The Path to the Fluid Mosaic Model Letter Assignment
A Letter to a Scientists
Thanks to a huge scientific breakthrough, scientists have invented a time machine! Imagine how
much farther ahead the field of biology could be in the present if scientists from years ago
already knew what we now know about the cell membrane!
Write a letter that will be sent back in time to one of the scientists(or groups of scientists) listed
below that explains how their research contributed to developing an understanding of the
structure and behavior of membranes
This assignment will be submitted to turn it in
Criteria:
 The format should be like a real letter:
o Include “Dear…” and “Date”
 Use paragraphs, including an introduction (who you are, why you’re writing)
 Be informative:
o Explain their research/contributions. Consult a minimum of three information
resources
o Discuss the current fluid mosaic model and how their contributions led to this
new model/or how their discoveries are not accepted and how the model has
changed
 Communicate effectively:
o Use formal language.
o Make sure spelling and grammar is correct.
o The letter should be 250-300 words (one page).
o Attach a bibliography
List of scientists
 Benjamin Franklin
 Lord Rayieigh (John William Strutt)
 Agnes Pockels
 Charles Ernest Overton
 Irving Langmuir
 Ernest Gorter and F. Grendel
 James Danielli, E. Newton Harvey & Hugh Davson
 J. David Robertson
 Green & Capaldi
 George E. Palade
 Jonathan Singer and Garth Nicolson
Communication
The conveying of meaning through various forms




Expression and organization of ideas and information (e.g., clear expression, logical
organization) in oral, visual, and/or written forms (e.g., diagrams, models)
Communication for different audiences (e.g., peers, adults) and purposes (e.g., to inform, to
persuade) in oral, visual, and/or written forms
Use of conventions, vocabulary, and terminology of the discipline in oral, visual, and
/or written forms (e.g., symbols, formulae, scientific notation, SI units)
Achievement
level
R
Level descriptor
The student does not reach a standard identified by any of the descriptors
below.
50–59%
(Level 1)
The student:
i. expresses and organizes ideas and information with limited
effectiveness
ii. communicates for different audiences and purposes with limited
effectiveness
iii. uses conventions, vocabulary, and terminology of the discipline with
limited effectiveness
60–69%
(Level 2)
The student:
i. expresses and organizes ideas and information with some effectiveness
ii. communicates for different audiences and purposes with some
effectiveness
iii. uses conventions, vocabulary, and terminology of the discipline with
some effectiveness
70–79%
(Level 3)
The student:
i. expresses and organizes ideas and information with considerable
effectiveness
ii. communicates for different audiences and purposes with considerable
effectiveness
iii. uses conventions, vocabulary, and terminology of the discipline with
considerable effectiveness
80–100%
(Level 4)
The student:
i. expresses and organizes ideas and information with a high degree of
effectiveness
ii. communicates for different audiences and purposes with a high degree
of effectiveness
iii. uses conventions, vocabulary, and terminology of the discipline with a
high degree of effectiveness