Chapter 7 PDF

UNIT 3
UNIT
Dear Colleague,
Cells I can still remember the first time I looked

through a microscope and saw a living cell. It was
in Paul Zong’s ninth-grade biology class in my
Chapters hometown high school in New Jersey. After care-

7 Cell Structure fully instructing us in the proper use of the micro-
and Function
scope, our teacher placed a drop of water on every
8 Photosynthesis
student’s slide and told us to have a look. I couldn’t
9 Cellular Respiration
and Fermentation believe my eyes. Glistening creatures swam across
10 Cell Growth the field of view. They twisted and turned, I thought,
and Division
almost as if they were alive. I think I said that out
loud, because I can remember Mr. Zong’s deep,
INTRODUCE the gentle laugh and a pat on my shoulder. “They are
alive, Kenny! They’re alive just like you and me.”
Later that year, I transformed a corner of the
• Cellular Basis of Life
• Homeostasis small room I shared with my brother into a minia-
• Growth, Development, ture laboratory. A tiny desk lamp glowed day and
and Reproduction
night, providing energy for nearly a dozen test-tube
colonies of Euglena. At the end of the year, those
cells would become a science project, the very first
“ Mr. Zong had
promised it would be interest-
ing. I put a cover glass on the
research I would ever do on my own. What stuck
with me from that first experience was the realiza-
drop of scummy pond water, and
slipped the slide under my microscope. tion that the cell is life itself. Everything that we
I was amazed. Creatures of every shape associate with life, from growth and reproduction
and description swam, slithered, and
squirmed, every one of them, as my to digestion and movement, happens at the level
teacher explained, a single cell. of the cell.
I’ve never forgotten the spec-
tacle of so much life packed I won a ribbon that year for my study of light’s
into such tiny packages— effect on the growth of Euglena. Although I have
or the wonder of what
happens inside a long since misplaced the ribbon, I hope I never lose
”
living cell. the greater gift that came from a year of study in
that biology classroom—a sense of amazement that
returns every time I sit down at a microscope in
187
my laboratory.
I hope that you and your students will find some
Biology_UnitOpener_Options.indd 187 10/3/08 1:42:20 PM of that amazement written into the pages of this
unit. As a cell biologist, I especially hope to give stu-
dents an appreciation of the roles that cells play in
every aspect of life. In these four chapters, we have
done our best to explain how cells live and grow,
how they transform energy, and how they pass
information along from one generation to the next.
Cells 187
CHAPTER 7
Connect to the Big Idea
Diatoms are single-celled organisms found
Cell Structure
in both fresh and salt water. Use the
photograph of freshwater diatoms to help
students understand that cells make up all living
and Function
things, whether an organism consists of one cell, like
a diatom, or many cells, as in a human or a corn
Cellular Basis of Life, Homeostasis
plant. Emphasize that cells are dynamic. They are Q: How are cell structures adapted to their functions?
equipped with intricate parts, each of which has a
specific function. Have students predict some of the
challenges faced by cells. (Sample answers: They
must take in and give off water and other raw
materials, use energy, reproduce, and live in balance
with their environment. At this point, accept all rea-
sonable answers.) Explain that cells face the same
challenges whether they are a single diatom in a
human body, or in a plant. Tell students that, as they
read this chapter, they should be guided by the
Chapter 7 Essential Question, How are cell struc-
tures adapted to their functions?
Have students read over the Chap-
ter Mystery. Ask what they might
already know about the impor-
tance of water for living things. Have them suggest
reasons why the runner suffered ill effects from the
intake of water rather than benefiting from it. Use
points made during the discussion to help students
start connecting the Chapter Mystery to the Big
Ideas of the Cellular Basis of Life and Homeostasis.
Have students preview the chapter

vocabulary using the Flash Cards.
NATIONAL SCIENCE EDUCATION STANDARDS Chapter 7 • Flash Cards
188
UNIFYING CONCEPTS AND PROCESSES
I, II, III, IV, V
0001_Bio10_se_Ch07_CO.indd 1 6/2/09 6:30:13 PM
CONTENT Understanding by Design

C.1.a, C.1.b, C.1.c, C.1.d, C.1.e, C.1.f, C.2.a, C.5.d, In Unit 3, students build toward the Enduring Understanding that a cell is the basic
E.2, F.5, G.1 unit of life; the processes that occur at the cellular level provide the energy and basic
structure organisms need to survive. In Chapter 7, students learn about the cell
INQUIRY theory and the structure and function of parts in prokaryotic and eukaryotic cells. The
A.1.b, A.1.c, A.1.d, A.2.a, A.2.b, A.2.c, A.2.f graphic organizer to the right summarizes how the Big Ideas relate to the chapter
Essential Question and the four lesson-level Guiding Questions.
PERFORMANCE GOALS
Students will build a model cell with detailed parts and explore an analogy that com-
pares a cell to a factory. They will also analyze data about the number of mitochon-
dria in cells of different organs. In a summative task, students will imagine themselves
within a cell and write an account of how the cell functions.
188 Chapter 7
CHAPTER 7
What’s Online
INSIDE: DEATH BY . . . WATER?
• 7.1 Life Is Cellular Michelle was a healthy Extend your reach by using
• 7.2 Cell Structure 25-year-old running in her these and other digital assets offered at
first marathon. The hot Biology.com.
• 7.3 Cell Transport
and humid weather had
• 7.4 Homeostasis and Cells CHAPTER MYSTERY
made all the runners sweat
profusely, so Michelle
Students use what they learn about cellular homeo-
made sure she drank water at every
stasis to figure out why a runner suffered ill effects
opportunity. Gradually, she began to
when she drank large amounts of water during
feel weak and confused. At the end
a race.
of the marathon, Michelle staggered
UNTAMED SCIENCE VIDEO
into a medical tent. Complaining of
Deep in the ocean, the Untamed Science crew
headache and nausea, she collapsed
explores how fishes maintain homeostasis.
onto the floor. Volunteers quickly
gave Michelle water for dehydration.
Soon, her condition worsened and
Michelle was rushed to the hospital,
where she was gripped by a seizure
and went into a coma. Why did
treating Michelle with water make
her condition worse? As you read this
chapter, look for clues to help you
predict how water made Michelle sick.
Then, solve the mystery.
Never Stop Exploring Your World.

Michelle’s mysterious illness is just the
beginning. Take a video field trip with
Freshwater diatoms—unicellular
algae with hard silica cell walls— the ecogeeks of Untamed Science to VISUAL ANALOGY
come in many shapes and sizes (LM 880ⴛ). see where this mystery leads. Cell parts are compared with factory parts and their
functions in this online activity.
ART REVIEW
Students label structures in typical plant cells and
animal cells.
TUTOR TUBE
Students are reminded that plants have mitochondria
in addition to chloroplasts.
• Untamed Science Video • Chapter Mystery
INTERACTIVE ART
Cell Structure and Function 189
Explore diffusion and osmosis with an animation and
an activity.
0001_Bio10_se_Ch07_CO.indd 189 6/9/09 1:34:01 PM
ART IN MOTION
Chapter 7 The different types of active transport are reviewed
Big Ideas: in this short animation.
Cellular Basis of Life
7.1 GQ: Why is it important to study cells? DATA ANALYSIS
and Homeostasis
Students analyze how mitochondrial function is
7.2 GQ: How do cell structures enable a cell related to human health and longevity.
Chapter 7 EQ: to carry out basic life processes?
How are cell
7.3 GQ: How does a cell transport materials
structures adapted
across the cell membrane?
to their functions?
7.4 GQ: How does a cell maintain homeostasis
both within itself and as part of a multicellular
organism?

LESSON 7.1
Getting Started
Objectives
Life Is Cellular
7.1.1 State the cell theory.
7.1.2 Describe how the different types of
microscopes work. Key Questions THINK ABOUT IT What’s the smallest part of any living thing that
7.1.3 Distinguish between prokaryotes and What is the cell theory? still counts as being “alive”? Is a leaf alive? How about your big toe?
How about a drop of blood? Can we just keep dividing living things
eukaryotes. How do microscopes work? into smaller and smaller parts, or is there a point at which what’s left
How are prokaryotic and is no longer alive? As you will see, there is such a limit, the smallest
eukaryotic cells different? living unit of any organism—the cell.
Student Resources Vocabulary
Study Workbooks A and B, 7.1 Worksheets cell • cell theory • The Discovery of the Cell
cell membrane • nucleus • What is the cell theory?
Spanish Study Workbook, 7.1 Worksheets eukaryote • prokaryote
“Seeing is believing,” an old saying goes. It would be hard to find a bet-
Taking Notes ter example of this than the discovery of the cell. Without the instru-
Lesson Overview • Lesson Notes Outline Before you read, make ments to make them visible, cells remained out of sight and, therefore,
• Assessment: Self-Test, Lesson Assessment an outline using the green and out of mind for most of human history. All of this changed with a
blue headings in the text. As dramatic advance in technology—the invention of the microscope.
you read, fill in notes under
For corresponding lesson in the each heading. Early Microscopes In the late 1500s, eyeglass makers in Europe dis-
Foundation Edition, see pages 160–163. covered that using several glass lenses in combination could magnify
even the smallest objects to make them easy to see. Before long, they
had built the first true microscopes from these lenses, opening
the door to the study of biology as we know it today.
Build Background In 1665, Englishman Robert Hooke used an early compound micro-
scope to look at a nonliving thin slice of cork, a plant material. Under the
To get students thinking about life at the cellular microscope, cork seemed to be made of thousands of tiny empty
level, show photographs of plants and animals. Ask chambers. Hooke called these chambers “cells” because they reminded
What keeps these organisms alive? (Sample him of a monastery’s tiny rooms, which were called cells. The term
answers: soil, water, oxygen, food) Tell students each cell is used in biology to this day. Today we know that living cells are
not empty chambers, that in fact they contain a huge array of working
organism is made up of small units called cells that
parts, each with its own function.
keep organisms functioning. Explain that, until the In Holland around the same time, Anton van Leeuwenhoek used a
invention of the microscope, scientists didn’t know single-lens microscope to observe pond water and other things. To his
that all organisms are made up of cells. Have stu- amazement, the microscope revealed a fantastic world of tiny living
dents suggest ways improved microscopes helped organisms that seemed to be everywhere, in the water he and his neighbors
drank, and even in his own mouth. Leeuwenhoek’s illustrations of the
in the study of cells. (Sample answer: They provided
organisms he found in the human mouth—which today we call
more accurate images of structures and how living bacteria—are shown in Figure 7–1.
things function.)
FIGURE 7–1 Early Microscope Images Using a simple
microscope, Anton van Leeuwenhoek was the first to observe
living microorganisms. These drawings, taken from one of his
letters, show bacteria in the human mouth.
NATIONAL SCIENCE EDUCATION STANDARDS
190 Lesson 7.1 • Lesson Overview • Lesson Notes
I, III, V
0001_Bio10_se_Ch07_S1.indd 1 6/2/09 6:31:08 PM
CONTENT Teach for Understanding

C.1.a ENDURING UNDERSTANDING A cell is the basic unit of life; the processes that occur
at the cellular level provide the energy and basic structure organisms need to survive.
INQUIRY
GUIDING QUESTION Why is it important to study cells?
A.1.b, A.1.c, A.2.a, A.2.c
EVIDENCE OF UNDERSTANDING After completing the lesson, give students the
following assessment to show they understand why it is important to study cells.
Have students work in small groups to create a poster that advertises the importance
of learning about cells. Posters should include the three parts of the cell theory.
190 Chapter 7 • Lesson 1

