydates diffusion the spontaneous movement of particles from high to low concen-| ‘tration without cellular energy BLM 2-13, Exploring the Different osmosis the spontaneous movement of Ways that Cells Divide/Science water from high to low concentra-| Inqui: tion without cellular energy inquiry active transport | che movement of particles rom | Goals Students explore the concepts relating to cell low to high concentration (against division. concentration gradient) with cel-| Answers lular energy input 1 barrier (Selectively permeable) that protects the cell and separates it from its environment 1. Cells divide to pass on their genetic material, Cell division also serves to maintain the survival of the smolticellular organism in which the cell lives. ‘cell membrane cartier protein | a molecule used by glucose and 2. Regeneration isthe ability to grow new body other substances a “iggy” parts to replace damaged or missing pars. proces of active transport 3. Mitosis isthe process a cell undergoes to dupli- cellar the process of converting oxygen care its genetic material respiration | and water into carbon dioxide, 4. 32, 64, 128, 256 sugar and energy; occurs in the 5. A hydra is able to grow new body parts through regeneration. Copyright © MeCrew-Hil Ryerson Limi, 193Coe} ANSWER KEY 6. Skin cells are replaced every few days or weeks. 7. Nerve cells last the longest. 8, Nerve cells can last a whole lifetime. 9. Lizards can grow a new tail. Lobsters can grow new legs. Deer grow new antlers each year. 10. A florist or gardener can take a leaf from one full plant, plant it in a new pot, and the leaf will grow into a new plant. Using this method, several plants can be grown from one original plant. BLM 2-14, Living Forever — The Pros and Cons/Science Inquiry Goal: Stadents consider the implications of cells and organisms living forever. Answers Students’ answers will vary. This exercise is designed to get students thinking about an issue. BLM 2-15, Observing Cell Division — Investigation 2-C/Science Inquiry Goali Students use this page to record their observa- tions and answer questions for Conduct an Investigation 2-C: Observing Cell Division. Answers Refer to pages TR 1-64 and TR 1-65 in the ‘Teacher Resource Binder for answers to Conduct an Investigation 2-C. BLM 2-16, Investigating Cancer and Its Causes/Reinforcement Goall: Students review their understanding of cancer, its causes, and treatment. Answers 1. Cancer is a disease that occurs when cells multi= ply and spread in an uncontrolled feshion. 2. This expression is used because cancerous cells divide ata far greater rate than normal, healthy cells 3. A carcinogen is anything that produces cancer. 4. Some carcinogens are: some types of chemicals, radiation, inherited (genetic) factors, certain viruses, and repeated damage to the body. 194 a | 5. One example is people who worked in industries that used asbestos have had high rates of ling cancer from inhaling the fine particles. 6. Smoking isa strong link to getting lung cancer. 7. Skin cancer is commonly diagnosed in Canada, 8, When you are exposed to the Sun’ rays, protect your skin with protective clothing and/or sun- screen lotion. 9. Chemotherapy is a chemical treatment for cancer. 10. Regular doctor’ visits are important to detect signs of cancer and start treatment early, 11. Research may bring better cancer treatment tech- niques. 12, Gene therapy and boosting the immune system ‘may become the focus of new techniques. LM 12-17, Specialized Cells — Using a Web as a Graphic Organizer/Skill Builder Goal: Students explore and organize their knowledge about specialized cells using a web organizcr. Answers 1, Cell specialization rofers to different types of cells having different tasks or functions within a larger organism. 2. Students draw pictures on the web organiver. 3. Nerve cells: have long, branched fibres. This aids the nerve cell’ specialized function of carrying signals from one part of the body to another. ‘Muscle cells: are elongated and thin. The fune- tion of a muscle cell isto shorten when it coo tracts. The shape of the cell allows it to stretch and shorten without losing its elasticity. ‘Red blood cells: have a chin, disklike shape. This igives them a large surface area to pick up large amounts of oxygen. This aids the red blood cells specialized function of carrying oxygen in the bloodstream. Bone cells: secrete a matrix in which the cell lives ‘The matrix is what strengthens and supports the cell to provide the rigidity necessary for the strength of the bone. Skin cells: are thin, lat, and interlocking. This aids the function that skin has to serve as a barrier to keep water, bacteria, etc. out of the body. Copyigh © McGesw-Hil Ryton nidCHAPTER 2 NSWER KEY BLM 2-18, Different Cells, Different Jobs/Reinforcement Goal: Students organize their group's ideas while ‘working through Think & Link Investigation 2- D: Different Cells, Different Jobs. Answers Sce