BIG IDEA 2
Cellular Processes: Energy and
Communication
ESSENTIAL QUESTIONS
 How is the cell the basic unit of life?
 How do materials enter and leave the cell?
 What role does the cell membrane play in cellular homeostasis?
 What are the relationships between structure and function of cell
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organelles?
How are the characteristics of life manifested by the cell?
How is free energy used in biological systems to facilitate growth,
reproduction, and homeostasis sustainability?
How is energy stored in biological systems?
How are external signals converted into cellular responses?
DAY 1 (60 MINUTES)
 Bozeman Videos:
 A Tour of the Cell (Cells)
 Cellular Organelles (Cells)
 Compartmentalization (Cells)
 Bacteria (Diversity of Life)
 Required Readings:
 Always refer to “Pearson text correlations” on the wiki under “What You Need to
Know” for exact pages that you are responsible for before you begin your readings
 Chapter 6 (pp. 98-112), 6.1, 6.6 and 6.7 not required
 Chapter 27 (pp. 556-560)
LEARNING OBJECTIVES
 Explain how internal membranes and organelles contribute to cell
functions (LO 2.13, SP 6.2)
 Make a prediction about the interactions of subcellular organelles (LO
4.4, SP 6.4)
 Construct explanations based on scientific evidence as to how
interactions of subcellular structures provide essential functions (LO
4.5, SP 6.2)
 Use representations and models to analyze situations qualitatively to
describe how interactions of subcellular structures, which possess
specialized functions (LO 4.6, SP 1.4)
ACTIVITY ONE
 Use the website “CELLS alive!” to construct a Venn diagram comparing
eukaryotic and prokaryotic cells.
 Explain the evolutionary relationships and how the cellular organelles
work together for homeostatic balance to maintain life.
 Time: 20 minutes
ACTIVITY TWO
 Review the pictures of bacteria, plant and animal cells
 Compare the structures present in the different cell types
 What are required functions of cells?
 Predict and justify how the subcellular structures interact and provide essential
functions
 How do the different types of cells subcellular structures differ with respect to the
function of the cell?
 Time: 20 minutes
ACTIVITY THREE
 Design a 3-D representation of a specific organelle
 Organelle should be no larger than 20cm
 You will present your organelle with an explanation of the role the
organelle has in maintaining cell homeostasis
 Time: 20 minutes
CLOSING ACTIVITY
 Quiz!
 Time: 15 minutes
 Question 1: What is the most likely pathway taken by a newly
synthesized protein that will be secreted by a cell?
 A) ER – Golgi – Nucleus
 B) Nucleus – ER – Lysosome
 C) ER – Golgi – Vesicles that fuse with plasma membrane
 D) ER – Lysosome – Vesicles that fuse with plasma membrane
 Question 2: In 4-5 sentences, explain what is meant by this statement:
Life is an emergent property (new properties that arise with each step
upward in the hierarchy of life, owing to the arrangement and
interactions of parts as complexity increases) that appears at the level
of the cell.
DAY 2
 Required readings:
 Chapter 7 (pp. 125-138)
 Bozeman videos:
 The Cell Membrane (Cells)
 Why Are Cells Small (Cells)
 Transport Across Cell Membranes (Cells)
LEARNING OBJECTIVES
 Use representations and models to pose scientific questions about the
properties of cell membranes and selective permeability based on
molecular structure (LO 2.10, SP 1.4, SP 3.1)
 Construct models that connect the movement of molecules across
membranes with membrane structure and function (LO 2.11, SP 1.1, SP 7.1,
SP 72.)
 Use representations and models to analyze situations or solve problems
qualitatively to investigate whether dynamic homeostasis is maintained by
the active movement of molecules across membranes (LO 2.12, SP 1.4)
 Use calculated surface area-to-volume ratios to predict which cell(s) might
eliminate wastes or produce nutrients faster by diffusion (LO 2.6, SP 2.2)
 Explain how cell size and shape affect the overall rate of nutrient intake and
the rate of waste elimination (LO 2.7, SP 6.2)
ACTIVITY ONE
 Look at the vegetables on the desk in front of you.
 Are they still edible?
 What has caused them to wilt?
 Can this process be reversed?
