Name, Date, Hr/Per_______________________________________________________________________________
CELLULAR CHEMISTRY – UNIT 3a – INSTRUCTIONAL PACKET
Vocabulary: Most if not all of these terms can be found in one of the biology books you have – the Whale book [inclass set] or the Cheetah book [your personal textbook]. You also have access to two other biology textbooks online
that may contain some of these terms. IF YOU CANNOT FIND THE DEFINITION TO A TERM IN THE GLOSSARY, CHECK
THE INDEX AND GO TO THE INDICATED PAGE IN THE BOOK. If the term does not exist in one of the bio books, still
make a card/fold for it, wait until we cover it in lecture, and fill it in at that point. There aren’t many of these.
PART 1 Due ___
acid
adhesion
atom
atomic mass
atomic number
base
biomolecule
capillary action
cell
chemical symbol
cohesion
compound
covalent bond
electron
electronegative
element
heterogeneous
homogenous
hydrogen bond
hydrophilic
hydrophobic
indicator
ion
ionic bond
isotope
mixture
molecule
neutron
nonpolar
organ
organelle
organism
pH
polar
proton
solute
solution
solvent
specific heat
tissue
valence electron
PART 2 Due ___
activation energy
active site
amino acid
carbohydrate
concentration
concentration
gradient
condensation
(reaction)
diffusion
dynamic
equilibrium
enzyme
hydrolysis
(reaction)
hypertonic
(solution)
hypotonic (solution)
isomer
isotonic (solution)
lipid
lock & key model
monomer
nucleic acid
nucleotide
organic
osmosis
peptide bond
permeable
(membrane)
polymer
product
protein
reactant
selectively
permeable
(membrane)
substrate
PART 3 Due ___
active transport
ATP
cellular transport
channel protein
compound
microscope
electron
microscope
eukaryote
facilitated diffusion
passive transport
phagocytosis
phospholipid
phospholipid
bilayer
pinocytosis
prokaryote
protein pump
simple microscope
Warm-Up #1 – Date: ____________________________
Put the following terms in order of their complexity / size: cell, molecule, organism, tissue, organelle, organ system,
atom, compound, organ.
Lecture 3-1:
Atoms, Acids, & Bases
________________ __________ ________________ ________________ Cell
(Cell) ________________ ________________ ________________________________ ________________
Atoms________________ atom – __________________ part of an element which still has all of the element’s characteristics
1. made of subatomic particles
a. “sub-” = under, below, less than
b. _______trons [p+], _______trons [n0], and _______trons [e-]
i. [p+] – positively charged subatomic particle [in ____________]
ii. [n0] – non-charged subatomic particle [neutral – in nucleus]
iii. [e-] – ________________ charged subatomic particle
1. found ______________ of the nucleus in energy levels [clouds, shells, etc]
2. elements are made of atoms
a. element – a __________ chemical substance consisting of a singular type of atom
1
a. found on the periodic table of elements in their neutral state
i. atomic _____________ – number of electrons OR protons [____]
ii. chemical symbol – name of element [______________]
iii. atomic __________ – mass of protons + mass of neutrons [p+] + [n0] = mass [_____]
b. electron models
i. draw nucleus, protons, neutrons & electrons
1. electron levels:
a. 1st level = up to ____ e-s
b. 2nd level & more = up to 8 e-s
c. isotope – an atom of the same element that has a different number of _________________
than normal [what is on the periodic table is normal]
i. “iso”” = ________________ / ________________
ii. Ex: Carbon-14
14 [number denotes mass, NOT charge]
d. ion – a ________________ pa
particle
i. has more or less electrons than the neutral element.
ii. more = _________________; less = _________________
iii. Ex: Fe2+ [number in superscript denotes charge w/ + or - ]
Acids & Bases
1. pH = parts of __________________ / concentration of hydrogen ions
2. Acid – compound releases hydrogen [H+] ions in water
a. pH ____________________
b. stronger acids release more [H+] ions.
c. Ex: HCl [hydrochloric acid]
3. Base – compound that breaks apart in water and releases _____________________ [OH-] ion.
a. pH ___________________
_____________________
b. stronger Bases release more [OH-] ions
c. Ex: NaOH [sodium hydroxide]
4. ______________ – compound that breaks apart in water and releases the same number of [H+] and [OH-]
a. pH = _________________
b. many experiments define what a “neutral range” could be [rough
[roughly pH of 7]
5. Equal Strength Acid + Equal Strength Base = Neutral
a. hydrogen and hydroxide ions are equal in strength.
b. [H+] + [OH-] ___________ (hydrogen hydroxide)…which is H2O
c.
HCl + NaOH ___________ (sodium chloride / table salt) + H2O
Acids & Bases KidZone Web Activity
Visit the class website’s “Helpful Links” section, and click on the “ScienceSpot” link in our class section to bring up The
Science Spot Kid Zone. This is an excellent site to help you with all sorts of science topics!!! Under the heading
h
“Chemistry,” click on the link that says “acids & bases”, then on “pH factor,” then follow the instructions below.
Site: The pH Factor
1. Click the purple “Explore” button on the main page.
2. After the pH panel loads all the way, click on the button rep
representing
resenting Lemon Juice.
3. On the next page, record the pH & other information in the chart. Click the buttons on the page to
complete the rest of the items on the chart as well.
2
Substance
What is the trend of
the Cabbage water?