LESSON 7.1
The Cell Theory Soon after van Leeuwenhoek, observations by
scientists made it clear that cells are the basic units of life. In 1838,
German botanist Matthias Schleiden concluded that all plants are
made of cells. The next year, German biologist Theodor Schwann
Teach
stated that all animals are made of cells. In 1855, German physician
Rudolf Virchow concluded that new cells can be produced only from Lead a Discussion
the division of existing cells, confirming a suggestion made by German
Lorenz Oken 50 years earlier. These discoveries, confirmed by many Have students create a time line of dates, people,
biologists, are summarized in the cell theory, a fundamental concept and events leading to the development of the cell
of biology. The cell theory states: theory. Then, ask the following questions.
• All living things are made up of cells.
• Cells are the basic units of structure and function in living things. Ask What are some ways the discovery of new ideas
• New cells are produced from existing cells. can take place? (Sample answer: Some discoveries
come about as new technologies are developed.)
Exploring the Cell Ask What technology helped in the discovery of
How do microscopes work? cells? (the microscope)
A microscope, as you know, produces an enlarged image of something
very small. Most microscopes use lenses to magnify the image of Ask What are the three parts of the cell theory? (All
an object by focusing light or electrons. Following in the footsteps of living things are made up of cells; cells are the basic
Hooke, Virchow, and others, modern biologists still use microscopes units of structure and function in living things; new
to explore the cell. But today’s researchers use technology more power- cells are produced from existing cells.)
ful than the pioneers of biology could ever have imagined.
Light Microscopes and Cell Stains The type of microscope you DIFFERENTIATED INSTRUCTION
are probably most familiar with is the compound light microscope. A
LPR Less Proficient Readers Have pairs of stu-
typical light microscope allows light to pass through a specimen and
uses two lenses to form an image. The first lens, called the objective dents make a T-Chart to organize information from
lens, is located just above the specimen. This lens enlarges the image of the text about using microscopes and stains. Have
the specimen. Most light microscopes have several objective lenses them label the left side of the chart Technology and
so that the power of magnification can be varied. The second lens, called
the ocular lens, magnifies this image still further. Unfortunately, light
the right side Benefits and write Light Microscope
itself limits the detail, or resolution, of images in a microscope. Like all and Stain in rows under Technology. They can com-
forms of radiation, lightwaves are diffracted, or scattered, as they pass plete the chart by writing one benefit in the right
through matter. Because of this, light microscopes can produce clear column opposite each technology. (Sample answer:
images of objects only to a magnification of about 1000 times. Light Microscope, enlarged image; Stain, makes cell
Another problem with light microscopy is that most living
cells are nearly transparent. Using chemical stains or dyes, as in
parts visible)
Figure 7–2, can usually solve this problem. Some of these stains Study Wkbks A/B, Appendix S30, T-Chart.
are so specific that they reveal only certain compounds or structures
within the cell. Many of the slides you’ll examine in your biology
Transparencies, GO15.
class laboratory will be stained this way. LM 35ⴛ
A powerful variation on these staining techniques uses dyes that FIGURE 7–2 Light Microscope and
give off light of a particular color when viewed under specific wave- Cell Stains This specimen of onion ELL Focus on ELL:
lengths of light, a property called fluorescence. Fluorescent dyes can leaf skin has been stained with a
be attached to specific molecules and can then be made visible using a compound called toluidine blue. The Build Background
dye makes the cell boundaries and
special fluorescence microscope. New techniques, in fact, enable scien- nuclei clearly visible. BEGINNING AND ADVANCED SPEAKERS To
tists to engineer cells that attach fluorescent labels of different colors access students’ prior knowledge, begin by
to specific molecules as they are produced. Fluorescence microscopy
makes it possible to see and identify the locations of these molecules writing the word cell on the board. Explain to
and even allows scientists to watch them move around in a living cell. students that the word cell has many meanings,
but in this exercise they should concentrate on
Cell Structure and Function 191 the biological meaning. Say the word aloud,
and then have ELL students pronounce it. Ask
students to say words and phrases they associate
0001_Bio10_se_Ch07_S1.indd 2 6/2/09 6:31:19 PM with the word cell. Write the answers in the form
of a Cluster Diagram around the word cell. If
Quick Facts students do not volunteer the three parts of the
SCANNING PROBE MICROSCOPY cell theory, write them on the diagram yourself.
Like scanning electron microscopes, scanning probe microscopes form images of Study Wkbks A/B, Appendix S19, Cluster Dia-
surfaces. Scanning probe microscopes use a sharply pointed probe to scan samples. gram. Transparencies, GO2.
This type of microscope includes scanning tunneling microscopes (STM) and atomic
force microscopes (AFM). An STM probe does not quite touch a sample. Instead, an
electric current between the probe and the surface of the specimen tracks the topog-
raphy of the surface. This technique is limited to specimens that are good conductors.
The limitation was overcome in 1985, when the AFM was introduced. The AFM can
image almost any type of surface and has several modes of operation, making it very
versatile. In the contact mode, the probe of an AFM gently touches the sample sur-
face in a way similar to the needle used on an LP record. The needle slides over the
surface of the sample without causing damage and sends data about the surface
to a processor.
LESSON 7.1 Electron Microscopes Light microscopes can be used to see cells and
cell structures as small as 1 millionth of a meter—certainly pretty small!
Teach continued But what if scientists want to study something smaller than that, such
as a virus or a DNA molecule? For that, they need electron microscopes.
Instead of using light, electron microscopes use beams of electrons that
Use Visuals are focused by magnetic fields. Electron microscopes offer much higher
resolution than light microscopes. Some types of electron microscopes
Make sure students understand that all three images can be used to study cellular structures that are 1 billionth of a meter
in Figure 7–3 are of the same thing—yeast. Use in size.
There are two major types of electron microscopes: transmission
this to reinforce that different kinds of microscopes
and scanning. Transmission electron microscopes make it possible to
produce different kinds of images. Collect images explore cell structures and large protein molecules. But because beams
from other sources to show additional examples of of electrons can only pass through thin samples, cells and tissues must
LMs, TEMs, and SEMs—some black and white and be cut into ultrathin slices before they can be examined. This is the
some with added coloring. Have students look at reason that such images often appear flat and two dimensional.
In scanning electron microscopes, a pencil-like beam of electrons is
other photos in this chapter and identify the types of
scanned over the surface of a specimen. Because the image is formed
microscopes used to create the images from informa- at the specimen’s surface, samples do not have to be cut into thin
tion in the captions. slices to be seen. The scanning electron microscope produces stunning
three-dimensional images of the specimen’s surface.
DIFFERENTIATED INSTRUCTION Electrons are easily scattered by molecules in the air, which means
samples must be placed in a vacuum to be studied with an electron
LPR Less Proficient Readers Have students reread microscope. As a result, researchers must chemically preserve their
the text to learn, specifically, the characteristics of samples. Electron microscopy, then, can only be used to examine
nonliving cells and tissues.
different types of microscopes. Then, supply students
Look at Figure 7–3, which shows yeast cells as they might look
with a partially completed Compare/Contrast Table Transmission Electron Microscope
under a light microscope, transmission electron microscope, and scan-
that identifies the type of microscope (light, transmis- ning electron microscope. You may wonder why the cells appear to be
sion electron, or scanning electron), whether it forms different colors in each micrograph. (A micrograph is a photo of an
FIGURE 7–3 Micrographs Different object seen through a microscope.) The colors in light micrographs
surface or interior images, and what its limitations types of microscopes can be used to come from the cells themselves, or from the stains and dyes used to
are. Have students fill in the missing information in examine cells. Here, yeast cells are
shown in a light micrograph (LM 500ⴛ), highlight them. Electron micrographs, however, are actually black and
the table. white. Electrons, unlike light, don’t come in colors. So scientists often
transmission electron micrograph
(TEM 4375ⴛ), and a scanning electron use computer techniques to add “false color” to make certain struc-
Study Wkbks A/B, Appendix S20, Compare/ micrograph (SEM 3750ⴛ). tures stand out.
Contrast Table. Transparencies, GO3. Infer If scientists were studying a
structure found on the surface of yeast,
In Your Notebook You are presented with a specimen to examine. What
which kind of microscope would they
are two questions you would ask to determine the best microscope to use?
likely use?
LM TEM SEM
0001_Bio10_se_Ch07_S1.indd 3 6/2/09 6:31:27 PM
Check for Understanding

HAND SIGNALS
Write the following questions on the board. Ask students to show a thumbs-up sign
if they know and understand the topic, a thumbs-down sign if they don’t know or are
confused about it, or a waving-hand sign if they understand it partially.
Answers • What are the three parts of the cell theory?

• How does a light microscope magnify an image?
FIGURE 7–3 Scientists would most likely use a
scanning electron microscope. • Name one difference between a transmission and a scanning electron microscope.
IN YOUR NOTEBOOK Sample answer: Is the specimen ADJUST INSTRUCTION
alive? What is to be observed—the surface of the If more than one student has difficulty with a question, have the class work together
specimen or the internal structures of the specimen? to rephrase the concept as it is discussed in the text and then write a short response
to the question.
LESSON 7.1
Students should infer that a light
microscope was probably used to study
What Is a Cell? 3 Compare the cells by listing the characteristics
the blood sample, because the focus
they have in common and some of the differences was on cells rather than smaller objects such as
1 Look through a microscope at a slide of a
plant leaf or stem cross section. Sketch one or among them. viruses. For a hint of what red blood cells look like
more cells. Record a description of their shape Analyze and Conclude under various conditions of hydration, students can
and internal parts. 1. Classify Classify the cells you observed into two turn to Figure 7–18. Students also can go online to
2 Repeat step 1 with slides of nerve cells, or more groups. Explain what characteristics you Biology.com to gather evidence.
bacteria, and paramecia. used to put each cell in a particular group.
Connect to Math
Prokaryotes and Eukaryotes Draw students’ attention to Figure 7–4 to give them
How are prokaryotic and eukaryotic cells different? an idea of how small a cell or cell part is compared to
Cells come in an amazing variety of shapes and sizes, some of which a familiar object (the chicken egg). Point out that the
At the hospital,
are shown in Figure 7–4. Although typical cells range from 5 to a sample of
items in the illustration are not drawn to scale; e.g.,
50 micrometers in diameter, the smallest Mycoplasma bacteria are Michelle’s blood in the illustration, the bacterium, mitochondrion, and
only 0.2 micrometer across, so small that they are difficult to see was drawn eukaryotic cell are all roughly the same size, but in
under even the best light microscopes. In contrast, the giant amoeba and examined.
Chaos chaos can be 1000 micrometers (1 millimeter) in diameter, large The red blood actuality, these items have sizes that are very differ-
enough to be seen with the unaided eye as a tiny speck in pond water. cells appeared ent from one another.
swollen. What
Despite their differences, all cells, at some point in their lives, contain kind of microscope was
DNA, the molecule that carries biological information. In addition, all
Then, discuss the abbreviations for units of measure-
most likely used to study
cells are surrounded by a thin flexible barrier called a cell membrane. the blood sample? ment that appear in the illustration. Explain that nm
(The cell membrane is sometimes called the plasma membrane because is the abbreviation for nanometer, and μm is the
many cells in the body are in direct contact with the fluid portion of abbreviation for micrometer. Explain that μ is the
the blood—the plasma.) There are other similarities as well, as you will Greek letter mu.
learn in the next lesson.
Cells fall into two broad categories, depending on whether they FIGURE 7–4 Cell Size Is Relative
contain a nucleus. The nucleus (plural: nuclei) is a large membrane- The human eye can see objects larger DIFFERENTIATED INSTRUCTION
enclosed structure that contains genetic material in the form of DNA than about 0.5 mm. Most of what
interests cell biologists, however, is L1 Struggling Students Call students’ attention to
and controls many of the cell’s activities. Eukaryotes (yoo kar ee ohts) much smaller than that. Microscopes
are cells that enclose their DNA in nuclei. Prokaryotes (pro kar ee ohts) make seeing the cellular and
the conversion table on the right side of Figure 7–4.
are cells that do not enclose DNA in nuclei. subcellular world possible. Go over this conversion scale, explaining all the con-
versions, e.g., that one nanometer is equal to one
DNA one-billionth of a meter. It may help to reverse the
2 nm Chicken egg
Typical 5 cm relationship, i.e., to explain that one meter contains
prokaryotic cell
1– 5 μm
Typical 1 nm = 1/1,000,000,000 m one billion nanometers and one million micrometers.
eukaryotic cell 1 μm = 1/1,000,000 m
10 – 100 μm
Cold virus Chaos chaos 1 mm = 1/1000 m To help students understand the actual relationship
25 nm Mitochondrion 1 cm = 1/100 m
1 mm in size between some of the items in the illustra-
1– 5 μm
0 1 nm 1 μm 10 μm 100 μm 1 mm 1 cm 5 cm tion, you might draw a typical prokaryotic cell and
ELECTRON MICROSCOPE a typical eukaryotic cell to scale on a large sheet of
LIGHT MICROSCOPE
paper. Use circles to represent the cells. To represent
UNAIDED HUMAN EYE
the prokaryotic cell, draw a circle with a diameter of
0.5 cm. For the eukaryotic cell, draw a circle with a
Cell Structure and Function 193 diameter of 25 cm.
0001_Bio10_se_Ch07_S1.indd 4 6/2/09 6:31:30 PM

