Professional Documents
Culture Documents
High
School
Biology
Quarter 1 – Module 3
Cell Modifications
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Biology 1
Al ter nat iv e Deliver
Deli ver y Mode
Mo de
Quarter 1 – Module 3: Cell Cell Modifi cations
First Edition, 2020
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Senior High School
Biology
Quarter 1 – Module 3
Cell Modifications
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Introductory Message
For the facilitator:
Welcome to the Biology 1 Alternative Delivery Mode (ADM) Module on
Cell Modifications!
This module was collaboratively
collaboratively designed,
designed, developed and reviewed by
educators both from public and private
pr ivate institutions to assist you, the teacher
or facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic
constraints in schooling. This learning resource hopes to engage the learners
into guided and independent learning activities at their own pace and time.
Furthermore,
Furtherm ore, this also aims to help learners acquire the needed 21st century
skills while taking into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box
in the body of the module:
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For the learner:
Welcome to the Biology 1 Alternative Delivery Mode (ADM) Module on
Cell Modifications. This module was designed to provide you with fun and
meaningful opportunities for guided and independent learning at your own
pace and time. You will be enabled to process the contents of the learning
resource while being an active learner.
This module
module has the following
following parts and corresponding
corresponding icons:
icons:
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This is a task which aims to evaluate your
Assessment
level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Additional
to you to enrich your knowledge or skill of
Activities
the lesson learned.
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What I Need to Know
This module was designed and written to help you learn more on cell
modifications that lead to adaptation to carry out their special functions. It
will help you master the different cellular modifications of cells that make a
cell different from another type of cell. The scope of this module permits it to
be used in many different learning situations. The language used recognizes
the diverse vocabulary level of students. The lesson is arranged to follow the
standard sequence of the course. But the order in which you read them can
be changed to correspond with the textbook you are now using.
What I Know
Find out how much you have already known about the lesson by taking the
short test below. Take note of the questions that you find difficult to answer
and look for the correct answer as you go through this module.
Directions: Read each statement carefully. Encircle the letter of the correct
answer.
1
2. Which of the following descriptions apply to cellular modification in
bacteria?
A. They are responsibl
responsible
e in the cont
contraction
raction and expansion
expansion of muscle
muscle cells.
cells.
B. They are used as diagnosis
diagnosis and trtreatment
eatment of dis
diseases.
eases.
C. They are in charge for the beating of cilia on the cell
cell surface.
surface.
D. They are resistant to extreme heat, extreme cold, dehydration, and large
amount of ultraviolet radiatio
radiation.
n.
2
7. Which describes the role of an endospore
e ndospore in bacteria?
A. A form of sexual reproduction in bacteria during which genetic
information is exchanged.
exchanged.
B. A dormant state of bacteria that can survive in unfavorable conditions.
conditions.
C. A protective covering that bacteria secrete to protect themselves
themselves against
harsh environment.
D. A tiny hair-like structure made of protein that attaches the bacteria to
a surface.
10. Which of the following BEST describes the function of motile (or moving)
cilia?
A. They keep the airways clear of mucus and dirt allowing us to breathe
easily and without irritation.
B. They are responsibl
responsiblee for adhesion allowing bacteria to colonize
environmental surfaces or cells and resist flushing.
C. They ensure the survival of a bacterium through periods of
environmental stress.
D. They increase the external surface area for absorption of water and
mineral ions.
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11. Which number in the illustration represents the location where would you
expect to find the spermatozoa flagella?
A. 1 B. 2 C. 3 D. A and B
12. What type of cell has these modifications: don’t contain nuclei, disk-
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Lesson
Cell Modificati
Modifications
ons
1
This lesson
lesson explores the various special
specialized
ized cellular modifications
modifications that
make a cell different from another type of cell. Understanding how a cell is
perfectly suited for the role it performs, this helps us appreciate the
workmanship in the bodies of living things through cell study.
What’s In
You have learned about the cellular types and histology in your previous
lessons. Those focuses on many different cells and tissues performing specific
functions for
fo r the cell.The next activity will help you check y
your
our understanding
understa nding
concerning different cell types that keep the body functioning as one unit.
Activity 1. Is this Me
Me??
Pick one of the type of muscle cells in human body as shown in the
diagram below. Consider what would happen if you did not have this type of
cell in your body.
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Answer the following questions briefly.
1. Imagine that you are looking in a mirror. Would you look like yourself?
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2. What would you look like if your face were covered with a different kind
of covering instead of skin cells?