Color of acids:
____________
Color of Bases:
____________
pH
Acid, Base,
or
Neutral?
Color of
Cabbage
Water?
Color of
pH paper?
[bottom portion of strip]
Lemon Juice
Baking Soda
Aspirin
Ammonia
Milk of Magnesia
Lava Soap
Borax
Water
Lemon Soap
Vinegar
Tonic Water
Liquid Plumber
Now, return to the Chemistry section of the Kid Zone, and click on the link, which says, “Acids & Bases.” On
the page which comes up, click on the “Alien Juice Bar (pH)” link to take you to the activity.
Site: Alien Juice Bar
Challenge 1 - Click the button for Challenge 1 to learn more about acids and bases.
1. Click the cup with the purple juice in it and drag it to the different liquids to check the pH.
What happens to the color in each one?
a. Lemon Juice - _____________
b. Window cleaner - _____________
c. Water - _____________
2. Drag each liquid to the correct shelf before clicking the “Check
Me” lever. Record your results in the table to the right.
3. Click the “Test More” button under the lever. When you are
finished checking and recording all of those liquids, click the
“Check Me” lever. Once you get them all correct, click the
“continue” button to return to the main menu.
Substance
Acid, Base, or
Neutral?
Water
Lemon Juice
Window Cleaner
Coffee
Mouthwash
Cough Medicine
Liquid Soap
Orange Juice
Toothpaste “Juice”
Soda Pop
Tea
Challenge 2 – Go back to the main menu of the site, and click the button for Challenge 2 to use your
knowledge of acids and bases.
1. Read the directions before clicking the “Start” button!
2. Tips for the Flying Cabbage ... If you are not sure if a liquid is an acid or base, click and drag the cup
of cabbage juice to the bottle to test the pH. Click and drag the bottle of liquid to the clear cup in
front of the alien to pour a drink. [DIRECTIONS CONTINUE ON BACK OF SHEET]
3. How did you do? If you kept everyone alive, click the “Main Menu” button. If you didn’t keep
everyone alive, click the “Try Again” button. [You can kill the orgs if you serve them wrong 3x]
Challenge 3 directions on the following page.
3
Challenge 3 – Go back again to the main menu of the site, then cclick
lick the button for Challenge 3 to test
your knowledge of acids and bases.
1. Click and drag the cup of cabbage juice to each drink on the tray to check the pH.
2. To change the pH of a liquid, click a bottle of liquid from the shelf and drag it to a glass. Watch the
pH increase or decrease.
3. If you need a lower/higher reading, keep adding acids/bases until the pH is in the correct range.
Once all the drinks
rinks are correct, you will see a “Continue” button. Click it to move
mov on to the next set
of drinks. Continue adding acids and bases to the drinks until you get the pH at the correct level.
HINT: For this section, neutral equals anything between 6.80 and 7.20!
4. Which acid and base caused the biggest changes in pH? (Based on one click and drag!)
a. Acid - ______________________
b. Base - ________________________
Warm-Up #2 – Date: ____________________________
Why is water so important to living things? What do your cells use water for?
Lecture 3
3-2: Molecules & More
___________ Molecule (Bio/Macro)molecule ___________ Cell (Cell) Tissue
Tissue ___________ Organ System Organism
Molecule
2. molecule – substance composed of two or more ___________
a. can be a single element, or multiple elements
b. has no overall charge
___________________]
c. Ex: H2 [2 atoms of ___________
3. compound – a type of molecule composed of two or more _______________. [my abbreviation = _______]
a. MUST have more than one element present
b. ___________compounds
compounds have a positive or negative charge
c. Ex: ___________ [2 atoms of hydrogen, 1 atom of ___________]; NH4+
4. Types of bonds
a. covalent bond –formed
formed when atoms ___________valence electrons
i. “co-”” = _____________________ [like co
co-operate]
ii. valence electron – electron in the outermost shell of an atom
iii. a strong bond
iv. Ex: H2O
b. ionic bond – formed when atoms gain or lose electrons by transfer
i. _______________
____ than a covalent bond
ii. Ex: NaCl
4
Properties of Water
Approximately _____ of your body is made
ade of water, so apparently, it’s quite important. What
hat makes it so important?
1. Important Property #1: Water is a Polar Molecule
a. polar molecule – has no overall _______________ [hence, “molecule”],
but that has a side which is more elec
electronegative
i. electronegativity:: the ability of an atom tto _______________
____ electrons to itself
1. uneven distribution of electrons leads to a negative pull on one side
ii. The oxygen side of the molecule is much _________ electronegative than the hydrogen side.
b. “__________________________
_______________”
i. water given this term because it is able to dissolve many substances
1. this is because of its polarity.
ii. solvent:: a substance that is used to dissolve a solute.
iii. solute:: a substance tthat is dissolved by the solvent
iv. Ex: water [___________
_______________] dissolves sugar [_______________]
c. polar is aka hydrophilic
“water-loving”
i. hydrophilic:: literally, “water
1. “hydro” = water
2. “philos / phil / philia” = to love
3. dissolve ___________
_______________ in water [like sugar]
ii. hydrophobic: literally, “wate
“water- _______________”
1. “phobia / phobic / phobos” = to fear
2. aka ___________
____________________
3. do
o not dissolve or mix easily in water [like _______________]
____]
2. Important Property #2: Water performs Hydrogen Bonding
a. hydrogen bond:: bond formed between a H and a more elect
electronegative
ronegative atom
i. is very ___________
_______________
ii. is not a true “bond” but an attraction
iii. usually takes place between oxygen [O],
______________
___ [N], or ______________ [F]
b. ____hesion: the ability of water that allows it to form H-bonds
with other molecules [to ““stick” to other things - think, adhesive]
i. Ex: straw in water water in straw climbs
_______________
____ water surface level
ii. aka ___________
______________________________
1. major way blood flows through the capillaries in
your body and through the roots of plants.