 Suppose you have a houseplant that has wilted. Design an experiment to
test whether or not this process can be reversed in a houseplant.
 Ideas to think about:
 Permeability of membranes
 Properties of the cell membrane
 Movement of molecules across a membrane
 Time: 25 minutes
ACTIVITY TWO
 Create a visual representation (any way you want) to illustrate and
explain examples of passive and active transport across the cell
membrane.
 Be sure to include:
 The role of proteins in cellular transport
 Hypotonic, hypertonic and isotonic environments in plant and animal cells
 Movement of large molecules (exocytosis and endocytosis)
 When and how active transport is accomplished
 Time: 25 minutes
ACTIVITY THREE
 Cells can not be indefinitely large. Why not?
 Design an experiment using potatoes and iodine to show the efficiency
of 3 different sizes of “cells”
 Calculate the surface area-to-volume ratio (SA:V) for each of the cubes.
 Which SA:V ratio was the most efficient size? Does this correlate to the smallest
cube or the biggest cube?
 Time: 25 minutes
CLOSING ACTIVITY
 Quiz!
 Time: 15 minutes
DAY 3
 Required readings:
 Lab #4: Diffusion and Osmosis
 Bozeman videos:
 Osmosis lab walk-through (AP Bio Labs)
 Diffusion demo (AP Bio labs)
 Supplemental resources:
 AP Biology Lab Manual, Lab #1
 AP Biology CD ROM, Lab #1
LEARNING OBJECTIVES
 Use representations and models to analyze situations or solve problems
qualitatively to investigate whether dynamic homeostasis is maintained
by the active movement of molecules across membranes (LO 2.12, SP
1.4)
 Use calculated surface area-to-volume ratios to predict which cell(s)
might eliminate wastes or produce nutrients faster by diffusion (LO 2.6,
SP 2.2)
 Explain how cell size and shape affect the overall rate of nutrient intake
and the rate of waste elimination (LO 2.7, SP 6.2)
LAB #4: OSMOSIS AND DIFFUSION
 You will be designing and conducting experiments to investigate the
process of diffusion and osmosis in the transport of molecules across
cell membranes
 You will analyze how SA:V ratios affect the rate of diffusion by
measuring the movement of materials into a “cell”
 Required: CERR lab report for procedure 1, 2 and 3
 Experimental design for procedure 3
 Due next Wednesday
 Time: 90 minutes
PROCEDURE 1: SURFACE AREA AND CELL
SIZE
 Completed on Friday (a similar activity)
 Write down the steps you took in order to complete the experiment
 What were the variables?
 What was controlled (not what was the control)?
 What did you find?
 Which type of cell is most efficient? A large SA:V or a small SA:V?
PROCEDURE 2: MODELING DIFFUSION
AND OSMOSIS
 Read through Procedure 2 and discuss the IV questions with your
partner, as well as the questions after the materials list
 Instead of dialysis tubing, use the plastic sandwich bags
 Instead of sucrose, we will use a starch solution
 Get the “cells” ready and place them into the beakers with water (take
their mass first)
 Take their mass after you have completed the set up of procedure 3
 Maximum time: 30 minutes
PROCEDURE 3: OBSERVING OSMOSIS IN
LIVING CELLS
 Discuss the questions with your partner before designing your
experiment
 Omit part 1
 Design an experiment that answers how solute concentration affects
the water potential in potatoes
 There are 5 different solution concentrations, which are unknown to you
 How will you collect data, what data do you need to collect and how
will you analyze it?
 You will come back tomorrow to measure the changes in your potato
 Discuss the questions with your partner to help aid your design
 Maximum time: 45 minutes
WATER POTENTIAL: WHAT DOES IT
MEAN?