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3. Do you think you could survive without this type of cell? Explain.
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What’s New
Directions: Form the correct word of jumbled letters on the left to identify the
important terms/words used to describe some cell modifications
among bacteria, animals and plants.
1. S E O P S R __ __ __ __ __ __
2. I I C I V O M L R L __ __ __ __ __ __ __ __ __ __
3. L A G L E F A L __ __ __ __ __ __ __ __
4. I L C L A __ __ __ __ __
5. L P I I __ __ __ __
6. E T D N D I E S R __ __ __ __ __ __ __ __ __
7. O M S I N Y __ __ __ __ __ __
8. X O A N __ __ __ __
9. C A I T N __ __ __ __ __
10. H O I R O TA R S __ __ __ __ __ __ __ __ __
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What is It
Cells do not look the same. They often have lots in common and similar
organelles, but there are hundreds of specialized cells, all of which have
adaptations that allow it to effectively function. The following are examples of
cell modifications in bacteria, animals and plants. Let’s explore more about
it.
1. Spores
o Bacteria have several mechanisms that help them survive
environmental challenges such as lack of water, extreme temperature
change, and lack of nutrients. When environmental conditions are
harsh, some types of bacteria produce a structure called endospore.
The bacteria that cause anthrax and tetanus are examples of endospore
endospore
producers.. An endospore can be thought of as a dormant cell.
producers
o Endospores are resistant to extreme heat, extreme cold, dehydration,
and large amount of ultraviolet radiation.
o Spore formation is a special modification in bacteria, particularly as a
defense mechanism to heat, high pressure, and stress.
o Spores are also highly resistant to many chemicals, including most
disinfectants.
o Spores can survive for many years in soil and other inanimate objects.
o The spore will transform into a new organism once exposed to a more
favorable environment. Spores usually contain 30% water and do not
exhibit measurable metabolic activity.
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cells (as well as patterns of movement), cilia and flagella are generally
identicall in structure and composition.
identica
o Cilia and flagella are two different types of microscopic appendages on
cells. Cilia are found in both animals and micro-organisms, but not in
most plants.
o Depending on the type of cells, cilia and flagella have the following
functions:
• Propelling cells - using cilia or flagella, cells are able to move
freely in their environment, especially in aquatic or moist
environments.
• Sensory functions - Some cilia and flagella allow cells to sense
changes in their surroundings which in turn allows the cells to
respond appropriately.
• Transporting material - Using cilia and flagella, some cells are
able to not only trap, but also guide the transportation of given
material. This may serve to engulf such material into the cell or
prevent unwanted material/particles/microorganisms from
invading the cell or tissue.
o
Cilia are short, numerous projections that look like hairs in amoeba.
These hair/thread-
hair/thread-like
like projections can also be found in the bronchi,
uterine tubes, and the digestive tract that exhibits a radical motion
similar to the motion of oars in a rowboat to pass material and they are
large in numbers. Other cilia can move an egg cell through the female
reproductive tract. The epithelium of the trachea has motile cilia where
they sweep mucus and dirt particles out of the lungs (like mopping the
floor) while all mammalian cells have a single non-motile primary
cilium. For example, sensory organs like eye and nose.
cilia
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(including humans) contain a prominent flagellum in order to swim
through the vagina or to facilitate sperm motility. Flagella serve for the
propulsion of single cells (swimming of protozoa and spermatozoa).
Flagella helps prokaryotes move toward the light, higher oxygen
concentration, or chemicals such as sugar or amino acids that they
need to survive. They are fewer in number. Few eukaryotes use
Flagellum
3. Pili
o Pili (singular, pilus) are submicroscopic, hairlike structures made of
proteins that can help a bacterial cell attach to environmental surfaces
and act as a bridge between cells. Copies of plasmids
pla smids can be sent across
the bridge, thus providing some prokaryotes with new genetic
characteristics. This is one way of transferring the resistance to
antibiotics.
o
Pili are modifications that enable bacteria to adhere to tissue surfaces
and invasion of host cells. They can have a role in movement but more
often involved in adherence to surfaces which facilitates infection and
is a key virulence characteristic. Example: bacteria inside the human
intestine may produce pili in order to adhere to the host's cells.
Pili
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4. Dendrites and Axons of the nerve cells
Dendrites
Axon
Myosin
Figure 2.6. The actin-myosin interaction in muscle
6. Root hairs
o Root hairs are tiny, hair-like structures that grow on the surface of the
plant roots. They have thin cell walls and a long, hair-like projection to
increase surface area which allow for efficient absorption of water and
minerals.
o Root hairs collect water and mineral nutrients present in the soil and
take this solution up through the roots to the rest of the plant.