c. ____hesion: the ability of water that allows it to stick to itself.
i. causes ___________
______________________________
ii. Ex: water drops form small spheres, can o
overfill a glass, some bugs can walk on water
3. Important Property #3: Water _______________ when Freezing
a. is less
ss dense when frozen; most substances are more dense
b. allows it to _______________
____ on water when frozen
c. if ice sunk, lakes & ponds would freeze solid in winter
4. Important Property #4: Water has a _______________ Specific Heat
a. specific heat:: amount of E it takes for ___________________of
________of substance to increase or decrease
i. makes ___________
____________________ MUCH easier
5
Mixtures
1. mixture: combination of multiple substances that…
a. can be _______________ separated
b. _______________ combined chemically
c. can be homogenous or heterogenous
i. ________genous: appearance & consistency are the same throughout
1. “genous” = _______________
2. typically called solutions
ii. ________genous: appearance & consistency are different throughout
1. Ex:
d. _______________: a mixture that…
i. is homogenous
ii. is in a single phase
1. solid, liquid or gas
2. can have different phases dissolved in each other
a. gas in liquid [______________________________]
b. solid in solid [_______________ – carbon/iron (steel), copper/zinc (brass)]
c. solid in liquid [sugar water], etc.
iii. uses the terms “solute” & “solvent”
iv. _______________: the ability of a substance to dissolve in another
Warm-Up #3 – Date: ____________________________
List the number of protons, neutrons & electrons for the following elements:
1. sulfur – ______ # p+
______ # n0
______ # e-
2. astatine – ______ # p+ ______ # n0
______ # e-
3. carbon – ______ # p+
______ # n0
______ # e-
4. xenon – ______ # p+
______ # n0
______ # e-
5. sodium – ______ # p+
______ # n0
______ # e-
Osmosis & Diffusion Cloze
Complete the following paragraphs by inserting the terms found below. There are more terms than you need, and you can
use terms more than once if it applies.
Adhesion
Cohesion
Contract
Covalent bond
Diffusion
Dynamic equilibrium
Expand
Float
Fourteen
Gas
Hydrogen [H+]
Hydrogen bond
Hydrophilic
Hydrophobic
Hydroxide [OH-]
Liquid
Negative
Neutral
Non-polar
Osmosis
Permeable
Polar
Positive
Selectively permeable
Seven
Solid
Solute
Solvent
Water is composed of acidic _________ ions, and also basic __________ ions – which is what makes
it a _____________ compound. Pure water has a pH of _____.
There are many properties of water that make is so important to the existence of life. At room
temperature, water exists as a _______________. Although most liquids shrink and become more dense
when they freeze, when liquid water cools into a solid, it actually ________________ and ______________
6
on top of the water because it is less dense. If it didn’t, so many forms of life would die when the water froze
each year and the ice sank…
Water is also considered to be a ___________________ molecule, because one side of the
compound is more electro-negative than the other [the hydrogen side is slightly positive, the oxygen side is
slightly _______________]. We can also call this property of water __________________________,
which means “water-loving.” This property is why water can dissolve so many substances – we call this being a
great _______________. Things that are dissolved in a substance like water are called
_____________________. [Water-fearing substances, called _________________________________,
can also be called __________________ substances because they do not have an imbalance of charge across
the molecule and do not readily dissolve in water.]
Water can also stick to itself or to other things – like how you can fill a glass past the brim or how
water moves up a straw a little on its own when placed into a glass. These properties are called
___________________ [water to itself] and ____________________ [water to other substances]. This can
happen because of weak bonds called _________________________ that are formed between hydrogen and
more ____________________________ elements [like N, O, and F].
Water is also essential to life because it helps substances move around our bodies, and in and out of
cells. The process of a substance moving from an area where it is in high concentration to an area where there
is a low concentration of it is called _____________________. This process helps many compounds enter
and leave the cells in our bodies. Particles are always moving – but a state of balance can still be formed. This
balance is called _____________________________________. Particles move in an out of membranes of
our cells, but these membranes do not let everything pass through on its own. Membranes that only allow
certain things to pass through can be called __________________________________________
membranes.
© R. A Mathiak, 2008
Warm-Up #3 – Date: ____________________________
You want to make two containers of lemonade that taste the same. You add one scoop of lemonade mix to the first
container. You add FIVE scoops of lemonade mix to the second container. How much more water do you need to
add to the second container? Answer the question, then explain WHY you will need to add more water to the second
container.
Lecture 3-3: Diffusion & Osmosis
Diffusion
1. diffusion: movement of a substance from an area of ___________ concentration to
an area of ___________ concentration.
a. diffusion works to balance the concentration gradients of substances
b. Ex: perfume in a room, dye in a glass of water
7
2. concentration gradient: ______________________ in concentration of a substance over a certain area
a.
“______________________” the gradient = particles move from area of
___________ conc. to ___________ conc.
i. typical diffusion; natural movement
b.