ANALYZE AND CONCLUDE
1. Accept all classifications that are
supported by logical reasons.
PURPOSE Students will compare and Sample answer: Plant Cells (leaf and
contrast the characteristics of various stem cells): green structures, thick cell
kinds of cells. walls, visible nucleus; Animal Cells
MATERIALS compound microscope; (nerve cells): more irregular shape than
slides of plant leaves or stems, nerve plant cells, visible nucleus, no green
cells, bacteria, and paramecia structures; Single-Celled Organisms
PLANNING Review how to use a
(bacteria and paramecia): appear
compound microscope. Have students more flexible than plant cells, no
read the entire procedure before green structures
beginning. Suggest they label their
drawings as they observe the cells.

LESSON 7.1 BUILD Vocabulary
WORD ORIGINS The noun
Prokaryotes As seen in Figure 7–5, prokaryotic cells are generally
smaller and simpler than eukaryotic cells, although there are many excep-
Teach continued prokaryote comes from the Greek
word karyon, meaning “kernel,”
tions to this rule. Prokaryotic cells do not separate their genetic
material within a nucleus. Despite their simplicity, prokaryotes carry out
or nucleus. The prefix pro- means
every activity associated with living things. They grow, reproduce, respond
“before.” Prokaryotic cells first
Use Visuals evolved before nuclei developed. to the environment, and, in some cases, glide along surfaces or swim
through liquids. The organisms we call bacteria are prokaryotes.
Ask students to compare the model cells of prokary-
Eukaryotes Eukaryotic cells are generally larger and more com-
otes and eukaryotes in Figure 7–5 and describe how plex than prokaryotic cells. Most eukaryotic cells contain dozens of
they differ. (Students should identify differences structures and internal membranes, and many are highly specialized.
in size and the absence of a nucleus in the prokary- In eukaryotic cells, the nucleus separates the genetic material
otic cell.) from the rest of the cell. Eukaryotes display great variety: some, like
the ones commonly called “protists,” live solitary lives as unicellular
organisms; others form large, multicellular organisms—plants, ani-
DIFFERENTIATED INSTRUCTION FIGURE 7–5 Cell Types In general, mals, and fungi.
eukaryotic cells (including plant and
L1 Struggling Students Alert students that these animal cells) are more complex than Animal Cell Plant Cell
same images will appear throughout Lesson 7.2 to prokaryotic cells.
help them focus on individual cell parts.
Assess and Remediate

EVALUATE UNDERSTANDING
Have students construct Venn Diagrams comparing
light microscopes and electron microscopes. Then,
have them complete the 7.1 Assessment. PROKARYOTIC CELL EUKARYOTIC CELLS
Study Wkbks A/B, Appendix S33, Venn Diagram.

REMEDIATION SUGGESTION Review Key Concepts

A light microscope can magnify images up to
L1 Struggling Students If students have trou- 1. a. Review What is a cell? 1000 times. To calculate the total magnification
ble with Question 2, direct them to reread the b. Explain What three statements make up the of a specimen, multiply the magnification of the
first paragraph under Light Microscopes and cell theory? eyepiece lens by the magnification of the objective
c. Infer How did the invention of the micro- lens used. (For more information on microscopes,
Cell Stains and the first paragraph under Elec-
scope help the development of the cell theory? see Appendix B.)
tron Microscopes. 2. a. Review How do microscopes work? 4. Calculate What is the total magnification of a
b. Apply Concepts What does it mean if a microscope that has an eyepiece magnification of
micrograph is “false-colored?” 10× and an objective lens magnification of 50×.
3. a. Review What features do all cells have? 5. Calculate A 10 micrometer cell is viewed
Students can check their under- through a 10× objective and a 10× eyepiece. How
b. Summarize What is the main difference
standing of lesson concepts with the Self- between prokaryotes and eukaryotes? large will the cell appear to the microscope user?
Test assessment. They can then take an online
version of the Lesson Assessment. Lesson 7.1 • Self-Test • Lesson Assessment

Assessment Answers
1a. the basic unit of life
1b. All living things are made up of cells. 0001_Bio10_se_Ch07_S1.indd 5 6/2/09 6:31:34 PM
2b. False coloring is sometimes added to elec-

Cells are the basic units of structure and
tron micrographs by computers to make
function in living things. New cells are pro- 4. total magnification: 500×
certain structures easier to see.
duced from existing cells.
3a. All cells have DNA at some time in their 5. 1000 micrometers (1 mm)
1c. The microscope enabled people to see
lives, and all cells are surrounded by a thin,
cells and study the parts of cells. This
flexible cell membrane.
ability enabled scientists to learn that all
organisms are composed of cells. 3b. Prokaryotes do not have DNA enclosed in
a nucleus. Eukaryotes have DNA enclosed
2a. Microscopes contain lenses, which focus
in a nucleus.
light or electrons to produce an enlarged
image of something that is otherwise too
small to see.

CAREERS & BIOLOGY
Teach
Connect to Real Life
Cells are the basic unit of all CAREER CLOSE-UP Ask how many students have ever had blood drawn
known life. If cells interest you, you at a doctor’s office. Did they wonder how their blood
Dr. Tanasa Osborne, Veterinary Pathologist
might want to consider one of the sample was examined?
following careers. Dr. Tanasa Osborne studies osteosarcoma, the most common
malignant bone tumor in children and adolescents. Her research Call attention to the careers of microscopist and
LABORATORY TECHNICIAN with the National Institutes of Health and the National Cancer laboratory technician. Ask students to compare what
Ever wonder what happens to the Institute is focused on improving outcomes for patients
microscopists and lab technicians do. (Microscopists
blood your doctor collects during whose cancer has spread from one organ or system to another.
your annual physical? It goes to a
concentrate on using microscopes to produce clear
Dr. Osborne is not a medical doctor, however—she is a
laboratory technician. Laboratory veterinarian. Animals are often used as models to study human images. The work of lab technicians is more general,
technicians perform routine proce- disease. Dr. Osborne’s research, therefore, contributes to both in that they perform a variety of tasks and use differ-
dures using microscopes, comput- animal and human health. Veterinary pathologists investigate ent kinds of equipment.)
ers, and other equipment. Many many important issues in addition to cancer, including West
laboratory technicians work in the Ask students what pathologists do. (They examine
Nile virus, avian flu, and other emerging infectious diseases that
medical field, evaluating and analy- cells and tissues to diagnose illnesses.) Point out that
affect humans as well as animals.
zing test results. the photo shows Dr. Osborne with a light micro-
MICROSCOPIST
The images in Figure 7–3 were
“toMyapproach
distinctive background allows me
science from a global (or
scope. Ask how pathologists might use a light micro-
scope. (Sample answers: Dr. Osborne probably uses a
captured by a microscopist. Micros- light microscope to study cancer cells. Other patholo-
copists make it possible to study
structures too small to be seen
cross-species) and systemic perspective.
” gists might use them to study diseases of cells.)
without magnification. There are a DIFFERENTIATED INSTRUCTION

Explain how
variety of microscopy techniques, Dr. Osborne’s research is an
including staining and fluorescence, ELL English Language Learners Have students
example of the effect science
that microscopists can use to make can have on society. select one of the following terms: microscopist,
images clear and informative for pathologist, technician, or veterinarian. Then, ask
researchers. Some of these images
them to work in pairs to find the meaning of the
are so striking that they have become
a form of scientific art.
word. The pairs should collaborate on constructing
a Vocabulary Word Map to help them remember
PATHOLOGIST the definition of the term. Have them write the word
Pathologists are like detectives: They in the top box and attributes of the word in the
collect cellular information and lower boxes. For example, attributes for microscopist
tissue evidence to diagnose illness.
might include “works with microscopes,” “creates
Using a broad knowledge of disease
characteristics and the best-available clear images,” “may use stains,” and “may use
technology, pathologists analyze fluorescence.”
cells and tissues under a microscope
and discuss their diagnoses with
Study Wkbks A/B, Appendix S32, Vocabulary Word
other doctors. Map. Transparencies, GO17.
Careers and Biology 195
0001_Bio10_se_Ch07_CIB.indd 1 6/2/09 6:29:58 PM
Quick Facts
Answers
BECOMING A FORENSIC PATHOLOGIST
WRITING Answers will vary. Students may mention
Forensic pathology is one branch of pathology. A forensic pathologist is a highly that Dr. Osborne’s research has the potential to help
trained medical doctor who performs autopsies to determine cause of death, usually in the treatment of cancer in humans. Therefore, her
in connection with criminal or legal investigations. Forensic pathologists biopsy tissues research can benefit society.
and analyze blood to determine the time and manner of death, including whether
death was natural or caused by injury. Forensic pathologists work for cities, counties,
states, the military, and hospitals. While most forensic pathologists autopsy dead per- NATIONAL SCIENCE EDUCATION STANDARDS
sons, some clinical forensic pathologists examine and collect tissue samples from live
victims of crime. UCP I, II
Those interested in forensic pathology as a career are encouraged to take all the basic CONTENT E.2, F.6, G.1
sciences, such as biology, chemistry, and physics. College is followed by four years of INQUIRY A.2.b, A.2.c, A.2.f
medical school, four to five years of training in pathology, and on-the-job training.
Careers and Biology 195
LESSON 7.2
Getting Started
Objectives
Cell Structure
7.2.1 Describe the structure and function of the
cell nucleus.
7.2.2 Describe the role of vacuoles, lysosomes, and Key Questions THINK ABOUT IT At first glance, a factory is a puzzling place.
the cytoskeleton. What is the role of the cell Machines buzz and clatter; people move quickly in different direc-
nucleus? tions. So much activity can be confusing. However, if you take the time
7.2.3 Identify the role of ribosomes, endoplasmic to watch carefully, what might at first seem like chaos begins to make
reticulum, and Golgi apparatus in making proteins. What are the functions
sense. The same is true for the living cell.
of vacuoles, lysosomes, and the
7.2.4 Describe the function of the chloroplasts and cytoskeleton?
mitochondria in the cell. What organelles help make
7.2.5 Describe the function of the cell membrane. and transport proteins? Cell Organization
What are the functions of What is the role of the cell nucleus?
chloroplasts and mitochondria? The eukaryotic cell is a complex and busy place. But if you look closely
What is the function of the at eukaryotic cells, patterns begin to emerge. For example, it’s easy to
Student Resources cell membrane? divide each cell into two major parts: the nucleus and the cytoplasm.
Study Workbooks A and B, 7.2 Worksheets The cytoplasm is the portion of the cell outside the nucleus. As you
Vocabulary will see, the nucleus and cytoplasm work together in the business of
Spanish Study Workbook, 7.2 Worksheets cytoplasm • organelle • life. Prokaryotic cells have cytoplasm too, even though they do not
vacuole • lysosome • have a nucleus.
Lab Manual A, 7.2 Quick Lab Worksheet cytoskeleton • centriole • In our discussion of cell structure, we consider each major com-
Lab Manual B, 7.2 Hands-On Activity Worksheet ribosome •
endoplasmic reticulum •
ponent of plant and animal eukaryotic cells—some of which are
Golgi apparatus • also found in prokaryotic cells—one by one. Because many of these
Lesson Overview • Lesson Notes chloroplast • mitochondrion • structures act like specialized organs, they are known as organelles,
cell wall • lipid bilayer • literally “little organs.” Understanding what each organelle does helps
• Activities: Visual Analogy, Art Review, selectively permeable us understand the cell as a whole. A summary of cell structure can be
Tutor Tube • Assessment: Self-Test, Lesson found on pages 206–207.
Assessment Taking Notes
Venn Diagram Create a Venn
diagram that illustrates the simi-
For corresponding lesson in the larities and differences between
Foundation Edition, see pages 164–175. prokaryotes and eukaryotes.
THE CELL AS A
LIVING FACTORY
FIGURE 7–6 The
specialization and
organization of work and
workers contribute to the
productivity of a factory.
In much the same way,
the specialized parts in a
cell contribute to the cell’s
overall stability and survival.
196 Lesson 7.2 • Lesson Overview • Lesson Notes • Visual Analogy
I, V
0001_Bio10_se_Ch07_S2.indd 1 6/2/09 6:32:06 PM