 Water potential – the force that drives water to move in a given
direction
 Solute concentration and pressure potential contribute to water potential
 Ψ = Ψp + Ψs
 Increased pressure potential = increased water movement
 Water moves from a region of higher water potential to a region of
lower water potential until it reaches equilibrium
 As the solute concentration of the solution is increased, the amount of
water that flows out of the cell will increase
DAY 4
 Required Readings:
 Chapter 2 (none is actually highlighted, but if you have not taken chemistry, it is a
good idea to look over this chapter)
 Chapter 3
 Chapter 4 (exclude pp. 63-66)
 Bozeman Videos:
 Water: A Polar Molecule (Water)
 Chemical Bonds: Ionic and Covalent (chemistry) (optional)
 The Molecules of Cells
LEARNING OBJECTIVES
 Justify the selection of data regarding the types of molecules that an
animal, plant, or bacterium will take up as necessary building blocks and
excrete waste products (LO 2.8, SP 4.1)
 Explain the connection between the sequence and subcomponents of a
biological polymer and its properties (LO 4.1, SP 7.1)
 Construct explanations based on evidence of how variation in
molecular units provides cells with a wider range of functions (LO 4.22,
SP 6.2)
 Represent graphically or model quantitatively the exchange of molecules
between an organism and its environment, and the subsequent use of
these molecules to build new molecules that facilitate dynamic
homeostasis, growth, and reproduction (LO 2.9, SP 1.1, SP 1.4)
ACTIVITY ONE
 What role do carbon and nitrogen play in the production of complex
organic molecules such as amino acids (AA), protein (PRO) and nucleic
acids (NA) in living organisms?
 To answer this question, you will work in a small group to complete one
of the carbon cycle or the nitrogen cycle.
 Create a model or representation of either cycle
 Choose a particular ecosystem (biome) that your cycle is in
 For your ecosystem, what are the biotic and abiotic factors in the cycle?
 How do the biotic and abiotic factors keep the cycle going?
 Time: 25 minutes
ACTIVITY TWO
 Look at the different beakers that are on the front desk.
 Write down any observations and questions that you have about the
liquids that are in the beakers.
 You have been asked to test the different substances to find out which
one is water.You can not smell it or taste it (one is toxic).
 Knowing the different properties of water, choose 3 that you will test to determine
which one is water.
 Write down the steps and questions you will ask along the way.
 Time: 15 minutes
ACTIVITY THREE
 You will be given a property of water to depict as a superhero for a comic
strip
 Create a 5-panel comic strip that illustrates and explains the important role
water has in a biological system
 You will explain and present your comic strip to the class
 Properties:
 Water can participate in hydrogen bonds because it is a polar molecule
 Cohesion
 Moderation of temperature
 Solid is less dense than liquid
 Universal solvent
 Time: 30 minutes
CLOSING ACTIVITY
 Quiz!
 Time: 20 minutes
DAY 5
 Required Readings:
 Chapter 5
 Bozeman Videos:
 Biological Molecules (Biochemistry)
 The Molecules of Life (Chemistry)
LEARNING OBJECTIVES
 Explain the connection between the sequence and the subcomponents
of a biological polymer and its properties (LO 4.1, SP 7.1)
 Construct explanations based on evidence of how variation in
molecular unites provides cells with a wider range of functions (LO
4.22, SP 6.2)
 Represent graphically or model quantitatively the exchange of molecules
between an organism and its environment, and the subsequent use of
these molecules to build new molecules that facilitate dynamic
homeostasis, growth and reproduction (LO 2.9, SP 1.1, SP 1.4)
ACTIVITY ONE
 Create molecular models demonstrating the SPONCH elements that
form the macromolecules important to the homeostasis of living
systems
 Make sure your models can be manipulated to represent concepts such
as dehydration, hydrolysis and synthesis
 You can draw your models on cue cards to help you remember
 Time: 20 minutes
ACTIVITY TWO
 Look at the picture you have been given and answer the following
question:
 Explain with justification the role of SPONCH elements in the environment depicted
on your card and how they are integral parts of the macromolecules essential to
living systems.
 Share your answer with someone who has a different picture than you.
 Time: 15 minutes
ACTIVITY THREE
 Testing for macromolecules
 You will be given the following food samples:
 Egg, raw, hard boiled
 Vegetable oil
 Glucose
 Potato
 Unknown
 Devise a plan to test for the presence of the different macromolecules
that may be present in the foods given
ACTIVITY THREE (CONT’D)
 Test for starch: Iodine
 Test for glucose: Benedict’s solution
 Test for fat: paper towel
 Test for protein: NaOH and CuSO4 solution
 What are the results if it is positive? Negative?
