Dare: NAME: cuass. SCIENCE | Designing a Cell Membrane — 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 itis important for a cel 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. Cell 4 Cell 2 Cell 3 Analyze 4. What do you think is the best type of membrane for a cell to have? Contig: © MCra- Til yeron Limi. pinion to rpeodue thin page i grntd tthe prchane Sr we erin coos ol. 1641DATE: NAME: ene 1 Relating Diffusion to the a 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. PartA 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 to aregion 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 162 copyigh: © McGraw-Hill Ryo Limite Permision w reproduce this page is grand 0 he purhae for we ia Beis carom aly.DATE: NAME: cuass: ‘SCIENCE INQUIRY | 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 bot 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. Procedure . Refer to pages 41-42 of SCIENCEPOWER™ 8 to Jearn about diffusion. Fill the beakers half full — one with cold water and ‘one with hot. What happens when a drop of food cobur is placec in COLD water? yor . Put one drop of food colour into the cold water. Observe what happens. Put one drop of food colour into the hot water. Observe what happens. * Ct 5. Use the blank flowchart to the right to record your i Draw a diagram ot | | Draw a diagram of observations. the pattern of food | | the pattern of food our elon Colour ator Analyze cbserving nthe | | observing tin the ; . HoT waterforone | | “COLD water fr Answer the questions below in full sentences. Use the no ne mint 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? }. At which temperature did diffusion occur faster? Why? Why do you think diffusion is important for cells? = ‘Copyrgh © McGrew-Fil Ryevon Limited, Pela ro reproduce tis page is granted to the purchaser for we i her/his clasroom onl, 16DDATE: NAME. Ge SCIENCE INQUIRY Use page to explore how cuass. Think About It Why is it important to learn about diffu- 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. . In the following scenarios, identi- fy what is “diffusing,” using prop- er scientific terminology. (@ You open the window and you 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, (()Ittis 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, After 1 min hot tea icedtea After 10 min hot tea iced tea 2. What is the relationship between tempera- ture and the rate of diffusion? Why? 164 Copyright © McGraw Ryeron Limited, Pension seprodace this page i rated wo the purchaer fo inher lsoaoly.DATE: NAME: cass: oar es SCIENCE INGURY | Measuring Osmosis Goal + Use this page to record your observations and answer the questions for Conduct an Investigation 2-A: Measuring Osmosis. 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 Egg 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 Conclude and Apply questions from your textbook. Copyright © McGraw-Hill Ryeron Limited, Prion wo zeproduce this page i gramed to the porcbuer for we in berfhis lasroom os 165,DATE: NAME: cuass, eo ’ 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. Part A Cells have very complex membranes, which enable them to interact and exchange nutri- { Cell's internat | ents and gases 4 with their envi- ronment. Based on your knowl- edge of cells, 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 whet it would be like to roll a Answer the questions below in fall sentences, large rock down a hill, Now think of 1. Explain a situation in which diffusion what it would be like to push the same ne not be the most efficient way of rock uphill. Is diffusion like rolling a b “i rock downhill or pushing it uphill? Is transporting a substance into a cell, active transport like rolling the rock downhill or pushing it uphill? Clearly explain your answers. 2. What is “active transport”? AGE copy © MeGraw Hl yeson Linked. Permisios wo repodos this page ie rtd othe porch fo tc inhi castoom onare: NAN: cuass: ‘SKILL BUILDER 1 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 1. 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 fil in the overlapping regions of the diagram. What do diffusion and osmosis share? ‘What do osmosis and ‘active transport have in common? What do diffusion and active transport share? What is cornmon among carbon dioxide + BLM 2-12, An Inventory of New water + energy ‘Terms/Vocabulary Check 3. carbon dioxide, water, energy Goal: Students review terms studied vo the end of 4. section 2.2. Answers 6 6 1. Term Definition 7 ‘iffasion the spontancous 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 Celis Divide/Science water from high to low concentrs-| ye tion without cellular energy inquiry ‘active transport | the movement of particles from | Goals Students explore the concepts relating to cell low to high concentration (against division. a concentration gradient) with cel-| anewers Ioler energy input _ a ‘cell membrane | a barrier (selectively permeable) 1, Cals divide to pass on their genetic material. Cell that prowets the cell and separates division also serves to maintain the survival ofthe ic from its environment ‘ulticefular organism in which the cell live. ‘carrier protein | @ molecule used by glucose and 2. Regeneration is the ability to grow new body other substances as a “piggyback” parts to replace damaged or missing parts. into and out of the cell in the 5. Mitosis process of ative transport Mitosis the proces cell undergoes o dog callular the process of converting oxygen cate Hs genetic material respiration | and water into carbon dioxide, 4. 