“_______________” the gradient = particles move from area of
___________ conc. to ___________ conc.
i. non-natural movement; requires ___________
3. dynamic _____________________: a balance of the distribution of particles in an area acknowledging
the constant movement of the particles.
a. dynamic – opposite of ______________________; indicates constant change
4. diffusion often occurs through one of two types of membranes:
a. permeable membrane: allows _______ substances [solute, solvent, or other particle]
to pass through
b. semi/_________________-permeable membrane: allows only certain substances to pass through
c. which type of membrane do cells have? ______________________________________
5. diffusion drawings:
a. Problem: In a membrane selectively permeable to X molecules, there are:
i.
4 particles of X [3 left, 1 right]
ii.
12 particles of O [2 left, 10 right]
Osmosis
1. osmosis: diffusion of water across a __________________ permeable membrane
a. membrane only allows water to pass through
i. solute particles ___________ move
ii. water must be used to reach dynamic equilibrium
iii. ___________ water must move where there is ___________ solute
b. Ex: lemonade –
i. of the two below, which has the higher concentration of solute?
how can you make the concentrations equal? [make them taste the same]
1. 5 scoops of lemonade in a pitcher filled with 8 ounces of water
2. 5 scoops of lemonade in a pitcher filled with 1 gallon of water
2. osmosis drawings:
a. all rules still apply; only difference is shape of “___________________”
b. Problem: With a membrane selectively permeable to water, there are:
i. 4 particles of X [3 left, 1 right]
8
3. what happens to cells?
a. ___________tonic solution: solution outside of cell has a higher concentration of
solute than inside of cell
i. “hyper” = ___________ than normal
ii. water moves out of the cell; cell ___________
iii. why is this bad for the cell?
b. ___________tonic solution: solution outside of cell has the same concentration of
solute as inside of cell
i. concentrations ___________; cell remains same size
c. ___________tonic solution: solution outside of the cell has a lower concentration of
solute than inside of cell
i. “hypo” = ___________ than normal
ii. water moves into the cell; cell ___________ [possibly ___________]
d. cell drawings
i. all rules still apply; only difference is shape of “container” - now it’s a cell.
Hypotonic
Isotonic
Hypertonic
Osmosis & Diffusion Drawings
Complete drawings for each of the situations below.
1. DIFFUSION: With a permeable membrane,
there are:
a. 12 particles of X [7 left, 5 right]
b. 4 particles of O [4 left, 0 right]
2. DIFFUSION: With a membrane selectively
permeable to X molecules, there are:
a. 10 particles of X [7 left, 5 right]
b. 4 particles of O [4 left, 0 right]
3. OSMOSIS: With a membrane selectively
permeable to water, there are:
a. 10 particles of X [7 left, 5 right]
b. 4 particles of O [4 left, 0 right]
Create your OWN – do not copy #s from above.
4. A cell in a hypertonic solution [before & after!!]
[write the # of particles inside and outside
of the cell to the left, even if you drew the
# inside]
9
5. A cell in a hypotonic solution [before & after!!]
[write the # of particles inside and outside
of the cell to the left, even if you drew the
# inside]
6. A cell in an isotonic solution [before & after!!]
[write the # of particles inside and outside
of the cell to the left, even if you drew the
# inside]
© R. A Mathiak, 2008
Comparing Cell Types - Draw Plant, Animal, & Prokaryotic Cells
Using your book [cheetah p 162-3 or whale p 180 & 192] or one of the resources below, please draw, label, and
color a plant cell, an animal cell, AND a prokaryotic cell. Use the structures on the next page to label your plant &
animal cell – use ALL given structures on the back of this page. Use the textbook to label your prokaryote cell.
http://vilenski.org/science/safari/menu/index.html
http://www.cellsalive.com/cells/cell_model.htm
Animal Cell
Plant Cell
Prokaryotic Cell
10
Plant Cells vs. Animal Cells
Feature
In
Plant
Cell?
In
Animal
Cell?
[y/n]
[y/n]
What does it do?
Analogy?
[This part is like a…]
Nucleus
Cytoplasm
Chloroplast
Mitochondria
Cell
Membrane
Cell Wall
Golgi Bodies
[also called
golgi
apparatus]
Smooth
Endoplasmic
Reticulum
Rough
Endoplasmic
Reticulum
Vacuole
Lysosome
© R. A Mathiak, 2009
11
Surface Area to Volume Ratios Math Lab
The lab below will help introduce you to an important concept in biology – the surface area to volume ratio [S/V].
For cells, this means the ratio between how large the cell membrane is to how much space is inside of the cell
through which things can travel. In this lab, we will take a look at the effect of size on volume, then at what
flattening or elongating an object makes on the volume it can contain.
Influence of size on S/V Ratios.
The purpose of this exercise is to see how the S/V changes as an object gets larger. We will use a cube to serve as a
model cell. Cubes are especially nice because surface area and volume calculations are easy to do, since all sides have
the same measurements. Use the equations below to do your calculations on either side of this worksheet:
Shape
Equation for Surface Area
Equation for Volume
Cube
l x w ---- but in this case = l x w x 6
[area of one side x6 - because cubes have 6 EQUAL sides]
lxwxh
Complete the table below for a series of cubes of varying size:
Length of a
side (mm)
Surface
Area (mm2)
Volume
(mm3)
Surface Area / Volume Ratio
(mm2/ mm3)
[fraction]
[decimal]
*simplify*
(round to hundreths)
1
OR
2
OR
3
OR
4
OR
5
OR
6
OR
7
OR
8
OR
9
OR
10
OR
Questions and Analysis:
1. Which cube has the greatest surface area?
Cube #__________
volume?