 Time: 30 minutes
ACTIVITY FOUR
 Look at the following food labels and create a graphic organizer to
explain the role of macromolecules in the human body
 Fold the paper given to you in 4 and label each square with one of the
macromolecules (CHO, fat, PRO, NA)
 Explain and justify how the food item will or will not supply the
macromolecule sources to our bodies
 Describe the type of molecules our body requires as essential building
blocks and why this particular food is necessary for homeostasis
 Present your findings to the class
 Time: 20 minutes
CLOSING ACTIVITY
 Quiz!
 Time: 5 minutes
DAY 6 (60 MINUTES)
 Required readings:
 Chapter 8
 Bozeman videos:
 Chapter 5b Enzymes
LEARNING OBJECTIVES
 Refine representations and models to explain how the subcomponents
of a biological polymer and their sequence determine the properties of
that polymer (LO 4.2, SP 1.2)
 Use models to predict and justify that change in the subcomponents of
a biological polymer affect the functionality of the molecule (LO 4.3, SP
6.4)
 Analyze data to identify how molecular interactions affect structure and
function (LO 4.17, SP 5.1)
ACTIVITY ONE
 LabBench Activity: Enzyme Catalysis
 http://www.phschool.com/science/biology_place/labbench/lab2/intro.html
 Look over the various concepts for enzymes
 Read through the design of the lab
 Time: 20 minutes
ACTIVITY TWO
 Get into a group of 4
 I will give you either an endergonic or exergonic reaction to act out,
either in a skit, a poem, a song, etc.
 In your play, be sure to show whether or not:
 Energy is absorbed or released
 The reaction is spontaneous or not
 If bonds are broken or formed
 If ATP is used, and where
 An example
 Time: 25minutes for planning, 5 minutes for acting
CLOSING ACTIVITY
 Quiz!
 Time: 10 minutes
DAY 7
 Required Readings:
 None
 Bozeman Videos:
 Lab #2: Enzyme Catalysis
 Supplemental Readings
 AP Bio lab manual lab #2
LEARNING OBJECTIVES
 Refine representations and models to explain how the subcomponents
of a biological polymer and their sequence determine the properties of
that polymer (LO 4.2, SP 1.2)
 Use models to predict and justify that change in the subcomponents of
a biological polymer affect the functionality of the molecule (LO 4.3, SP
6.4)
 Analyze data to identify how molecular interactions affect structure and
function (LO 4.17, SP 5.1)
LAB: ENZYMES HELP US BREAK DOWN
HARMFUL SUBSTANCES
 The enzyme catalase is present in our bodies and helps break down
hydrogen peroxide (toxic) into water and oxygen:
 2H2O2
O2 + 2H2O
 You will be given 100% catalase, as well as some liver for your
experiment.
 You need to decide with your partner what you are going to test, and
devise a plan to test it
 Show me your plan before you begin your experiment
 Time: 90 minutes
DAY 8
 Required Readings:
 Chapter 6 (6.2, 6.3, 6.4, 6.5)
 Chapter 25 (exclude 25.6)
 Chapter 26 (exclude 26.4, 26.5)
 Bozeman Videos:
 Essential Characteristics of Life are Conserved
LEARNING OBJECTIVES
 Justify the scientific claim that organisms share many conserved core
processes and features that evolved and are widely distributed among
organisms today (LO 1.16, SP 6.1)
 Pose scientific questions that correctly identify essential properties of
shared, core life processes that provide insights into the history of life
on Earth (LO 1.14, SP 3.1)
ACTIVITY ONE
 Look at the pictures/micrographs of the following items:
 Mitochondria
 Chloroplast
 Linear chromosomes
 Nuclear envelope
 What do you notice about these pictures?
 What can you deduce from these pictures?
 What role do these organelles have in the functioning of the cell? How
do they maintain homeostasis?
 Time: 15 minutes
ACTIVITY TWO
 Research Lynn Margulis’ hypothesis of endosymbiosis (20 minutes)
 Work in a group of 4 to pool your information that you have gathered
(15 minutes)
 How would the endosymbiont lose its autonomy and become an organelle in
eukaryotic cells?