the Teaching Strategies on pgse TR 1-67 of the ‘Teacher Resource Binder. Also, see page TR 1-69 of the Teacher Resource Binder. BLM 2-19, The Advantages of Being Multicellular/Reinforcement Goals Students review their knowledge of unicellular and multicellular organisms. Answers Part A Students brainstorm the advantages of being multicel- fular. Some possible answers include: they can live in a variety of environments; they are able to grow very large; they get their energy from a wide variety of foods, and they ean work more efficiently (cell special- ization). Part B 1. Unicellular organisms are able to carry out many important functions because of the various ‘organelles within them. Students may be more specific as to the functions of different types of organelles. 2. Unicelfular organisms are found near water because they take in nutrients only through their cell membrane. This makes it necessary for most unicellular organisms to live near watery, food- rich surroundings. BLM 2-20, Comparing Unicellular and Multicellular Organisms Using a Venn Diagram/Science Inquiry Goal: Students compare unicellular and multicellu- Tar organisms using a Venn diagram. Answers Part A Students must complete 2 Venn diagram. Some possi- ble answers for the three categories include: Unicellular Organisms: flagella, lack systems (breaths, eats mainly by diffusion) Copyight © McCrav- Hl Ryersn Limited. I ‘Molticellular Organisms: tissues, organs, organ systems, more complex than unicellular, special- ined cells ‘Things unicellular and multicellular organisms share: cells, organelles, diffusion, respiration, require nutrients Part B 1. stomach 3. circulatory system 2. brain 4, cell membrane LM 2-21, Specialization in the Body/Science Inquiry Goal: Stodents brainstorm different body systems and their importance. ‘Answers Part A Students are asked to brainstorm six human body sys- ‘tems, other than the digestive system, The systems they will most likely come up with are: circulatory, reproductive, nervous, skeletal, respiratory, and mus- calar. Ttis also likely that stadents will not know of the existence of or the names for these systems. “Teachers may want to help students work through this as a class exercise. The main focus should be on the act of brainstorming. This exercise will also help to get students thinking about some material that will come up in Chapter 3. For example, section 3.3 intro- doces students to the circulatory, digestive, and respi- ratory systems. Part B 1-4, Students’ responses will vary. However, of the seven body systems mentioned above, only the reproductive system is dispensable. The individ- val can survive without this system, but the Ibuman race cannot survive without it. The other systems mentioned are vital to a person's survival. BLM 2-22, Quiz — Checking for Understanding/Assessment Goal: Students assess their understanding of materi- al found in section 2.4 of SCIENCEPOWER™ 8, Part A 10), 2(@), 3, 4), 5(0, 6(4) Part B LF2.7;3. 4.55.5 6F 195KCI ANswer Key __ BLM 2.23, A Chapter Summary Study Sheet/Reinforcement Goal: Students review material covered in Chapter 2. Answers 1. A permeable membrane allows all materials to pass through. A selectively permeable membrane ‘only allows necessary and safe substances to pass through. ‘Toxic substances are kept out. 2. ‘The particle theory revolves around the diffusion of particles. Diffusion and osmosis (the diffusion ‘of water) are two of the ways that substances ‘move into and out of cells. See page TR 1-71 of the SCIENCEPOWER™ 8, Teacher Resource Binder for definitions of osmosis and diffusion. in multicellular organisms, to carry out its specific famction to help maintain the survival of the organism. 4. Mitochondria produce energy through cellular respiration, 5. Active transport is the controlled movement of substances through cell membranes, as opposed ‘to the random movement of substances through diffasion or osmosis. Active transport is enabled by the carrier proteins within the cell membrane. ‘These proteins control the entrance and exit of specific substances into and ont of the cell. Unlike diffusion, active transport requires energy from the cell. 196 6 10. . TT ‘Mitosis is cell division. During this process, the cells genetic material divides into two identical sets of chromosomes. Like all organisms, cells die, Therefore, cells need to divide, passing on their genetic material ‘tonew cells, to keep the larger organism alive. See Figure 2.12 on page 55 of SCIENCE- POWER 8 for pictures of cell division. In multicellular organisms, cells must specialize ‘to carry out various functions necessary to the ‘onganisms survival. Cell specialization allows multicellular organisms +0 adapt and live in a variety of environments, to be fed by many types of substances, and to poten- tially grow quite large. See page 61 of SCIENCEPOWER™ 8 for pic- ‘tres of some specialized cells. Copprighe © McGesn-Hil Ryeron Listed