Cube #____________
Decimal Ratio x 100
(mm2/ mm3 x100)
[so we can graph it – will
be a whole number]
S/V ratio?
Cube #____________
2. Examine your chart above. As the cube gets larger, the surface area [circle one: increases / decreases].
3. Examine your chart above. As the cube gets larger, the volume [circle one: increases / decreases].
4. Examine your chart above. As the cube gets larger, the SA/V ratio [circle one: increases / decreases].
12
On the graph below, plot the Volume, Surface Area, and the Surface area to Volume ratio [x100] against the length
of the cube sides. You will be plotting all three values on ONE chart – below. Yes, your Y-scale will be very
large. Color each line on your graph a different color and create a legend to the right. [make sure you have a
SCALE, not just even spacing]
Title:
(Cube Volume), (Cube Surface Area), & (Surface Area to Volume Ratio x100) vs (Length of Cube Side)
[remember, these represent your IV and your DVs for this experiment…where do they belong on the graph??]
Graph size is
32 x 32.
Legend:
Surface Area:
Volume:
S/V Ratio x100:
Influence of flattening on S/V Ratios.
In this exercise we will explore how flattening an object impacts the surface to volume ratio. Picture a box that is 8 x 8
x 8 mm on a side. Then, imagine that we can flatten the box making it thinner and thinner – but in doing so, we still keep
the original volume of the box [it can still hold the same amount]. What will happen to the surface area, and s/v ratio as
the box is flattened? Complete the table below. SHOW ALL WORK on a separate sheet of paper. NW = NC
Work for these NON-CUBES: Surface area: find the area of all sides, add together. You cannot just multiply LxW since
these are not cubes. Volume: Calculate as normal – L x W x H
Box
No.
Height
(mm)
Length
(mm)
Width
(mm)
1 (cube)
8
8
8
2
4
16
8
3
2
16
16
4
1
32
16
5
0.5
32
32
Surface
area (mm2)
Volume
(mm3)
S/V Ratio
(mm2/mm3)
[round to hundredth]
Think about the following – write brief answers below.
1. Why do you think leaves are thin and flat? [hint: what does each leaf cell do…why would being thin help?]
2. Why don’t desert plants have leaves? [hint: what substances do leaves lose through their leaves?]
13
Warm-Up #4 – Date: ____________________________
What is the difference between Diffusion & Osmosis? Define each [w/o using “diffusion” in the osmosis definition],
then explain why each is important to living things.
Bio(Macro)molecules
For this worksheet, use your book to fill in the information about the following organic molecules. We called these
macro-molecules, your book discusses them as bio-molecules. We will discuss this in class tomorrow.
BIO(MACRO)MOLECULE
WHICH ELEMENTS IS
THIS MADE OF?
WHAT IS THE
MONOMER?
LIST AT LEAST TWO
EXAMPLES
1.
WHAT DO WE NEED
THIS FOR?
1.
1.
CARBOHYDRATES
2.
1. mono-
2.
2.
3.
3.
1.
1.
1.
LIPIDS
1.
2.
2.
2.
2.
3.
3.
1.
1.
2.
PROTEINS
3.
1.
2.
2.
3.
1.
4.
4.
5.
1.
2.
1.
NULCEIC ACIDS
3.
1.
2.
4.
5.
14
Lecture 3-4: Bio[Macro]molecules
___________ Molecule (Bio/Macro)molecule ___________ Cell (Cell) Tissue ___________ Organ System Organism
___________________
______________________
Bio[Macro]molecules
1. bio[macro]molecule – “molecules of ___________” – are organic molecules
a. organic – contains _______________ [C]
i. ALL living things contain carbon.
b. ____organic – does not contain carbon
2. are types of ___________molecules
a. a large molecule
b. “macro” – ___________ [opposite of “micro-“]
3. are polymers
a. polymer – many units of a substance joined together
i. “poly” – ___________
ii. monomer – a single unit / the basic unit of a substance
1. “mono” – ___________
b. types of reactions [abbr: ___________]:
i. “______________”“___________”“_____________”
ii. hydrolysis – breaking a bond by adding ___________
1. “lysis” – to ______________________
2. breaks large molecules down into smaller ones
iii. _______________– making a bond by taking out water
1. makes larger molecules from smaller ones.