 Provide examples and justify evidence supporting the endosymbiotic theory for the
origin of eukaryotes
 Provide evidence to refute Margulis’ hypothesis that prokaryotes gave rise to
eukaryotes
 We will have a class discussion about what you have found (10 minutes)
 Time: 45 minutes total
ACTIVITY THREE
 Create a visual representation (comic strip, concept map, model, etc.) to
show the theory of endosymbiosis
 Present to the class
 Time: 20 minutes
CLOSING ACTIVITY
 Quiz!
 Time: 10 minutes
DAY 9: UNIT TEST
 Topics covered:
 Water & the Fitness of the Environment (3)
 Carbon & the Molecular Diversity of Life (4)
 The Structure and Function of Large Biological Molecules (5)
 A Tour of the Cell (6)
 Membrane Structure and Function (7)
 An Introduction to Metabolism (8)
 Prokaryotes (27.1)
 Evolution of Eukaryotes from Prokaryotes (6,25, 26)
DAY 10
 Required Readings:
 Chapter 8, 9, 10
 Bozeman Videos:
 Cellular Respiration
LEARNING OBJECTIVES
 Explain how biological systems use free energy based on empirical data
that all organisms require constant energy input to maintain
organization, to grow, and to reproduce (LO 2.1, SP 6.2)
 Justify a scientific claim that free energy is required for living systems to
maintain organization, to grow, or to reproduce, but that multiple
strategies exist in different living systems (LO 2.2, SP6.1)
 Predict how changes in free energy availability affect organisms,
populations, and ecosystems (LO 2.3, SP 6.4)
ACTIVITY ONE
 Research how fermentation occurs in yogurt cheese, chocolate, vinegar,
or sourdough bread (each group choose a different food)
 Write a 2-3 page paper using the following questions as a guide:
 What metabolic pathway is used in the fermentation process?
 What substrate is involved in the process?
 What are the products that result from the process?
 How is fermentation accomplished?
 How is the product prepared for consumption?
 Due: Friday, September 14
 Time: 40 minutes
ACTIVITY TWO
 Design and conduct an experiment to investigate how yeast metabolizes
different sugars
 Question: Which treatment will produce the most carbon dioxide?
 Warm water + yeast
 Yeast + glucose
 Yeast + table sugar
 Materials: Balloons, water bottles, string, yeast (dry active)
 Time: 40 minutes
CLOSING ACTIVITY
 Quiz!
 Time: 5 minutes
DAY 11
 Required Readings:
 AP Biology lab #6: Cellular Respiration
 Bozeman Video
 AP Bio lab #5
LEARNING OBJECTIVES
 Construct explanations of the mechanisms and structural features of
cells that allow organisms to capture, store, or use free energy (LO 2.5,
SP 6.2)
ACTIVITY ONE
 Cellular Respiration lab
 Time: 60 minutes
DAY 12
 Required Readings:
 Chapter 8, 9, 10
 Bozeman videos:
 Photosynthesis
LEARNING OBJECTIVES
 Use representations and models to analyze how cooperative
interactions within organisms promote efficiency in the use of energy
and matter (LO 4.18, SP 1.4)
 Use representations to pose scientific questions about what
mechanisms and structural features allow organisms to capture, store,
and use free energy (LO 2.4, SP 1.4, SP 3.1)
 Describe specific examples of conserved core biological processes and
features shared by all domains or within one domain of life, and how
these shared, conserved core processes and features support the
concept of common ancestry for all organisms (LO 1.15, SP 7.2)
ACTIVITY ONE
 Read the article provided about how herbicides block the metabolic
pathways for photosynthesis
 Write down scientific questions after reading the article
 Construct explanations (and justify) regarding how mechanisms and
structural features of the plant disallow the plan to capture, store, or
use free energy
 Time: 45 minutes
ACTIVITY TWO
 Create a poster to explain the interdependent relationships of cellular
respiration and photosynthesis
 How would these processes affect a runner in a marathon race?
 Be sure to make use of graphics to represent the cyclic process
 Time: 30 minutes
CLOSING ACTIVITY
 Quiz!