32, 64, 128, 256 sugar, and energy; occurs in th . edie 5. Ai abet grow new body pas ehrongh Coppi © McGrew Fl Ryeron Lino 193Pcuaeten2 EURUCGM 4g ‘Skin cells are replaced every few days or weeks. Nerve cells last the longest. Nerve cells can last a whole lifetime. 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 fall 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 Students 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 Goals Students use this page to record their observa- tions and answer questions for Conduct an ‘Observing Cell Division. 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 Goali: Students review their understanding of cancer, its causes, and treatment. Answers 1, Cancer isa disease that occurs when cells multi- ply and spread in an uncontrolled fashion. 2. This expression is used because cancerous cells divide at afar 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 —_ 5. One example is people who worked in industries that used asbestos have had high rates of lung cancer from inhaling the fine particles. 6. Smoking is « strong link to getting lung cancer. 7. Skin cancer is commonly diagnosed in Canada. ‘When you are exposed to the Sun's rays, protect your skin with protective clothing and/or sun- sercen lotion, 9. Chemotherapy is a chemical treatment for cancer. 10, Regular doctor’s 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. BLM 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 organizer. Answers 1, Cell specialization refers to different types of cells, having different tasks or functions within a larger organism. 2, Students draw pictures on the web organizer. 3. ‘Nerve cells: have long, branched fibres. This aids the nerve cell’s specialized function of carrying signals from one part of the body to another. “Muscle cel: are elongated and thin. The fune- tion of a muscle cell isto shorten when it eon tracts. The shape of the cell allows it to stretch ‘and shorten without losing its elasticity. Red blood cells: have a thin, disklike shape. This ssives them a large surface area to pick up large amounts of oxygen. This aids the red blood cells specialized fanction 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, flat, and interlocking. ‘This sids the function that skin has to serve as a barrier to keep water, bacteria, ete. out of the bo Copyright © McGriw-Hil Rye LiedESLER Aswen key BLM 2-23, A Chapter Summary Study Sheet/Reinforcement Goat 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. 3, cell needs energy for its individual survival and, in mmulticellular organisms, to earry out its specific fanction to help maintain the survival of the organism. Mitochondria produce energy ees through cellular 5. Active transports the controlled movement of substances through cell membranes, as opposed to the random movement of substances through diffosion or osmosis. Active transport is enabled by the cartier proteins within the cell membrane. “These proteins control the entrance and exit of specific substances into and out ofthe cell. Unlike diffusion, active transport requires energy from the cell. 10. UL 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 to new cells, t 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 organisms survival. Cell specialization allows multicellular organisms 10 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. 196 (Copyrisst © McGrew Hil Ryerson Limited.Tree [ANSWER KEY BLM 2-18, Different Cells, Different Jobs/Reinforcement Goal: Students organize their group’ ideas while working through Think & Link Investigation 2- D: Different Cells, Different Jobs. Answers See the Teaching Strategies on pgae 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- lular, Some possible answers include: they can live in 4 variety of environments; they are able to grow very lange; they get their energy from a wide variety of foods; and they can 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 fanctions of different types of organelles. 2. Unicellular organisms are found near water Decause 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- Jar organisms using a Venn diagram. Answers ‘Part A. , Students must. lete a Venn diagram. Some possi- ble anowes forthe three extegoris melodes Unicellular Organisms: flagella, lack systems (breaths, eats mainly by diffusion) Mukticellular 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 BLM 2-21, Specialization in the Body/Science Inquiry Goal Students brainstorm different body systems and their importance. Answers Part A ‘Students are asked to brainstorm six human body sys- ‘ems, other than the digestive system. The systems they will most likely come up with are: circulatory, reproductive, nervous, skeletal, respiratory, and mus- cular, Tei also likely that students 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 focns 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- ‘duces 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- ual can survive without this system, but the hhuman 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), He), 5(0), 6(€) Part B 1.2.73. T)4.5 5.565 (Copyright © McGraw-Hill Ryerson Limited, 195