By Ashley Weidmark and
Annabelle Duarte-Monteiro
Cell Membrane
and Transport
Passive
Transport
Osmosis
Simple
Diffusion
Active
Transport
Facilitated
Diffusion
Primary Active
Transport
Secondary
Active
Transport
Membrane
Assisted
Transport
Exocytosis
Endocytosis
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B2.2 plan and conduct an investigation to demonstrate the
movement of substances across a membrane (e.g., the
effects of salt water and distilled water on a potato) [IP, PR]
B2.5 plan and conduct an investigation related to a cellular
process (e.g., factors that affect enzyme activity; factors
that affect transport of substances across cell
membranes), using appropriate laboratory equipment and
techniques, and report the results in an appropriate format
[IP, PR, C]
B3.6 describe the structure of cell membranes according
to the fluid mosaic model, and explain the dynamics of
passive transport, facilitated diffusion, and the movement
of large particles across the cell membrane by the
processes of endocytosis and exocytosis
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
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Intro: Hook - Video on Fluid Mosaic Model
http://www.youtube.com/watch?v=LKN5sq5d
tW4
Read pp. 68-70 and Complete Review
Questions: pp. 71 (Carter-Edwards, Trent,
Susanne Gerards et al. Biology 12. 2011 ed.
Toronto: McGraw-Hill Ryerson, 2011. Print.)
Define Key terms pp. 72 (Carter-Edwards,
Trent, Susanne Gerards et al. Biology 12.
2011 ed. Toronto: McGraw-Hill Ryerson,
2011. Print.)


Complete Diffusion Activity (Gizmo)
http://www.explorelearning.com/index.cfm?met
hod=cResource.dspView&ResourceID=417 and
student exploration sheet
http://cs.explorelearning.com/materials/Diffusio
nSE.pdf
Complete Osmosis Activity (Gizmo)
http://www.explorelearning.com/index.cfm?met
hod=cResource.dspView&ResourceID=418 and
student exploration sheet
http://cs.explorelearning.com/materials/Osmosi
sSE.pdf



Review of 3 types of Passive Transport i.e.
Simple Diffusion, Osmosis, Facilitated diffusion
(channel proteins and carrier proteins)
http://www.zerobio.com/flashmx/transport.swf
Lab:
http://library.thinkquest.org/27819/transport_ac
ross_a_membrane_lab.html
OR Lab:
http://www.mrsec.psu.edu/museum/biology/pro
cedures/membranes.pdf



Read pp. 75-77 Complete Learning Check pp.
77 # 31-36 (Carter-Edwards, Trent, Susanne
Gerards et al. Biology 12. 2011 ed. Toronto:
McGraw-Hill Ryerson, 2011. Print.)
Membrane Assisted Transport:
Endocytosis/Exocytosis:
http://www.maxanim.com/physiology/Endoc
ytosis%20and%20Exocytosis/ee4.swf
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
Teachers could also do a demonstration
showing the process of osmosis. The
following links are links to YouTube videos
that demonstrate how to do a lab involving
osmosis.
Osmosis demonstration with a raw egg
◦ http://www.youtube.com/watch?v=0c8acUE9Itw

Osmosis demonstration with potatoes
◦ http://www.youtube.com/watch?v=i0epq8J_K5k&fe
ature=related

Misconception #1: Facilitated diffusion uses

Rectification #1: Facilitated diffusion
only channel proteins. Active transport uses
only carrier proteins.
uses both channel protein and carrier
proteins. The carrier protein can change
conformation without ATP hydrolysis. Active
transport uses only carrier proteins which can
change conformation only upon ATP
hydrolysis.

Misconception #2: Passage of small,

Rectification #2: Passage of small,
hydrophobic molecules through the
phospholipid bilayer is called “diffusion”
hydrophobic molecules through the
phospholipid bilayer is called “simple
diffusion”

The only safety concerns associated with this
concept are outlined in the lab activity.
◦ Students must follow proper lab procedures and
handle chemicals with care.
◦ All spills should be reported to the teacher
immediately
◦ Students should wear safety goggles when handling
chemicals.

As learning:
◦ Assess the student worksheets completed with the
Gizmo activity in lesson 2
◦ Assess the lab report completed during lesson 3
◦ During lesson 4, in small groups, students can
make a T-chart comparing the different types of
transport systems

Of learning:
◦ Students can construct an interactive model or
diagram of the cell membrane and all the transport
systems.
◦ Paper and pencil test
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Students will understand how gases such as
oxygen and carbon dioxide move in and out
of blood.
Students will understand the implication of
certain poisons affecting these channels and
therefore effecting the body’s electrical
impulses.