C.1.a, C.1.b, C.1.c, C.1.d, C.1.e, C.2.a ENDURING UNDERSTANDING A cell is the basic unit of life; the processes that occur
INQUIRY
GUIDING QUESTION How do cell structures enable a cell to carry out basic life
A.1.b, A.1.c, A.1.d, A.2.a processes?
following assessment to show they understand how cell structures enable them to
carry out life processes. Provide each student with an unlabeled copy of the cells
in Figure 7–14. Have them work in pairs to identify each type of cell, label the
structures of each cell, and write a function for each cell part.

LESSON 7.2
Comparing the Cell to a Factory In some respects, the eukaryotic
cell is much like a living version of a modern factory (Figure 7–6).
The different organelles of the cell can be compared to the specialized
machines and assembly lines of the factory. In addition, cells, like
Teach
factories, follow instructions and produce products. As we look
through the organization of the cell, we’ll find plenty of places in
which the comparison works so well that it will help us understand Build Study Skills
how cells work.
Explain to students that at various points in this les-
The Nucleus In the same way that the main office controls a large factory, son, they will see small locator drawings such as
the nucleus is the control center of the cell. The nucleus contains the one at the top of this page. Students should
nearly all the cell’s DNA and, with it, the coded instructions for making
proteins and other important molecules. Prokaryotic cells lack a nucleus, use these drawings to focus on where cell parts dis-
but they do have DNA that contains the same kinds of instructions. cussed in the lesson are located and in which types
The nucleus, shown in Figure 7–7, is surrounded by a nuclear of cells they are found.
envelope composed of two membranes. The nuclear envelope
is dotted with thousands of nuclear pores, which allow
material to move into and out of the nucleus. Like mes- Nuclear
DIFFERENTIATED INSTRUCTION
Chromatin
sages, instructions, and blueprints moving in and out pores
L1 Special Needs Use models to help students
of a factory’s main office, a steady stream of proteins, Nucleolus understand Figure 7–7. Cut away a quarter of a
RNA, and other molecules move through the nuclear
pores to and from the rest of the cell. tennis ball, and put a smaller, solid ball and loose
Chromosomes, which carry the cell’s genetic Nuclear yarn inside. Explain what the parts of your model
information, are also found in the nucleus. Most of the envelope represent, and correlate them to the structures in
time, the threadlike chromosomes are spread throughout Figure 7–7.
the nucleus in the form of chromatin—a complex of DNA
bound to proteins. When a cell divides, its chromosomes con- FIGURE 7–7 The Nucleus The
dense and can be seen under a microscope. You will learn more about nucleus controls most cell processes
chromosomes in later chapters. and contains DNA. The small, dense
region in the nucleus is known as the
Most nuclei also contain a small dense region known as the nucle- nucleolus. Explore the analogy in Figure 7–6 by asking stu-
olus (noo klee uh lus). The nucleolus is where the assembly of ribo-
somes begins. dents if cells were like a factory, what can be inferred
about the nature of cells. (Cells are complex and
In Your Notebook Describe the structure of the nucleus. Include dynamic, with various parts that work together.)
the words nuclear envelope, nuclear pore, chromatin, chromosomes, and
nucleolus in your description.
Students can extend the analogy of

a cell to a factory in Visual Analogy: The
Cell as a Living Factory.
ELL Focus on ELL:

Access Content
INTERMEDIATE AND ADVANCED SPEAKERS Have
students work in pairs to use the Directed
Reading-Thinking Activity to learn the content
of this lesson. They should begin by previewing
the lesson. In their notebooks, they should
197 write what they know about this topic and a
prediction of what they will learn. Periodically
throughout the lesson, have students evaluate
0001_Bio10_se_Ch07_S2.indd 2 6/2/09 6:32:18 PM
whether their predictions were accurate. After
they read the lesson, they should write what they
How Science Works have learned.
THE NUCLEUS AND THE CELL Study Wkbks A/B, Appendix S5, Directed
During the 1930s and 1940s, the Danish biologist Joachim Hämmerling performed Reading-Thinking Activity.
a series of experiments that demonstrated the link between a cell’s nucleus and the
physical characteristics of the cell. Two species of Acetabularia algae were used in the
experiments. This marine alga, though 5 cm long, is a single cell. Each cell consists
of three areas—a cuplike cap, a stalk, and a holdfast at the bottom, where the cell’s Answers
nucleus is found. The two species have different-shaped caps. Hämmerling found
IN YOUR NOTEBOOK The nucleus has a double-
that when he grafted a nucleate portion of the first species to an enucleate stalk
fragment of the second species, the resulting cell regenerated a cap. Initially, the new layered nuclear envelope pierced by nuclear pores.
cap resembled that of the decapitated species, but if the cap was removed or the cell Inside the nucleus are threadlike chromosomes in the
was allowed to age, then eventually the cap took the form of the donor species. This form of chromatin. Most nuclei contain a nucleolus,
suggested that the nucleus contained information that determined the type of cap where ribosomes form.
formed, and also that this information was somehow stored in the cytoplasm before
the cap is actually produced. Cell Structure and Function 197
LESSON 7.2 Organelles That Store, Clean Up,
Teach continued and Support
What are the functions of vacuoles, lysosomes, and the
cytoskeleton?
Use Visuals Many of the organelles outside the nucleus of a eukaryotic cell have
Call students’ attention to Figure 7–8, which shows specific functions, or roles. Among them are structures called vacuoles,
lysosomes, and cytoskeleton. These organelles represent the cellular
different types of vacuoles. Explain that plant cells
factory’s storage space, cleanup crew, and support structures.
generally have large central vacuoles whose sizes
change depending on water availability—when there Vacuoles and Vesicles Every factory needs a place to store things, and
is a lot of water, the central vacuoles are larger, and so does every cell. Many cells contain large, saclike, membrane-enclosed
structures called vacuoles. Vacuoles store materials like water,
when there is less water, the vacuoles are smaller. salts, proteins, and carbohydrates. In many plant cells, there is a single,
large central vacuole filled with liquid. The pressure of the central vacu-
Ask What happens to vacuoles that causes a plant to
ole in these cells increases their rigidity, making it possible for plants to
wilt? (The vacuoles lose water.) support heavy structures, such as leaves and flowers. The image on the
Explain that once the plant is watered, the vacuoles left in Figure 7–8 shows a typical plant cell’s large central vacuole.
refill and the plant stands upright again. Vacuoles are also found in some unicellular organisms and in
some animals. The paramecium on the right in Figure 7–8 contains
Focus students’ attention on the image of the para- an organelle called a contractile vacuole. By contracting rhythmically,
mecium. Explain that a paramecium regulates water this specialized vacuole pumps excess water out of the cell. In addi-
tion, nearly all eukaryotic cells contain smaller membrane-enclosed
balance with its contractile vacuole. The contractile structures called vesicles. Vesicles store and move materials between cell
vacuole continually fills with excess water from cyto- organelles, as well as to and from the cell surface.
plasm, and then expels it.
You may want to point out to students that the only
difference between vacuoles and vesicles is size.
Vesicles are smaller.
Central Contractile
vacuole vacuole
L1 Special Needs Tell students that a model
often makes something easier to understand.

Make a model of a plant’s central vacuole (shown in
Figure 7–8) by placing a small inflated balloon inside
a small plastic food container. Ask students to recall
TEM 7000⫻ LM 500⫻
what plant cells store in their vacuoles. (water, salts,
proteins, and carbohydrates) FIGURE 7–8 Vacuoles The central Lysosomes Even the neatest, cleanest factory needs a cleanup crew,
vacuole of plant cells stores salts, and that’s where lysosomes come in. Lysosomes are small organelles
proteins, and carbohydrates. A
LPR Less Proficient Readers To help students to paramecium’s contractile vacuole
filled with enzymes. Lysosomes break down lipids, carbohy-
focus on the important information in this lesson, controls the water content of the drates, and proteins into small molecules that can be used by the
organism by pumping water rest of the cell. They are also involved in breaking down organelles
ask them to write the Key Questions in their note- out. Apply Concepts How that have outlived their usefulness. Lysosomes perform the vital
books. Have them find the answers as they read, and do vacuoles help support plant function of removing “junk” that might otherwise accumulate and
write them in their notebooks. structures?
clutter up the cell. A number of serious human diseases can be traced
to lysosomes that fail to function properly. Biologists once thought that
lysosomes were only found in animal cells, but it is now clear that lyso-
somes are also found in a few specialized types of plant cells as well.
0001_Bio10_se_Ch07_S2.indd 3 6/2/09 6:32:26 PM
Biology In-Depth
LYSOSOMES
In functioning cells, lysosomes take in, fuse with, or engulf materials, which are then
broken down by hydrolytic enzymes. The resulting products are used by the cell or
carried to the cell surface and expelled. The presence of lysosomes in plant cells has
been confirmed by detection of hydrolytic enzymes, even when lysosome structures
are not obvious. Neimann-Pick disease and Fabry disease are examples of diseases
caused by abnormal lysosomal activity in humans. Fabry disease is characterized by
Answers inadequate amounts or the absence of an enzyme in lysosomes that normally breaks
FIGURE 7–8 The pressure of the liquid in the vacuoles down the fat, GL-3. As a result, GL-3 accumulates in blood vessel walls in major body
makes the plant rigid, which allows it to hold up organs. In Neimann-Pick disease, the absence of an enzyme causes a buildup of a
stems, leaves, and flowers. harmful substance in the bone marrow, liver, and spleen.