4. four types
a. carbohydrates, lipids, proteins, ______________________
FOLLOW ALONG ON YOUR WORKSHEET TO CHECK YOUR ANSWERS
Carbohydrates
1. elements – ___________ [C – “carbo”], hydrogen [H – “hydr”], oxygen[O – “_________”]
a. ratio of ___ : ___ : ___ [ex: C6H12O6 ]
2. monomer – monosaccharide
a. “saccharide” – refers to a ___________
3. examples –
a. monosaccharides – gluc_____, fruct_____, galact_____, etc
i. “ose” – ___________
ii. _____mer – cmpds w/ the same chemical formula but different chem. structures
1. C____H____O____ = chemical formula for the 3 sugars above
b. ____saccharides – maltose [glucose+glucose], sucrose [glucose+fructose], lactose [glucose+galactose]
c. _______saccharides –
i. starches – plant ___________ [abbr: E] storage; linear linkage of glucose molecules
ii. glycogen – animal E storage; _______________ linkage of glucose molecules
iii. cellulose – plant _______________ [rigid, protective]; lattice-like linkage of glucose molecules
4. uses – main preferred E source for animals, provides structure & support, cell ______________________
Lipids
1. elements – carbon [C], hydrogen [H], oxygen[O]
a. ratio of ___ : ___ : ________________________
[ex: C12H24O2 = lauric acid; C55H98O6 = triglycerides]
a. MUCH less oxygen than carbohydrates
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2. monomer – typically: glycerol + ___fatty acids
a. 3-fatty acids = tri-glycerides – long, LONG C-____
____ chains
3. examples – ___________, waxes, & oils
a. such as…cholesterol & vitamin ____ [sterols], phospholipids [in cell
membrane – see picture left]; grape seed oil…
4. uses – secondary ____________
_ source, soap, insulation…
Proteins:
1. elements – carbon [C], hydrogen [H], oxygen[O], nitrogen [N], most have ___________ [S]
2. monomer – amino acids [my abbreviation = _________]
a. C-H bond,
d, carboxyl group [COOH],
an amine group [NH2], and an “R” group
b. join together using a ___________
___________bond
c. peptide bond – formed between H of the
___________ group of one a.a and
the OH of another’s carboxyl…
i. bond formed takes water out
[_________________
______ bond]
3. examples – many, but one of most important = enzymes
a. enzyme - protein that ___________ the rate of chemical rxns
i. ends in “___________
___________” [lactase, catylase, sucrose, amylase…]
ii. typically is a catalyst
___the rate of a rxn by
1. catalyst – ______________the
decreasing the activation E
a. __________________E
__________________ – the amount of E
it takes for a rxn to occur
iii. can only work under certain environmental conditions
[pH, heat (energy), etc]
iv. _________________
_____________________________model – a certain enzyme has a certain shape will only work
with a certain substrate
1. ______________________
______________________– substance that is acted upon by an enzyme
2. active site – the site where the substrate __________________
_______ to the enzyme &
the action occurs
a. enzymes ccan create or break bonds
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4. uses – building up, _________________,
______, and maintaining tissues in the body, movement, regulating genes,
receptor for chemicals [like insulin
insulin], chemical storage [ferritin], _______________system,
____system, …
Nucleic Acids:
1. elements – carbon [C], hydrogen [H], oxygen[O], nitrogen [N], _______________________[P]
____________[P]
2. monomer – ______________________
a. 3 parts – sugar [ribose], phosphate [phosphorus & ______________],
___], base [A,T,C,G,U]
3.
examples – DNA [________________
_____-ribo-nucleic acid], RNA [ribo-nucleic acid]
4. uses – carry _______________
____ information and control of ALL body ________________,
_____,
some form structures to help in ___________
______________ synthesis
Biomolecules – Organic Chemistry
1. Identify the structural formula. Use these choices:
a.
amino acid
maltose
b.
____________________
glucose
c.
______________________
______________________
For each statement, write the letter of one of the structural formulas in number 1 above. A letter can be used more than once.
______ 2. When many are bonded together, a protein is formed.
______ 5. There are twenty-some
some different types of these.
______ 3. It is a disaccharide with the formula C12H22O11
______ 6. This is a monosaccharide, or simple sugar.
______ 4. It is an isomer of fructose
tose and galactose
In your textbook, read about the chemical reactions below. Then, identify each of the below react
reactions
ions by placing the letter of the correct
reaction, A or B, in front of each phrase below.
A.
______ 7. hydrolysis
______ 8. condensation
______ 9. large molecule is broken down
into smaller molecules
______ 10. involved in the digestion of food
B.
______ 11. involves the removal of water
______ 12. involves the addition of water
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Examine each group of terms. Cross out the one term that does not belong with the others, then write a name for the group. Use these
choices:
proteins
lipids
nucleic acids
carbohydrates
13._____________________________
DNA
RNA
genetic code
energy sources
ribonucleic acid
14. _____________________________
NH2
amino acids
carboxyl group polypeptides
galactose
15. _____________________________
C6H12O6
maltose
monosaccharides glycogen
glycerol
16. _____________________________
energy sources waxes
fatty acids
glycerol
C12H22O11
Determine if the statement is true. If it is not, rewrite the underlined, italicized part to make it true.
17. All organic compounds are compounds that contain oxygen. _______________________
18. Isomers are organic molecules that have the same chemical formula, but different stru
structural
formulas. ____________________________
19. Proteins are composed of fatty acids and glycerol. ____________________________
20.
Carbohydrates usually contain hydrogen and oxygen at a ratio of 4:1. _________________
21.
Maltose and sucrose are two examples of monosaccharides
monosaccharides. _________________________
22.
Cellulose, glycogen, and starch are simple carbohydrates. ___________________________
23.
Lipids include fats, waxes, and oils. ____________________________
24.
The cell’s activities are controlled by carbohydrates. ____________________________
25.
Lipids are insoluble in water. ____________________________
26.
