Quest Cell, Kitaro : Structure, Function and Energetics (21 Days), First Quarter
Organelle structure and function
Cell Membrane Poster
Electron Transport Chain
Biozone: Internal Structure of Cells
Protists in Pond Water
Fun with Fomites
Meeting the Protists
Alcoholic Fermentation in Yeast
Labs: You must do the AP Cellular Respiration Lab
Required Foundation: (You must do one of the foundations you may do two for extra credit.)
Reading guides Chapters 6-12
Power Points Chapters 6-12
Bozeman Biology Videos:
A Tour of the Cell
Transport Across Cell Membranes
The Cell Membrane
AP Biology Lab 5: Cellular Respiration, this requires a formal lab write up from each member of your guild.
Required Research: "Show me your Tattoo"
1. Check this one on animal cells http://www.wisc-online.com/Objects/ViewObject.aspx?ID=AP11403
2. Prokaryotic cells http://www.wisc-online.com/Objects/ViewObject.aspx?ID=MBY901
3. Metabolic pathways http://www.wisc-online.com/Objects/ViewObject.aspx?ID=MBY2604
Learning Objectives for cell unit:
2.5 The student is able to construct explanations of the mechanisms and structural features of cells that allow organisms to capture, store or use free energy.
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.
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]
2.8 The student is able to justify the selection of data regarding the types of molecules that an animal, plat or bacterium will take up as necessary building blocks and excrete as waste products. [See SP 1.4, 3.1]
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]
2.11 The student is able to construct models that connect the movement of molecules across membranes with membrane structure and function
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.
2.13 The student is able to explain how internal membranes and organelles contribute to cell functions. [See SP 6.2]
2.14 The student is able to use representations and models to describe differences in prokaryotic and eukaryotic.
2.15 The student can justify a claim made about the effect[s] on a biological system at the molecular, physiological or organismal level when given a scenario in which one or more components within a negative regulatory system is altered. [See SP 6.1]
3.33 The student is able to use representation(s) and appropriate models to describe features of a cell signaling pathway.
3.34 The student is able to construct explanations of cell communication through cell-to-cell direct contact or through chemical signaling. [See SP 6.2]
3.35 The student is able to create representation(s) that depict how cell-to-cell communication occurs by direct contact or from a distance through chemical signaling.
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.
3.37 The student is able to justify claims based on scientific evidence that changes in signal transduction pathways can alter cellular response. [See SP 1.5]
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. [See SP 1.5]
3.39 The student is able to construct an explanation of how certain drugs affect signal reception and, consequently, signal transduction pathways.
4.4 The student is able to make a prediction about the interactions of subcellular organelles. [See SP 6.4]
4.5 The student is able to construct explanations based on scientific evidence as to how interactions of subcellular structures provide essential functions. [See SP 6.2]
4.6 The student is able to use representations and models to analyze situations qualitatively to describe how interactions of subcellular structures, which possess specialized functions, provide essential functions.
4.7 The student is able to refine representations to illustrate how interactions between external stimuli and gene expression result in specialization of cells, tissues and organs.
4.8 The student is able to evaluate scientific questions concerning organisms that exhibit complex properties due to the interaction of their constituent parts.
What happens to a cell in hypertonic solution?
What happens to a cell in hypotonic solution?
What happens to a cell in an isotonic solution?
Fermentation (Anaerobic respiration)
Electron transport chain
• Compare/Contrast bacteria and animal cells; Phylogeny of cells
• Active and Passive Transport with membrane components
• Organelle structure and function in plant and animal cells
• Relate the cell cycle and surface area to volume ratio of the cell
• Make relationships among anabolic and catabolic reactions, endergonic and
exergonic reactions, catabolism and anabolism, and equations of cellular
respiration and photosynthesis
• Compare/Contrast photosynthesis and cellular respiration ( including reactants,
products, coenzymes, energy transference, intermediate compounds, cellular
organelles involved, heterotrophs, and autotrophs)
• Describe the relationship of plant pigments to the visible spectrum and
wavelength, and the importance to photosynthesis
• Learn the structure of the leaf and its importance in the photosynthetic process
• Relate fermentation to cellular respiration, using equations for both, relationships
to cellular structures, and citing organisms that use each and explanations for this
• Recall the phylogeny of energy as it was used and converted as organism evolved