LESSON 7.2
Lead a Discussion
Ask students if they have ever been inside a circus
tent. Have them describe the structure of the tent,
including the poles and extensive networks of ropes
and guy wires. Ask students to suggest what those
structures are used for. Draw students’ attention
to Figure 7–9. Explain that cells have an extensive
network of filaments in the cytoplasm called the
cytoskeleton.
Ask students to suggest how some of the functions
LM 1175⫻ of their own skeleton (shape, support, and move-
The Cytoskeleton As you know, a factory building is supported by FIGURE 7–9 Cytoskeleton The ment) might help them understand the function of a
steel or cement beams and by columns that hold up its walls and roof. cytoskeleton supports and gives
shape to the cell, and is involved in cell’s cytoskeleton.
Eukaryotic cells are given their shape and internal organization by a
many forms of cell movement. These
network of protein filaments known as the cytoskeleton. Certain parts connective tissue fibroblast cells
of the cytoskeleton also help transport materials between different have been treated with fluorescent DIFFERENTIATED INSTRUCTION
parts of the cell, much like the conveyor belts that carry materials from tags that bind to certain elements.
Microfilaments are pale purple, LPR Less Proficient Readers Pair struggling readers
one part of a factory to another. Cytoskeletal components may also be
microtubules are yellow, and the
involved in moving the entire cell as in cell flagella and cilia. The nuclei are green.
with more proficient readers to construct a Concept
cytoskeleton helps the cell maintain its shape and is also involved in Map of the information on this page to show the
movement. Fluorescence imaging, as seen in Figure 7–9, clearly shows relationship between the cytoskeleton, microfila-
the complexity of a cell’s cytoskeletal network. Microfilaments (pale
ments, and microtubules.
purple) and microtubules (yellow) are two of the principal protein
filaments that make up the cytoskeleton. Study Wkbks A/B, Appendix S21, Concept Map.
䊳 Microfilaments Microfilaments are threadlike structures made up Transparencies, GO4.
of a protein called actin. They form extensive networks in some cells
L3 Advanced Students Extend the content of this
and produce a tough flexible framework that supports the cell. Micro-
filaments also help cells move. Microfilament assembly and disassem- topic by having students independently research how
bly are responsible for the cytoplasmic movements that allow amoebas Cross the cytoskeleton was discovered and how its discov-
Section
and other cells to crawl along surfaces. ery is connected with developments in microscopy.
䊳 Microtubules Microtubules are hollow structures made up of Ask students to share what they learn with the class.
proteins known as tubulins. In many cells, they play critical roles in
maintaining cell shape. Microtubules are also important in cell divi-
sion, where they form a structure known as the mitotic spindle, which
helps to separate chromosomes. In animal cells, organelles called
centrioles are also formed from tubulins. Centrioles are located near
the nucleus and help organize cell division. Centrioles are not found
in plant cells.
Microtubules also help build projections from the cell surface— TEM 110,000⫻
known as cilia (singular: cilium) and flagella (singular: flagellum)— FIGURE 7–10 The “9 + 2” Pattern
that enable cells to swim rapidly through liquid. The microtubules of Microtubules In this micrograph
in cilia and flagella are arranged in a “9 + 2” pattern, as shown in showing the cross section of a cilium,
you can clearly see the 9 + 2 arrange-
Figure 7–10. Small cross-bridges between the microtubules in these ment of the red microtubules.
organelles use chemical energy to pull on, or slide along, the micro- Apply Concepts What is the function
tubles, producing controlled movements. of cilia?
0001_Bio10_se_Ch07_S2.indd 4 6/2/09 6:32:31 PM

ONE-MINUTE RESPONSE
Give students one minute to write a summary that identifies the role of the cytoskel-
eton in the cell. ( The cytoskeleton helps maintain the cell’s shape and is also involved
in movement.)
ADJUST INSTRUCTION
If students are unable to describe the role of the cytoskeleton, have them work in
pairs to review the text explanation and edit their original responses. Ask volunteers
to share their revised summaries with the class. Answers
FIGURE 7–8 Cilia project from cells and enable them
to move through liquids.

LESSON 7.2 Organelles That Build Proteins
Teach continued What organelles help make and transport proteins?
Life is a dynamic process, and living things are always working, build-
ing new molecules all the time, especially proteins, which catalyze
Build Study Skills chemical reactions and make up important structures in the cell.
Because proteins carry out so many of the essential functions of living
Prepare students to understand the importance of things, a big part of the cell is devoted to their production and distri-
proteins and the complex process by which they bution. Proteins are synthesized on ribosomes, sometimes in associa-
are made in cells by using a Directed Reading- tion with the rough endoplasmic reticulum in eukaryotes. The process
of making proteins is summarized in Figure 7–11.
Thinking Activity. First, tell students to skim the
section titled, Organelles That Build Proteins, Ribosomes One of the most important jobs carried out in the cel-
looking at the headings, the highlighted vocabulary lular “factory” is making proteins. Proteins are assembled on
ribosomes. Ribosomes are small particles of RNA and protein found
terms, and Figure 7–11. Then, have students predict
throughout the cytoplasm in all cells. Ribosomes produce proteins by
what the text will be about. Finally, have them read following coded instructions that come from DNA. Each ribosome, in
the section and verify their predictions with specific its own way, is like a small machine in a factory, turning out proteins
sentences from the text. Students should conclude on orders that come from its DNA “boss.” Cells that are especially active in
the exercise by writing what they have learned. protein synthesis often contain large numbers of ribosomes.
Study Wkbks A/B, Appendix S5, Directed Reading- Endoplasmic Reticulum Eukaryotic cells contain an internal mem-
brane system known as the endoplasmic reticulum (en doh plaz mik
Thinking Activity. rih tik yuh lum), or ER. The endoplasmic reticulum is where lipid
components of the cell membrane are assembled, along with proteins
DIFFERENTIATED INSTRUCTION and other materials that are exported from the cell.
The portion of the ER involved in the synthesis of proteins is called
LPR Less Proficient Readers For students who Nucleus rough endoplasmic reticulum, or rough ER. It is given this name
are overwhelmed by applying the Directed because of the ribosomes found on its surface. Newly made proteins
Reading-Thinking Activity to all the text on these leave these ribosomes and are inserted
1 Proteins are
two pages, have them begin by focusing on ribo- Rough into the rough ER, where they may be
assembled on ribosomes.
endoplasmic chemically modified.
somes. Assist them by drawing their attention to reticulum Ribosome
the blue heading, Ribosomes. Show them that this 2 Proteins targeted for export to the
heading gives them a clue about what the text that cell membrane, or to specialized
Protein locations within the cell, complete
follows the heading will explain. After students have their assembly on ribosomes bound
skimmed the text about ribosomes and Figure 7–11, to the rough endoplasmic reticulum.
made their predictions, and written what they have
3 Newly assembled
learned, ask them to identify the function of ribo- proteins are carried from
somes. (Ribosomes produce proteins according to a the rough endoplasmic
reticulum to the Golgi
code derived from DNA.) apparatus in vesicles.
Smooth Vesicle
endoplasmic
reticulum
CYTOPLASM
0001_Bio10_se_Ch07_S2.indd 200 6/9/09 1:34:43 PM

QUESTION BOX
Provide a box into which students can put their questions about ribosomes and the
endoplasmic reticulum. Encourage students to write questions about aspects of the
text that they do not understand.
ADJUST INSTRUCTION
If most students write essentially the same questions, discuss these topics with the
class as a whole. Answer the questions, referring to specific content in the text and
Figure 7–11. Then, to determine whether students now understand the concepts,
ask volunteers to explain the answers to the questions in their own words. Work with
students individually or in small groups to address any topics that only a few students
do not comprehend.

LESSON 7.2
Proteins made on the rough ER include those that will
be released, or secreted, from the cell as well as many membrane
proteins and proteins destined for lysosomes and other specialized
locations within the cell. Rough ER is abundant in cells that produce
large amounts of protein for export. Other cellular proteins are made Use Figure 7–11 to discuss protein production and
on “free” ribosomes, which are not attached to membranes.
The other portion of the ER is known as smooth endoplasmic reinforce the details of the process. Write these ques-
reticulum (smooth ER) because ribosomes are not found on its tions on the board, and have students share their
surface. In many cells, the smooth ER contains collections of enzymes responses orally.
that perform specialized tasks, including the synthesis of membrane
lipids and the detoxification of drugs. Liver cells, which play a key role • Where are proteins assembled? (on ribosomes)
in detoxifying drugs, often contain large amounts of smooth ER. • Where is the synthesis of membrane proteins com-
Golgi Apparatus In eukaryotic cells, proteins produced in the pleted? (in the ER)
rough ER move next into an organelle called the Golgi apparatus, • How are proteins transported to the Golgi appara-
which appears as a stack of flattened membranes. As proteins leave
the rough ER, molecular “address tags” get them to the right destina- tus? (in vesicles)
tions. As these tags are “read” by the cell, the proteins are bundled • What happens to proteins leaving the Golgi appa-
into tiny vesicles that bud from the ER and carry them to the Golgi ratus? (They are sent out of the cell or back into
apparatus. The Golgi apparatus modifies, sorts, and packages
proteins and other materials from the endoplasmic reticulum for
the cytoplasm to be used.)
storage in the cell or release outside the cell. The Golgi apparatus
is somewhat like a customization shop, where the finishing touches MAKING PROTEINS DIFFERENTIATED INSTRUCTION
are put on proteins before they are ready to leave the “factory.” From FIGURE 7–11 Together, ribosomes,
the endoplasmic reticulum, and LPR Less Proficient Readers Explain to students
the Golgi apparatus, proteins are “shipped” to their final destination
the Golgi apparatus synthesize, that an important part of reading comprehension is
inside or outside the cell.
modify, package, and ship
proteins. Infer What can you infer taking note of art and using it to understand what is
In Your Notebook Make a flowchart that shows about a cell that is packed with
how proteins are assembled in a cell. written in the text. Point out that Figure 7–11 sum-
more than the typical number
of ribosomes? marizes the process of protein assembly and export
4 The Golgi apparatus further in a series of numbered steps. Tell students that they
modifies proteins before sorting can use these steps to help them understand the sec-
and packaging them in Cell membrane
membrane-bound vesicles. tion, Organelles That Build Proteins, and to com-
5 Vesicles from the plete the In Your Notebook.
Golgi apparatus are
shipped to their final
destination in, or out
of, the cell.
Golgi
apparatus
0001_Bio10_se_Ch07_S2.indd 6 6/2/09 6:33:00 PM
Quick Facts
WHAT HAPPENS WITHIN THE GOLGI APPARATUS?
In a cell, the Golgi apparatus is analogous to a person who takes a product that has
been only roughly manufactured and, with hundreds of separate orders to fill, fin-
ishes off the rough edges, makes requested changes, and turns out products that
meet specific individual orders. The Golgi apparatus has two general regions: the cis Answers
end and the trans end. The end closer to the endoplasmic reticulum is referred to as FIGURE 7–11 Ribosomes are sites of protein
the cis end. It receives materials from the ER enclosed in membranous vesicles. The production. When a cell has more than the typical
vesicles deliver their newly manufactured proteins by fusing with the membranes of number of ribosomes, you might infer that it
the cis end. The materials are then passed through the layers, or cisternae, of the produces more proteins than other cells.
Golgi apparatus. They leave from the opposite, or trans, end, which is farther away
IN YOUR NOTEBOOK Flowcharts should summarize
from the ER. In transit, the proteins are modified and finished by enzymes before
being distributed. Materials that will leave the cell are packed in vesicles that bud off the steps in Figure 7–11.
from the Golgi apparatus and eventually fuse with the cell membrane.
LESSON 7.2 Organelles That Capture
Teach continued and Release Energy
What are the functions of chloroplasts and mitochondria?
All living things require a source of energy. Factories are hooked up to
Lead a Discussion the local power company, but how do cells get energy? Most cells are
Make sure students understand how important powered by food molecules that are built using energy from the sun.
energy is to living things. Discuss why chloroplasts Chloroplasts Plants and some other organisms contain chloroplasts
might be referred to as “solar collectors” and mito- (klawr uh plasts). Chloroplasts are the biological equivalents of solar
chondria as “power plants.” Have students discuss power plants. Chloroplasts capture the energy from sunlight
and convert it into food that contains chemical energy in a process
why animals must consume food to obtain energy,
called photosynthesis. Two membranes surround chloroplasts. Inside
whereas plants are able to produce their own food, the organelle are large stacks of other membranes, which contain the
using energy from sunlight. green pigment chlorophyll.
Mitochondria Nearly all eukaryotic cells, including plants, contain
DIFFERENTIATED INSTRUCTION mitochondria (myt oh kahn dree uh; singular: mitochondrion).
L1 Struggling Students Pair struggling students
Mitochondria are the power plants of the cell. Mitochondria
convert the chemical energy stored in food into compounds that
with more proficient students to create a Flowchart are more convenient for the cell to use. Like chloroplasts, two
beginning with “Sunlight” and ending with “Release membranes—an outer membrane and an inner membrane—enclose
of energy from food.” mitochondria. The inner membrane is folded up inside the organelle,
as shown in Figure 7–12.
Study Wkbks A/B, Appendix S25, Flowchart. One of the most interesting aspects of mitochondria is the way in
Transparencies, GO8. which they are inherited. In humans, all or nearly all of our mitochon-
dria come from the cytoplasm of the ovum, or egg cell. This means
LPR Less Proficient Readers Ask students to pre- that when your relatives are discussing which side of the family should
view the first three paragraphs on this page, keeping take credit for your best characteristics, you can tell them that you got
in mind the following questions: your mitochondria from Mom!
FIGURE 7–12 Cellular Powerhouses Another interesting point: Chloroplasts and mitochondria contain
Chloroplasts and mitochondria are
• Which organelle captures energy from sunlight and both involved in energy conversion
their own genetic information in the form of small DNA molecules.
converts it to chemical energy in cells? (chloroplast) processes within the cell. Infer What
This observation has led to the idea that they may be descended from
kind of cell—plant or animal—is independent microorganisms. This idea, called the endosymbiotic
• Which organelle converts or releases chemical shown in the micrograph? How do theory, is discussed in Chapter 19.
energy from food in cells? (mitochondrion) you know?
Address Misconceptions
Mitochondria and Chloroplasts Some students may
think that mitochondria are found only in animal
cells and chloroplasts are found only in plant cells.
Cellular Power Plants
Clarify that mitochondria are found in nearly all Cellular Solar Plants
Mitochondria convert chemical
eukaryotes, including plants. Chloroplasts are found Chloroplasts, found in plants and
energy stored in food into a
some other organisms such as
outside of the plant clade, in photosynthetic “pro- form that can be used easily
algae, convert energy from the TEM 4500⫻
by the cell.
tists,” such as red and brown algae and euglenas. sun into chemical energy that is
Try to get students to associate mitochondria and stored as food.
chloroplasts with their function—eukaryotes that