Proteins are composed of about 20 amino acids. ____________________________
Warm-Up #5 – Date: ____________________________
Lecture 3-6:
6: Microscopes, Cells, & the Plasma Membrane
Atom ______________ (Bio/Macro)molecule ______________ Cell (Cell) ______________
______________ Organ Organ System ______________
Microscopes
1. ______________ microscopes:: use light to give an image
a. simple microscope: has a ______________ lens
b. compound microscope: has ______________
lenses to give a higher magnification
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2. ______________ microscope: use electrons to give
a very detailed image
a. ______________ electron microscope [SEM]:
allows seeing of the outer part of the cell
b. ______________ electron microscope [TEM]:
allows seeing of the inner parts of the cell
Organelles
1. organelle: any structure occurring in a cell that
has a ______________ function
2. [use your worksheet to review the types, appearances,
and functions of cellular organelles]
Cell History
1. Robert ______________ – gave the name “cell” when
viewing cork under cmpd microscope [1665]
a. father of microscopy
b. cell ______________ – created by Hooke; has 3 rules:
i. all organisms are made of ______________ or more cells
ii. the cell is the basic unit of organization for ______________
iii. all cells come from pre-existing cells
2. Anton von Leeuwenhoek – father of ______________biology [1674]
a. first to describe bacteria, yeast, capillary circulation…
Cells
1. cell – basic unit of life
a. have smaller components – ______________
b. can make up larger structures:
i. cells form tissues
1. tissue – a ______________ of cells that perform a specific function
ii. tissues form organs
1. organ – a relatively large part of the body that carries out specific functions
a. composed of an ______________ [dense collection working as a
whole] of cells with similar structures
iii. organs form organ systems
1. organ system – an organization of ______________ organs arranged
so that they can perform complex functions together for the body
iv. organ systems form an organism
2. types of cells:
a. _______karyotic cells: cells with no ______________ and no ______________ bound organelles
i. “pro-” = same as “pre-” = ______________
ii. “-karyote” = nucleus
iii. __________ are single-celled organisms
iv. ex: bacterial cells
b. ______karyotic cells: cells with a ______________ and membrane bound organelles
i. “eu-“ = ______________
ii. can be either single celled or multicellular
iii. ex: animal cells, plant cells, fungus cells…etc.
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Cell Membrane:: also called the ______________ membrane
1. controls movement of substances into and out of the cell.
2. scientific term for this type of membrane = ____________________________
a. phospholipid bilayer – two layers of phospholipids
i. phospholipid composition
1. __________________ “heads”
a. phosphate = 1 phosphorus surrounded by 4 ______________ [“ate”]
b. are polar
i. the oxygen make the phosphate molecules very _______________
2. fatty acid [______________] “tails
“tails.”
a. are non
non-polar
3. since the phosphates are polar [hydro__________] they want to be by the water…
since fatty acids are non
non-polar [hydro___________] they do not want to be by the water…
they will align so that the phosphates are where the water is
ii. mostly negative polarity of phosphates regulates passage of substances
1. ______________ charged substances will repel so can’t go through
2. ______________ charged substances will attract so won’t go through
iii. ______________ of phospholipids also regulates passag
passage
e of substances
1. very closely packed together so large molecules can’t go through
iv. what CAN go through?
1. small, ________________ [non
[non-charged]
charged] molecules and water [which is very small]
v. what CAN’T go through?
1. substances that are ______________ or ___________
______________
___ [polar – ions]
2. these substances must use a ______________ carrier or channel
a. span across both sides of the membrane
Lecture 3-7:
7: Cellular Transport & Intro to ATP
_______________ Transport:: the movement of substance
substances across membranes of the cell
1. Two kinds of cellular transport
a. _______________ Transport
Transport: substances move WITH the gradient [from
an area of ___________ concentration to area of _______ concentration]
i. does not require _______________
1. works to get to dynamic equilibrium
ii. includes:
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1. _______
___________ & osmosis …and facilitated diffusion using
usin _____________ channels
b. _______________ Transport
Transport: substances move AGAINST the gradient
[from an area of ________ concentration to an area of _________ concentration].
i. requires energy
1. works to _______________ equilibrium from it’s balance
ii. includes:
1. ion protein pumps
2. transport ___________________
[used
used in endocytosis & exocytosis -starts with a “v” ]
a. endo – inner/inside
b. exo – outer/outside
c. _______________– cell
3. parts of the ________ [acronym / abbreviation for “electron
electron transport chain”]
chain
a. the ETC will be covered in 3B [next test]
b. makes _______ for the cell [used as cellular energy]
ATP: adenosine _______-phosphate; the cell’s source of Energy
1. adenosine = a nucleotide
2. “tri” = _______________
3. phosphate = phosphorous + [4] oxygens
a. [same as the phosphates that were in the phospholipid bilayer]
4. having 3 phosphates [12 oxygens!] on a molecule makes it very (circle one: negative / positive)
a. like charges ____________
i. it will take a lot of energy to make the bond stay
1. [like packing stuff into a closet and having to push hard to keep the door closed].
b. when the bond is broken [ATP _______________], the energy stored
in the bond is released and can be used to fuel the cell’s processes.
i. ADP = adenosine _______
_______-phosphate [“di-” = 2]
5. ATP is made using the “ATP Synth_______”
a. enzyme that makes ATP from ADP+P
b. “synth” = as in ‘synthesize’
hesize’ or to _______________;
“ase” = an _______________
Cellular Transport Worksheet
ISOTONIC, HYPERTONIC, OR HYPOTONIC?? Write the correct phrase in each blank given
given.