 Time: 15 minutes
DAY 13
 Required Readings:
 AP Bio lab #5
 Bozeman videos:
 AP Bio lab #4: Photosynthesis
LEARNING OBJECTIVES
 Use representations to pose scientific questions about what
mechanisms and structural features allow organisms to capture, store,
and use free energy (LO 2.4, SP 1.4, SP 3.1)
 Describe specific examples of conserved core biological processes and
features shared by all domains or within one domain of life, and how
these shared, conserved core processes and features support the
concept of common ancestry for all organisms (LO 1.15, SP 7.2)
ACTIVITY ONE
 What are different factors that affect the rate of photosynthesis?
 Choose 1 factor to test and design an experiment to test this factor
 Time: 80 minutes
CLOSING ACTIVITY
 Quiz!
 Time: 10 minutes
DAY 14
 Required Readings:
 Chapter 11
 Bozeman Videos:
 036
 037
 038
 039
LEARNING OBJECTIVES
 Describe basic chemical processes for cell communication shared across








evolutionary lines of descent. [LO 3.31, SP 7.2]
Generate scientific questions involving cell communication as it relates to the
process of evolution. [LO 3.32, SP 3.1]
Use representation(s) and appropriate and models to describe features of a cell
signaling pathway. [LO 3.33, SP 1.4]
Construct explanations of cell communication through cell-to-cell direct contact or
through chemical signaling. [LO 3.34, SP 6.2]
Create representation(s) that depict how cell-to-cell communication occurs by
direct contact or from a distance through chemical signaling. [LO 3.35, SP 1.1]
Describe a model that expresses the key elements of signal transduction pathways
by which a signal is converted to a cellular response. [LO 3.36, SP 1.5]
Justify claims based on scientific evidence that changes in signal transduction
pathways can alter cellular response. [LO 3.37, SP 6.1]
Describe a model that expresses key elements to show how change in signal
transduction can alter cellular response. [LO 3.38, SP 1.5]
Construct an explanation of how certain drugs affect signal reception and,
consequently, signal transduction pathways. [LO 3.39, SP 6.2]
ACTIVITY ONE
 Go to the website http://learn.genetics.utah.edu/content/begin/cells/
 How do cells communicate through signals aided by pahtways made of
proteins?
 View 3-D animations for cell communication, the fight or flight response
 Examine how cells communicate during this response
 Complete the “Dropping Signals”
 What happens when cell communication goes wrong?
 Time: 75 minutes
CLOSING ACTIVITY
 Quiz
 Time: 15 minutes
DAY 15
 Required Readings:
 Chapter 11
 Bozeman Videos:
 036
 037
 038
 039
LEARNING OBJECTIVES
 Describe basic chemical processes for cell communication shared across evolutionary








lines of descent. [LO 3.31, SP 7.2]
Generate scientific questions involving cell communication as it relates to the process of
evolution. [LO 3.32, SP 3.1]
Use representation(s) and appropriate and models to describe features of a cell signaling
pathway. [LO 3.33, SP 1.4]
Construct explanations of cell communication through cell-to-cell direct contact or
through chemical signaling. [LO 3.34, SP 6.2]
Create representation(s) that depict how cell-to-cell communication occurs by direct
contact or from a distance through chemical signaling. [LO 3.35, SP 1.1]
Describe a model that expresses the key elements of signal transduction pathways by
which a signal is converted to a cellular response. [LO 3.36, SP 1.5]
Justify claims based on scientific evidence that changes in signal transduction pathways can
alter cellular response. [LO 3.37, SP 6.1]
Describe a model that expresses key elements to show how change in signal transduction
can alter cellular response. [LO 3.38, SP 1.5]
Construct an explanation of how certain drugs affect signal reception and, consequently,
signal transduction pathways. [LO 3.39, SP 6.2]
ACTIVITY ONE
 Create a model to illustrate the key features/components in a G-protein
receptor system and the three stages of signaling: reception,
transduction and cellular response
 Time: 30 minutes
ACTIVITY TWO
 Create a poster that shows the steps in a signal transduction pathway
 Time: 35 minutes
CLOSING ACTIVITY
 Quiz!
 Create 3 questions (1 MC, 2 short answer) for a quiz
DAY 16
 Unit test #2
 Topics covered:
 Chapter 3, 4, 5, 6, 7, 8, 9, 10, 11, 25, 26, 27
 Lab #4, 5, 6