undergo cellular respiration have mitochondria,
and eukaryotes that undergo photosynthesis have
chloroplasts and mitochondria. Therefore, plants,
which undergo both processes, have both types of
organelles, while animals have only mitochondria. 0001_Bio10_se_Ch07_S2.indd 7 6/2/09 6:33:07 PM
Quick Facts
MITOCHONDRIAL DISEASES
The health of an individual organism depends on the health of its organelles. For
example, defects in mitochondria cause some forms of deafness, blindness, and dis-
eases that affect muscles and nerves. Cells are dependent on energy that is normally
released by chemical reactions in mitochondria. Many mitochondrial diseases affect
muscles, which may have thousands of mitochondria in each cell. If mitochondria lack
oxidative-phosphorylation enzymes, toxic substances accumulate, and energy cannot
be released from food. The muscle weakness that appears in muscular dystrophy is
Answers related to defective mitochondria. Other conditions related to mitochondrial dysfunc-
tions are retinitis pigmentosa, diabetes mellitus, and some forms of deafness. Mito-
FIGURE 7–12 The cell is a plant cell, because it
chondrial diseases can result from mutations in nuclear DNA or mitochondrial DNA.
contains chloroplasts.

LESSON 7.2
Lead a Discussion
Ask students to consider what happens when a
Making a Model of a Cell 4 Attach your model to an appropriate place in property owner puts up a fence. What purpose does
1 Your class is going to make a model of a plant the room. If possible, attach your model to another
related cell part or organelle. the fence serve? How do people get in and out? Are
cell using the whole classroom. Work with a
there different kinds of fences? Use the analogy to
partner or in a small group to decide what cell Analyze and Conclude
part or organelle you would like to model. (Use 1. Calculate Assume that a typical plant cell is
explain that a cell’s contents are also confined within
Figure 7–14 on pages 206–207 as a starting 50 micrometers wide (50 × 10–6 m). Calculate the a barrier. Have students use the reduced cell images
point. It gives you an idea of the relative sizes of scale of your classroom cell model. (Hint: Divide on this page and the larger version in Figure 7–14
various cell parts and their possible positions.) the width of the classroom by the width of a cell, to find out which cells have cell walls and where cell
2 Using materials of your choice, make a three- making sure to use the same units.) walls are located in cells. Then, write this prompt on
dimensional model of the cell part or organelle 2. Compare and Contrast How is your model cell the board, and have students defend or refute it: All
you chose. Make the model as complete and as part or organelle similar to the real cell part or
accurate as you can.
cells have a cell membrane, but not all cells have a
organelle? How is it different?
cell wall.
3 Label an index card with the name of your 3. Evaluate Based on your work with this model,
cell part or organelle, and list its main features describe how you could make a better model.
and functions. Attach the card to your model. What new information would your improved DIFFERENTIATED INSTRUCTION
model demonstrate? L1 Special Needs If students do not understand
the analogy comparing cell membranes/walls to

fences, show a photograph or illustration of a fence.
Cellular Boundaries Ask students what the function of the fence is. (A
What is the function of the cell membrane? fence keeps some things inside and other things out-
A working factory needs walls and a roof to protect it from the side.) Then, refer students to Figure 7–14.
environment outside, and also to serve as a barrier that keeps its
products safe and secure until they are ready to be shipped out. Ask Where are the cell membrane and cell wall
Cells have similar needs, and they meet them in a similar way. As found? (on the outside edge of the cell, surrounding
you have learned, all cells are surrounded by a barrier known as the cell contents)
the cell membrane. Many cells, including most prokaryotes, also
produce a strong supporting layer around the membrane known Ask Do you think the mitochondria, nucleus, and
as a cell wall. other organelles can cross the cell membrane? (no)
Cell Walls Many organisms have cell walls in addition to cell L3 Advanced Students Have students find out
membranes. The main function of the cell wall is to support, what chemical compound is most commonly found
shape, and protect the cell. Most prokaryotes and many eukary- BUILD Vocabulary in cell walls that makes certain plants useful for
otes have cell walls. Animal cells do not have cell walls. Cell walls ACADEMIC WORDS The adjective
lie outside the cell membrane. Most cell walls are porous enough porous means “allowing materials
building materials and paper making. (cellulose) Have
to allow water, oxygen, carbon dioxide, and certain other sub- to pass through.” A porous cell wall them describe their findings in writing.
allows substances like water and
stances to pass through easily. oxygen to pass through it.
Cell walls provide much of the strength needed for plants to
stand against the force of gravity. In trees and other large plants,
nearly all of the tissue we call wood is made up of cell walls. The
cellulose fiber used for paper as well as the lumber used for build-
ing comes from these walls. So if you are reading these words off
a sheet of paper from a book resting on a wooden desk, you’ve
got cell walls all around you.
0001_Bio10_se_Ch07_S2.indd 8 6/2/09 6:33:12 PM
ANALYZE AND CONCLUDE

1. Scales will vary depending on the size
of the classroom. If a room is 5 m
PURPOSE Students will make models (500,000,000 micrometers) across and
of cell parts and organelles to better a typical cell is 50 micrometers across,
understand cell structure. the scale would be 1,000,000 : 1.
MATERIALS various craft supplies, 2. Model organelles and cell parts should
index cards be similar in shape and structure to the
PLANNING Collect a variety of craft real objects. The models are different in
items, such as construction paper, yarn, that they are much larger, are made of
balloons, tape, cardboard tubes, and different materials, and do not function.
glue. Allow students to use other items 3. Students should suggest ways to make
as desired. better models than the original ones.

LESSON 7.2 Cell Membranes All cells contain cell membranes, which almost
always are made up of a double-layered sheet called a lipid bilayer,
Teach continued as shown in Figure 7–13. The lipid bilayer gives cell membranes a
flexible structure that forms a strong barrier between the cell and its
surroundings. The cell membrane regulates what enters and
leaves the cell and also protects and supports the cell.
䊳 The Properties of Lipids The layered structure of cell membranes
Direct students’ attention to Figure 7–13, and have
reflects the chemical properties of the lipids that make them up. You
them read the caption. Then, focus their attention may recall that many lipids have oily fatty acid chains attached to
on the illustration to learn how the lipid bilayer of a chemical groups that interact strongly with water. In the language of
cell membrane is constructed. Point out that a lipid a chemist, the fatty acid portions of this kind of lipid are hydrophobic
molecule has two distinct ends. One end (the hydro- (hy druh foh bik), or “water-hating,” while the opposite end of the
THE CELL MEMBRANE
philic end) is electrically attracted to water molecules molecule is hydrophilic (hy druh fil ik), or “water-loving.” When
FIGURE 7–13 Every cell has
a membrane that regulates the these lipids, including the phospholipids that are common in animal
in much the same way that the north end of a mag- cell membranes, are mixed with water, their hydrophobic fatty acid
movement of materials. Nearly all
net is attracted to the south end of another magnet. cell membranes are made up of a “tails” cluster together while their hydrophilic “heads” are attracted to
When the hydrophilic end pulls toward water mol- lipid bilayer in which proteins and water. A lipid bilayer is the result. As you can see in Figure 7–13, the
carbohydrates are embedded.
ecules, the hydrophobic end of the lipid molecule Apply Concepts Explain why lipids
head groups of lipids in a bilayer are exposed to the outside of the cell,
is repelled. Explain that cells contain water in their “self-assemble” into a bilayer when while the fatty acid tails form an oily layer inside the membrane that
exposed to water. keeps water out.
cytoplasm and are surrounded by water. Have pairs
of students use this information to discuss how the
structure of a double-layered membrane is related to
its function.
Cell membrane
L1 Special Needs Make sure that students under-
stand the relationship between the different com-

ponents of Figure 7–13 and also the perspective
shown by the illustration. Clarify that the illustration Hydrophilic head
shows a tiny part of a cell membrane, similar to FPO
TEM 6250
Lipid
Hydrophobic tail
the membrane that surrounds the cell in the micro-
graph. Explain that the illustration is a cross section.
To model a cross section, you might cut a lemon or OUTSIDE Carbohydrate
OF CELL
orange in half and show how the cut reveals a cross chain
section of the rind. Finally, show how you can tell, by
looking at the “whoosh” in the illustration, that the
lipid molecule is an enlargement of one tiny part of Lipid Membrane
the cross section of the membrane. Bilayer proteins
L3 Advanced Students Have students work in
pairs to develop an analogy related to the fluid

mosaic model. Emphasize that the protein and lipid INSIDE OF CELL
molecules in the membrane can move. (CYTOPLASM)
0001_Bio10_se_Ch07_S2.indd 9 6/2/09 6:33:15 PM

ONE-MINUTE RESPONSE
Give students one minute to write a response to:
• How do cell membranes regulate what enters and leaves the cell, and how do they
Answers protect the cell? (Cell membranes are selectively permeable, which means that
FIGURE 7–13 The hydrophobic end of the lipid some materials can enter them, but some are too large or too strongly charged.
molecules turns away from water molecules, but Keeping out or expelling some materials is a form of protection.)
the hydrophilic end of lipid molecules is attracted ADJUST INSTRUCTION
to water molecules both inside and outside the cell.
With water on both sides, a two-layer, or bilayer, If responses show that students are confused by the role of the cell membrane, sug-
system of lipid molecules forms, with the phobic gest they work in pairs to discuss what might happen to a cell that did not have a
portions within the membrane. selectively permeable membrane. Then, ask pairs to rewrite a response to the question.

