Unit 4 Standards and Vocabulary: Inner Life of Cells Part 1
LO 1.15 The student is able to 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. [See SP 7.2]
*Describe the structure and function of each of the following structures that all eukaryotes share?
 cytoskeleton
 vesicles
 plasma membrane
LO 2.6 The student is able to use calculated surface area-to-volume ratios to predict which cell(s) might eliminate
wastes or procure nutrients faster by diffusion.[See SP 2.2]
LO 2.7 Students will be able to explain how cell size and shape affect the overall rate of nutrient intake and the rate of
waste elimination. [See SP 6.2]
LO 2.9 The student is able to 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. [See SP 1.1, 1.4]
*Imagine three cube shaped cells. Given the dimensions shown for each cell, calculate the cell's surface area, its
volume and its surface area to volume ratio.
10m
20m
100m
Surface area
Volume
SA:V ratio
*As the amount of toxin increases around the outside of the three cells from above, which size of the "cell" would be
the first to have an enriched concentration of the toxin in its center(core) region? Explain your answer using the
surface area to volume ratio.
LO 2.10 The student is able to use representations and models to pose scientific questions about the properties of cell
membranes and selective permeability based on molecular structure. [See SP 1.4, 3.1]
LO 2.11 The student is able to construct models that connect the movement of molecules across membranes with
membrane structure and function. [See SP 1.1, 7.1, 7.2]
*The current model of the cell membrane is referred to as a fluid mosaic model. Provide evidence that the membrane
is "fluid" and describe the "mosaic" of this model.
*Describe the structure and function of each of the following structures that make up the cell membrane.
 phospholipid (amphipathic, polar, nonpolar, hydrophilic, hydrophobic)
 integral proteins
 cholesterol
 glycoproteins
 glycolipids
LO 4.22 Construct explanations of how variation in molecular units provides cells a wider range of functions. [ SP 6.2]
*Describe a biochemical change in membrane composition that helps organisms that endure hot summers and cold
winters cope with their temperature extremes.
*Briefly explain how each of the three factors below can impact the diffusion of solutes across membranes.
 size of the solute
 temperature
 polarity
 concentration gradient
LO 2.12 The student is able to use representations and models to analyze situations or solve problems qualitatively
and quantitatively to investigate whether dynamic homeostasis is maintained by the active movement of
molecules across membranes. [See SP 1.4]
*Describe two differences between active and passive transport.
*Define each of the following terms and describe how the condition might affect a cell's size.
 isotonic
 hypotonic
 hypertonic
* Facilitated diffusion refers to a special type of transport: for example, the entry of glucose in to the muscles in your
body. Is this type of trans-membrane transport considered to be an example of active or passive transport? Explain
why.
*The Na+/K+ pump is the most active and wide-spread active transport system in the human body. Use the diagram
below to detail how the pump functions.
*Compare and contrast the differences between endocytosis and exocytosis.
*Explain how phagocytosis and pinocytosis are similar and different.
LO 2.13 The student is able to explain how internal membranes and organelles contribute to cell functions. [ SP 6.2]
*Explain the advantage of internal membranes with regards to the following concepts. Give examples. (2)
 compartmentalizing
 surface area to volume ratio
LO 2.28 The student is able to use representations or models to analyze quantitatively and qualitatively the effects of
disruptions to dynamic homeostasis in biological systems. [See SP 1.4]
*Give an example of how disruptions at the molecular or cellular level affects the health of the organism?
 dehydration in plant cells
 dehydration in animal cells
LO 2.33 Justify scientific claims with scientific evidence to show that timing and coordination of several events are
necessary for normal development and that these events are regulated by multiple mechanisms. [SP 6.1]
LO 2.34 The student is able to describe the role of programmed cell death in development and differentiation, the
reuse of molecules, and the maintenance of dynamic homeostasis. [See SP 7.1]
*Explain how apoptosis works in normal development? Choose 1
 Morphogenesis of fingers and toes
 Immune function
LO 3.7 The student can make predictions about natural phenomena occurring during the cell cycle. [See SP 6.4]
LO 3.8 The student can describe the events that occur in the cell cycle. [See SP 1.2]
*Describe the steps of the cell cycle including regulated checkpoints that the determine the fate of the cell.
 interphase (growth, synthesis and growth)
 internal and external controls (MPF, platelet-derived growth factor)
 cancer
 cyclins and cyclin dependent kinases
 mitosis (prophase, metaphase, anaphase, telophase)
 cytokinesis (plant vs animal)
 non dividing stage
*Assume that a mutation in a cell results in nonfunctional proteins in the kinetochore. Describe what would happen
to that cell during attempted duplication.
LO 3.22 Signal pathways mediate gene expression, include how process can affect protein production. [SP 6.2]
*Describe how signals are transmitted within and between cells to mediate gene expression?
 cytokines in cell replication and division
 Oncogene proteins
 Tumor suppressors (p53)
LO 3.33 Use representation(s) and appropriate models to describe features of a cell signaling pathway. [SP 1.4]
*Explain how a signal transduction pathway occurs between organisms? Choose 1
 quorum sensing in bacteria
 pheromones (ability to sense is a strong selective pressure)
 external signals by bacteria influence cell movement
*Can you explain how a signal transduction occurs within an organism? Choose 1
 epinephrine stimulates glycogen breakdown
 temperature determination of sex in some vertebrates
 DNA repair
LO 3.36 The student is able to describe a model that expresses the key elements of signal transduction pathways by
which a signal is converted to a cellular response.[ SP 1.5]
*Explain how a receptor protein recognizes a signal molecule, changes shape, and initiates a transduction?
 ligand gated ion channels, g-protein receptors or tryrosine kinases
 cyclic AMP calcium ions
 phosphorylation can cause change in shape
LO 3.37 Justify claims based on evidence that changes in signal transduction pathways can alter cell response. SP 6.1
LO 3.38 The student is able to describe a model that expresses key elements to show how change in signal
transduction can alter cellular response. [ SP 1.5]
LO 3.39 The student is able to construct an explanation of how certain drugs affect signal reception and,
consequently, signal transduction pathways. [SP 6.2]
*Describe the consequences of a blocked or defected signal transduction pathway?
 diabetes
 neurotoxins, poisons
 high blood pressure medicine, antihistamines, or birth control (Choose 1)