4. __________tonic - there is a GREATER concentration
of solute molecules OUTSIDE the cell than inside.
5.
_____________
_______________
______________
__________tonic - there is a LOWER concentration
of solute molecules OUTSIDE the cell than inside.
6. ___________tonic - there is the SAME concentration
of solute molecules outside the cell as inside.
7. The SWELLING AND BURSTING of animal cells when water enters happens when a cell is placed in a(n)
a _________tonic solution.
8. What organelle [that plants have that animals don’t] keeps plant cells from bursting in this condition? _______________
9. The SHRINKING of plant cells when water leaves so the cell membrane pulls away from the cell
wall or shrinking of animal cells happens when a plant cell is placed into aa(n) _________tonic solution.
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10. Cells stay the same size when placed in a(n) ________tonic solution because the amount of water leaving the
cell is the same and the amount of water entering.
MULTIPLE CHOICE: Circle and/or fill-in the answer(s) that best completes the sentence.
1. The substance that dissolves to make a solution is called the ___________________
A. diffuser
B. solvent
C. solute
2. During diffusion molecules tend to move _____________________
A. up / against the concentration gradient
B. from an area of lower concentration to an area of higher concentration
D. concentrate
C. down / with the concentration gradient
D. in a direction that doesn’t depend on concentration
3. When the concentration of solute inside & outside a cell is the same, the cell has reached____.
A. maximum concentration
B. homeostasis
C. osmotic pressure
D. dynamic equilibrium
4. The diffusion of water across a selectively permeable membrane is called ________________.
A. active transport
B. facilitated diffusion
C. osmosis
D. phagocytosis
5. Energy for active transport comes from a cell’s ___________________.
A. Golgi complex
B. nucleus
C. mitochondria
D. lysosomes
6. (circle one: Passive / Active)______________ transport requires energy from ATP to move substances across membranes.
7. All of the following are kinds of passive transport EXCEPT ________________________
A. diffusion
B. facilitated diffusion
C. osmosis
D. ion channels
8. When molecules move DOWN the concentration gradient it means they’re moving from an area of
(circle one: high / low) concentration to an area of (circle one: higher / lower) concentration.
FILL-INS: Complete the blanks with transport terms. Some of the letters have been filled in to help you!
1. Active transport requires _E_ __ __ __ __ __ to move molecules across membranes.
2. _A_ __ __ is the molecule that provides the energy for active transport.
3. _D_ __ __ __ __ __ __ __ __ moves O2 and CO2 molecules from a high concentration to a low concentration across membranes.
4. The cell organelle that burns glucose and provides ATP for active transport are the _M_ __ __ __ __ __ __ __ __ __ __ __,
5. Water moves across membranes by _O_ __ __ __ __ __ __.
6. A small membrane sac used to transport substances during exocytosis & endocytosis is a _V_ __ __ __ __ __ __
7. _P_ __ __ __ __ __ __ transport does NOT REQUIRE energy.
8. A cell placed in an _I_ __ __ __ __ __ __ __ solution neither swells or shrinks because the concentration of molecules
outside the cell is the same as inside.
9. A solution in which there is a HIGHER concentration of molecules OUTSIDE the cell than inside = _H_ __ __ __ __ __ __ __ __ __.
10. A CONCENTRATION _G_ __ __ __ __ __ __ __ forms whenever there is a difference in concentration between one place and another.
11. A solution in which the concentration of molecules outside the cell is LOWER than inside is _H_ __ __ __ __ __ __ __ __.
12. When molecules move from high to low along a concentration gradient we say they are moving “D_ __ __ __” the gradient.
LOOK AT THE DIAGRAMS – The black dots
represent solute molecules dissolved in water.
1. In which beaker to the right is the
concentration of solute the greatest?
A
or
B
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2. If the solute (dots) in the diagram to the left is unable to pass through the
dividing membrane, what will happen?
A. the water level will rise on the right side of the tube
B. the water level will rise on the left side of the tube
C. the water level will stay equal on the two sides
MATCHING : Match the letter of the terms given to the descriptions below.
1. _____ solution with a lower solute concentration (more water)
2. _____ solution in which the solute concentration is the same
A. Isotonic
3. _____ condition plant cells require / prefer
B. Hypertonic
4. _____ condition that animal cells require / prefer
C. Hypotonic
5. _____ red blood cell bursts (cytolysis)
6. _____ plant cells shrink (plasmolysis)
7. _____ solution with a higher solute concentration (less water)
8. _____ solution with a high water concentration
LABELING: Label each picture with the appropriate description: isotonic, hypertonic, or hypotonic.
Pay close attention to the direction of the arrows!
___________
___________
___________
____________
____________
___________
MATCHING: Match the letter of each term on the left with the appropriate description on the right.
a. energy
b. facilitated diffusion
c. endocytosis
d. passive transport
e. active transport
f. exocytosis
g. protein ion pump
h. channel protein
______1. Transport protein that provides a tube
tube-like opening in the
plasma membrane through which particles can diffuse
______2. Is used during active transport but not passive transport
______3. Process by which a cell takes in material by forming a vacuole around it
______4. Particle movement from an area of higher concentrati
concentration
on to an area of lower concentration
______5. Process by which a cell expels wastes from a vacuole
______6. A form of passive transport that uses transport proteins
______7. Particle movement from an area of lower concentration to an area of higher concentration
concen
______8. Transport protein that changes shape when a particle binds with it
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