LESSON 7.2
䊳 The Fluid Mosaic Model Embedded in the lipid bilayer of most
cell membranes are protein molecules. Carbohydrate molecules are
attached to many of these proteins. Because the proteins embedded in
the lipid bilayer can move around and “float” among the lipids, and
because so many different kinds of molecules make up the cell mem- EVALUATE UNDERSTANDING
brane, scientists describe the cell membrane as a “fluid mosaic.” A
mosaic is a kind of art that involves bits and pieces of different colors
Have volunteers describe how keeping some large
or materials. What are all these different molecules doing? As you will molecules out of a cell is an example of selective
see, some of the proteins form channels and pumps that help to move permeability. Then, have students complete the
material across the cell membrane. Many of the carbohydrate mol- 7.2 Assessment.
ecules act like chemical identification cards, allowing individual cells
to identify one another. Some proteins attach directly to the cytoskel- REMEDIATION SUGGESTION
eton, enabling cells to respond to their environment by using their
membranes to help move or change shape. L1 Struggling Students If students have trouble
As you know, some things are allowed to enter and leave a factory, with Question 5b, have them review Figure 7–13
and some are not. The same is true for living cells. Although many and the text under Cell Membranes.
substances can cross biological membranes, some are too large or too
strongly charged to cross the lipid bilayer. If a substance is able to cross
a membrane, the membrane is said to be permeable to it. A membrane
is impermeable to substances that cannot pass across it. Most biologi-
Students can check their under-
cal membranes are selectively permeable, meaning that some sub-
stances can pass across them and others cannot. Selectively permeable standing of lesson concepts with the Self-
membranes are also called semipermeable membranes. Test assessment. They can then take the
online version of the Lesson Assessment.
Review Key Concepts 5. a. Review Why is the cell membrane some-

1. a. Review What are the two major parts of times referred to as a fluid mosaic? What part
the cell? of the cell membrane acts like a fluid? And
what makes it like a mosaic?
b. Use Analogies How is the role of the
nucleus in a cell similar to the role of the cap- b. Explain How do the properties of lipids
tain on a sports team? help explain the structure of a cell membrane?
2. a. Review What is the function of lysosomes? c. Infer Why do you think it’s important that
cell membranes are selectively permeable?
b. Apply Concepts How do contractile vacuoles
help maintain water balance?
3. a. Review What is the difference between
rough and smooth ER? 6. Using the cells on the next page as a guide,
b. Sequence Describe the steps involved in the draw your own models of a prokaryotic cell,
synthesis, packaging, and export of a protein a plant cell, and an animal cell. Then use each
from a cell. of the vocabulary words from this lesson to
label your cells.
4. a. Review What is the function of mitochondria?
b. Infer You examine an unknown cell under a
microscope and discover that the cell contains
chloroplasts. From what type of organism does
the cell likely come?
Lesson 7.2 • Self-Test • Lesson Assessment
0001_Bio10_se_Ch07_S2.indd 10 6/2/09 6:33:17 PM
Assessment Answers
1a. cytoplasm with organelles, nucleus 4a. converting chemical energy in food into 5c. Selective permeability allows needed sub-
1b. The nucleus controls cell activities as a compounds the cell can use stances to enter the cell and wastes to
captain controls plays and players. 4b. a plant or photosynthetic protist leave, while keeping out molecules that
are not needed.
2a. Their enzymes break down nutrients and 5a. because, like a real mosaic, it is made of
old organelles. many parts that can float around in the
2b. by pumping out excess water membrane
6. Students’ labeled illustrations should
3a. Rough ER has surface ribosomes; smooth 5b. Hydrophilic lipid heads are attracted to
reflect characteristics of all three types
ER does not. water; hydrophobic fatty acid tails turn
of cells and include all lesson vocabu-
away from water. A bilayer forms when
3b. Students should describe the steps in lary terms.
lipid heads turn toward water inside and
Figure 7–11.
outside the cell.

LESSON 7.2 ANIMAL CELL
Teach TYPICAL CELLS Cell
FIGURE 7–14 Eukaryotic cells membrane Nucleus (contains DNA)
contain a variety of organelles,
a few of which they have in Rough endoplasmic
common with prokaryotic reticulum
Use Figure 7–14 to review the parts of typical cells. cells. Note in the table on Ribosomes (attached)
the facing page that while
Divide the class into small groups, and have each prokaryotic cells lack Ribosomes (free)
group submit a question about a cell function to be cytoskeleton and chloroplasts, Smooth endoplasmic
they accomplish their
answered by the class. Answers should incorporate functions in other ways as
reticulum
specific vocabulary terms shown in the figure. described. Interpret Visuals
What structures do prokaryotic Cytoskeleton
cells have in common with Centrioles
DIFFERENTIATED INSTRUCTION animal cells? With plant cells?
Lysosome
LPR Less Proficient Readers Pair less proficient
Vesicle
readers with proficient readers. Have students use
Figure 7–14 to write questions on index cards about Golgi Mitochondrion
apparatus
cell parts and then use the cards to quiz each other
without looking at the table on the opposite page. PROKARYOTIC CELL
Ribosomes
(Sample question: What cell part enables a cell to DNA Vacuole
release energy?) Collect the cards, and use them for Cell
a class review. membrane
Cell
L3 Advanced Students Have interested students wall PLANT CELL
conduct research and draw labeled models of typical Cell
Nucleus (contains DNA)
fungi and protist cells. Hang their drawings on the membrane Rough endoplasmic
wall for other students to see. These models will be reticulum
Cell
Ribosomes (attached)
helpful when studying protists and fungi in Unit 6. wall
Ribosomes (free)
Vacuole Smooth endoplasmic

Students can review plant and ani- reticulum
mal cell structures by checking Art Review: Central vacuole
Plant and Animal Cells. To reinforce that Cytoskeleton
plants have mitochondria, have students
Golgi
watch Tutor Tube. apparatus Chloroplast
Vesicle
Mitochondrion
206 Lesson 7.2 • Art Review • Tutor Tube
0001_Bio10_se_Ch07_S2.indd 11 6/2/09 6:33:20 PM
Biology In-Depth
THE ORIGIN OF EUKARYOTES
The idea that chloroplasts and mitochondria originated in symbiotic relationships with
prokaryotic cells is called the endosymbiotic hypothesis. According to this hypothesis,
chloroplasts may have originated when cyanobacteria became established in larger
Answers prokaryotes, either as parasites or as prey that were not digested. Mitochondria may
have been anaerobic heterotrophs that found a safe existence inside larger prokaryotes
FIGURE 7–14 Prokaryotic cells have a cell membrane,
as oxygen became more abundant in the atmosphere. Over time, host and symbionts
DNA (though not enclosed in a nucleus), and
became more and more interdependent, and the organisms merged to become a
ribosomes in common with animal cells. Prokaryotic
single eukaryotic cell. The endosymbiotic hypothesis is covered in Chapter 19.
cells have a cell membrane, cell wall, DNA (though
not in a nucleus), and ribosomes in common with
plant cells.

LESSON 7.2
Build Study Skills
Eukaryote: Call students’ attention to the table, which sum-
Structure Function Prokaryote Animal Plant
marizes the structures and functions of cells and can
Cellular Prokaryote DNA is found help students distinguish between prokaryotes and
Control Nucleus Contains DNA in cytoplasm. eukaryotes. Discuss how the table is set up into col-
Center
umns, rows, and cells. Ask what a checkmark in the
Vacuoles
table means. (The structure is present in a cell.) Ask
and vesicles
Store materials
what an empty box indicates. (The structure is not
present in a cell.) Finally, make sure students know
Break down that there are other eukaryotes (fungi and “protists”)
Organelles
Lysosomes and recycle
(rare) besides animals and plants, though for simplicity,
macromolecules
That Store, only those are listed in this table.
Clean-Up, Maintains cell shape; Prokaryotic cells have
and Support Cytoskeleton moves cell parts;
helps cells move
protein filaments similar
to actin and tubulin. DIFFERENTIATED INSTRUCTION
L1 Struggling Students Write cell functions on
Organize individual index cards. Then, have students select
Centrioles cell division
a card and name the cell part or organelle and the
kind of cell it is found in. For example, Traps sunlight:
Ribosomes Synthesize proteins
chloroplast, plant cell.
Organelles
That Build
Endoplasmic
reticulum
Assembles proteins
and lipids ELL Focus on ELL:
Proteins Access Content
Modifies, sorts, and
Golgi packages proteins and ADVANCED AND ADVANCED HIGH SPEAKERS
apparatus lipids for storage or Have students use Figure 7–14 and Lesson 7.2
transport out of the cell
to complete a Jigsaw Review. Form groups of
Convert solar energy In some prokaryotic cells,
photosynthesis occurs in five. Tell students this is their “learning circle.”
Organelles
Chloroplasts to chemical energy
stored in food
association with internal Assign each student a number from 1 to 5
photosynthetic membranes.
That Capture
and Release within each group. Then, form “study groups”
Prokaryotes carry out
Convert chemical energy
Energy by having students with the same number (all
Mitochondria in food to usable
compounds
these reactions in the
cytoplasm rather than the 2s, all the 5s, and so on) come together.
in specialized organelles.
Assign each study group a cell characteristic
Shapes, supports, and from the table. (See the left-most column of the
Cell wall
protects the cell table—Cellular Control Center, and so on.)
Cellular
Boundaries Tell students they will have 10 minutes to use
Regulates materials
the information in the figure and text to create
Cell membrane entering and leaving
cell; protects and a presentation on their assigned characteristic.
supports cell
Finally, have students return to their learning
circles. Each student in the learning circle should
present his or her assigned characteristic to the
rest of the group.
Study Wkbks A/B, Appendix S7, Jigsaw Review.
0001_Bio10_se_Ch07_S2.indd 12 6/2/09 6:33:35 PM

INDEX CARD SUMMARY
Provide students with an index card on which is written two structures from the cells
depicted in Figure 7–14. Ask students to write a sentence that describes how the
structures are related to each other.
ADJUST INSTRUCTION
If students have difficulty relating structures, have pairs use the table in
Figure 7–14 to discuss how their different structures might be related. Then,
have students exchange cards and write new sentences that show the relationship
between the listed structures.