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Figure 2.7. Root hairs
8. Microvilli
o Microvilli (singular: microvillus) are microscopic cellular membrane
protrusions that increase the surface area of cells for absorption.
o Thousands of microvil
microvilli
li form a st
structure
ructure called the brush border that
is found on the apical surface of some epithelial cells, like those in small
intestine.
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Epithelial cell
Microvilli
What’s More
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Box B
_________1. Hemoglobi
Hemoglobin-containin
n-containing,g, disc-shaped
disc-shaped that transports oxygen
to the body cells.
_________2. Hair-like structure made of proteins that enable bacteria to
adhere to tissue surfaces.
_________3. Cell membrane extensions of an epitheli
epithelial
al cell that increase
the surface area of cells.
_________4. Thin neuron branch
branch that receives neural messages from other
neurons and conduct the impulses to the cell body.
_________5. Whip-like
Whip-like structure that aid for the propulsion of single cells
(facilitates sperm motility).
_________6. Help in the survival of the organisms during adverse
environmental conditions (heat, high pressure, and stress).
_________7. Filaments ofo f protein that permit the muscle to contract and
elongate for organism activity.
_________8. A neuron extension that transmits messages away from the
cell body and toward another cell.
_________9. Tiny hair-like structures that increase the area available
available for
water absorption and that of minerals and other nutrients.
_________10.. Hair-like projections that can also move an egg cell through
_________10
the female reproductive tract.
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What I Have Learned
Let us see how well you can make a summary of what you know about
the lesson.
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What I Can Do
1 Maeve 2 Vale
3 Toffee
How do those
adaptations make the
cell more efficient?
Micah
4
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Assessment
Directions: Read each statement carefully. Encircle the letter of the of the
best answer.
A. enucleated red blood cells: transport oxygen and carbon dioxide in the
blood
B. root hairs: increase surface area which allow for efficient absorption of
of
water and minerals
C. actin and myosin: slide past one another as the muscle contracts and
expands for organism activity
D. pili: allow cells to sense changes in their surroundings which in turn
allows the cells to respond appropriately
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Refer to the diagram of a nerve cell below to answer Question 6 to 8.
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12. Why do red blood cells need to be tiny?
A. so that they can carry carbon dioxide throughout the body
B. so that they can clump together
C. so that they can’t be infected by bacteria
14. Which statement best describes the structures of root hair cell which is
adapted for water uptake?
A. large surface area C. many mitochondria
B. membrane-
membrane-bound
bound organelle D. thick walls
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Additional Activities
STEP 3. Unfold and cut only the top layer along both folds to make
ma ke three
tabs. Label each tab.
STEP 4. Draw each of the specialized cells on the front of the tab as it
is closed down.
STEP 5. On the back of the tab, write the function of the specialized
cell.
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Cell Modification Foldable Rubric
Goes beyond More than one At least one half Less than one
the half of the of the half of the
requirements requirements requirements requirements are
of the are met but the are met. At least met.
extended functions/adapt half of the Functions/adapt
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Answer Key
D. 51
B. 51
A . 41 D. 41
C. 31 A. 31
D. 21 B. 21
D. 11 A. 11
B. 01 D. 01 A. 01
A . 9 I. 9 C. 9
C . 8 B. 8 C. 8
A . 7 A. 7 B. 7
C . 6 J. 6 D. 6
D . 5 F. 5 D. 5
C . 4 C. 4 B. 4
B . 3 H. 3 C. 3
C . 2 G. 2 D. 2
D . 1 E. 1 D. 1
What’s New
1. S E O P S R SPORES
2. I I C I V O M L R L MICROVILLI
3. L A G L E F A L FLAGELLA
4. I L C L A CILLIA
5. L P I I PILI
6. E T D N D I E S R DENDRITES
7. O M S I N Y MYOSIN
8. X O A N A XON
9. C A I T N A C TI N
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References
Books
Dela Peña, R., Gracilla, D., and Christian R Pangilinan. General Biology
(Combined Book 1&2), 1st ed. JFS Publishing Services, 2016
Faltado, Ruben et al. General Biology 1,
1, Lorimar Publishing, Inc. 2017.
Rhea, Maria Angelica D., and Nikki Heherson A. General Biology 2. Rex
Publishing.
Web Sources
Retrieved
Retrieved on June 8, 2020: Biology for AP® Courses; https://openstax.org
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