LESSON 7.3
Getting Started
Objectives
Cell Transport
7.3.1 Describe passive transport.
7.3.2 Describe active transport.
Key Questions THINK ABOUT IT In the previous
What is passive transport? lesson, cell walls and cell membranes
Student Resources What is active transport?
were compared to the roof and walls
of a factory. When you think about
Study Workbooks A and B, 7.3 Worksheets Vocabulary how cells move materials in and out,
it can be helpful to think of a cell as
Spanish Study Workbook, 7.3 Worksheets diffusion • facilitated diffusion •
a nation. Before you can learn any-
aquaporin • osmosis •
isotonic • hypertonic • thing about a nation, it’s important
Lesson Overview • Lesson Notes hypotonic • to understand where it begins and
• Activities: InterActive Art, Art in Motion osmotic pressure where it ends. The boundaries of a
• Assessment: Self-Test, Lesson Assessment nation are its borders, and nearly
Taking Notes every country tries to regulate and
Compare/Contrast Table As you control the goods that move across
For corresponding lesson in the read, create a compare/contrast those borders, like the shipping con-
table for passive and active tainers seen here entering and leaving
Foundation Edition, see pages 176–180. transport.
the port of Seattle. Each cell has its own border, which separates the cell
from its surroundings and also determines what comes in and what goes
out. How can a cell separate itself from its environment and still allow
Activate Prior Knowledge material to enter and leave? That’s where transport across its border, the
cell membrane, comes in.
Have students read the analogy of the cell as a
nation in Think About It and discuss ways materials
might enter and leave a country. Then, ask students
Passive Transport
What is passive transport?
to predict how materials might enter or leave a cell.
As Michelle ran, she Every living cell exists in a liquid environment. One of the most impor-
perspired, losing tant functions of the cell membrane is to keep the cell’s internal condi-
salts from her tions relatively constant. It does this by regulating the movement of
bloodstream. And molecules from one side of the membrane to the other.
Remind students what they already as she drank more
know about the cell membrane, and and more water Diffusion Cellular cytoplasm consists of many different substances
during the race, the
suggest they skim the first four pages of concentration of dissolved
dissolved in water. In any solution, solute particles move constantly.
this lesson. Ask what characteristic of a cell mem- salts and minerals in her They collide with one another and tend to spread out randomly. As
brane might have contributed to Michelle’s problem. bloodstream decreased. a result, the particles tend to move from an area where they are more
How do you think these concentrated to an area where they are less concentrated. When you
(its permeability to water) The difference in salt con- phenomena contributed to add sugar to coffee or tea, for example, the sugar molecules move
centration inside and outside the red blood cells Michelle’s condition? away from their original positions in the sugar crystals and disperse
caused excessive water to enter the cells. Students throughout the hot liquid. The process by which particles move from
can go online to Biology.com to collect evidence. an area of high concentration to an area of lower concentration is
known as diffusion (dih fyoo zhun). Diffusion is the driving force
behind the movement of many substances across the cell membrane.

208 Lesson 7.3 • Lesson Overview • Lesson Notes • InterActive Art

III, IV, V
0001_Bio10_se_Ch07_S3.indd 1 6/2/09 6:34:11 PM

C.1.a, C.1.b ENDURING UNDERSTANDING A cell is the basic unit of life; the processes that occur
INQUIRY
GUIDING QUESTION How does a cell transport materials across the cell membrane?
A.2.a
following assessment to show they understand how a cell transports materials across
the cell membrane. Have students work in small groups to construct analogies
that describe how materials move into and out of cells across cell membranes. The
analogies can be illustrated.

LESSON 7.3
What does diffusion have to do with the cell membrane? Suppose a
substance is present in unequal concentrations on either side of a cell
membrane, as shown in Figure 7–15. If the substance can cross the
cell membrane, its particles will tend to move toward the area where it
Teach
is less concentrated until it is evenly distributed. Once the concentra-
tion of the substance on both sides of the cell membrane is the same,
equilibrium is reached.
FIGURE 7–15 Diffusion Diffusion
is the process by which molecules
Use Visuals
of a substance move from an
Even when equilibrium is reached, particles of a solution continue
area of higher concentration to
Explain to students that some materials, such as oxy-
to move across the membrane in both directions. However, because an area of lower concentration. gen, diffuse across the cell membrane, without using
almost equal numbers of particles move in each direction, there is no It does not require the cell to use
energy. Predict How would the
energy, while others require energy to pass through.
further net change in the concentration on either side.
Diffusion depends on random particle movements. Therefore, movement of solute particles seen Draw attention to Figure 7–15, and explain that it
here be different if the initial area illustrates one type of passive transport: diffusion
substances diffuse across membranes without requiring the cell to use of high concentration had been
additional energy. The movement of materials across the cell on the inside of the cell instead of directly through the cell membrane.
membrane without using cellular energy is called passive transport. the outside?
Ask How do the first and second drawings differ?
(The first shows a higher concentration of a solute
outside than inside a cell. The second shows a greater
number of molecules moving in than moving out, as
indicated by more arrows pointing in than out.)
Ask How do you know equilibrium has been reached
There is a higher concentration of Diffusion causes a net movement of Once equilibrium is reached, solute in the third illustration? (There are equal numbers of
solute on one side of the membrane solute particles from the side of the particles continue to diffuse across the molecules on both sides of the membrane, and the
than on the other. membrane with the higher solute membrane in both directions but at
concentration to the side with the approximately equal rates, so there is arrows show about the same number of molecules
lower solute concentration. no net change in solute concentration. moving in and moving out.)
Emphasize that equilibrium does not mean that
Facilitated Diffusion Since cell membranes are built around lipid movement stops; rather it continues in both direc-
bilayers, the molecules that pass through them most easily are small
and uncharged. These properties allow them to dissolve in the mem-
tions, and the same concentration is maintained on
brane’s lipid environment. But many ions, like Cl᎐, and large mol- both sides of the membrane.
ecules, like the sugar glucose, seem to pass through cell membranes
much more quickly than they should. It’s almost as if they have a DIFFERENTIATED INSTRUCTION
shortcut across the membrane.
How does this happen? Proteins in the cell membrane act as car- ELL English Language Learners Explain to English
riers, or channels, making it easy for certain molecules to cross. Red learners that concentration has multiple meanings in
blood cells, for example, have protein carriers that allow glucose to pass English. Reassure students who are already familiar
through them in either direction. Only glucose can pass through these
protein carriers. These cell membrane channels facilitate, or help, the with the definition of concentration as “directed
diffusion of glucose across the membrane. This process, in which mol- effort or attention” that this is one correct definition.
ecules that cannot directly diffuse across the membrane pass through Then, point out concentration has a specific mean-
special protein channels, is known as facilitated diffusion. Hundreds ing in science. The scientific meaning of concentra-
of different proteins have been found that allow particular substances tion refers to the relative amount of one substance
to cross cell membranes. Although facilitated diffusion is fast and
specific, it is still diffusion, so it does not require any additional use of in another, for example, the concentration of salt
the cell’s energy. in water.
In Your Notebook Explain how you can demonstrate diffusion by LPR Less Proficient Readers If students have trou-
spraying air freshener in a large room. ble answering the caption question, rephrase it to
read: What would be different if the high concentra-
tion had been inside the cell to start with?
0001_Bio10_se_Ch07_S3.indd 2 6/2/09 6:34:25 PM
Biology In-Depth
Answers
RATE OF FACILITATED DIFFUSION
FIGURE 7–15 If the concentration of solute particles
In simple diffusion, concentration is the only factor that affects rate. In facilitated dif- had been higher on the inside of the cell, more
fusion, the rate also depends upon the number of specific carrier protein molecules solute particles would have moved out of the cell
in the membrane, because the diffusing molecules can move across the membrane than into the cell.
only through those proteins. An example is the diffusion of glucose into cells. Such
IN YOUR NOTEBOOK Students’ answers should
diffusion occurs most of the time as facilitated diffusion. No matter how much the
reflect an understanding that in diffusion, molecules
cell “needs” glucose or how great the difference in concentration is between the
move randomly from an area where they are
inside and outside of the cell, the rate at which the glucose can diffuse into the cell
more concentrated to areas where they are less
has a limit because of the limited number of glucose carrier protein molecules in the
concentrated. So, when air freshener is sprayed in a
lipid bilayer.
room, the smell will diffuse from its point of origin
until it can be detected everywhere.

LESSON 7.3 Osmosis: An Example of Facilitated Diffusion Surprising new
research has added water to the list of molecules that enter cells by facili-
Teach continued Cell
membrane Aquaporin tated diffusion. Recall that the inside of a cell’s lipid bilayer is hydro-
phobic, or “water-hating.” Because of this, water molecules have a tough
time passing through the cell membrane. However, many cells contain
Use Visuals water channel proteins, known as aquaporins (ak wuh pawr inz), that
allow water to pass right through them, as shown in Figure 7–16. The
Use Figure 7–17 to introduce osmosis. movement of water through cell membranes by facilitated diffusion is an
extremely important biological process—the process of osmosis.
Ask What happens to the concentrations on each Osmosis is the diffusion of water through a selectively permeable
side of the membrane as water diffuses through? Water membrane. In osmosis, as in other forms of diffusion, molecules move
(The concentrations change until they reach equilib- from an area of higher concentration to an area of lower concentration.
rium.) Why does the water level rise in the right side The only difference is that the molecules that move in the case of osmo-
FIGURE 7–16 An Aquaporin sis are water molecules, not solute molecules. The process of osmosis is
of the tube and drop in the left side? (The net move- shown in Figure 7–17.
ment of water molecules is to the right side, because
initially the concentration of water is lower there. Lower concentration Higher concentration Equal concentrations of both
The movement of water molecules across the barrier of sugar molecules of sugar molecules sugar and water molecules
changes the water level on both sides of the tube.)

Ask volunteers to explain what the white arrows in
part B of the figure represent. (movement of water
molecules through aquaporins)
Sugar
Sugar
L1 Struggling Students Immerse a tea bag in a
beaker of hot water. Tell students the bag represents
a cell membrane. Ask how they know something A. B.
is passing through the bag. (The water turns color.) Barrier
Ask if there is anything that cannot pass through the

bag. (tea leaves) Relate this to Figure 7–17 (water FIGURE 7–17 Osmosis Osmosis is 䊳 How Osmosis Works Look at the experimental setup in Figure 7–17A.
a form of facilitated diffusion. A. In a
molecules can move through the barrier, but sugar laboratory experiment, water moves The barrier is permeable to water but not to sugar. This means that water
molecules cannot). through a selectively permeable barrier can cross the barrier in both directions, but sugar cannot. To start, there
from an area of lower to higher solute are more sugar molecules on the right side of the barrier than on the left
concentration until equilibrium is side. Therefore, the concentration of water is lower on the right, where
reached. B. In the cell, water passes in
more of the solution is made of sugar. Although water molecules move in
ELL Focus on ELL: through aquaporins embedded in the
cell membrane. Although water moves both directions across the membrane, there is a net movement of water
Extend Language in both directions through aquaporins, toward the concentrated sugar solution.
there is a net movement of water from Water will tend to move across the membrane until equilibrium is
ALL SPEAKERS Have students use the Think- an area of lower to higher sugar
reached. At that point, the concentrations of water and sugar will be
concentration. Apply Concepts Does
Pair-Share strategy to discuss the word osmosis. osmosis require the cell to use energy? the same on both sides of the membrane. When this happens, the two
Pair beginning speakers with advanced speakers solutions will be isotonic, which means “same strength.” Note that
“strength” refers to the amount of solute, not water. When the experi-
of the same language. Have students read
ment began, the more concentrated sugar solution (right side of the
and discuss the information about osmosis. tube) was hypertonic, or “above strength,” compared to the left side. So
Encourage advanced speakers to explain the the dilute sugar solution (left side of the tube) was hypotonic, or “below
concepts in their native language. strength,” compared to the right side. Figure 7–17B shows how osmosis
works across a cell membrane.
Study Wkbks A/B, Appendix S14, Think-Pair-
Share. 210 Chapter 7 • Lesson 3
0001_Bio10_se_Ch07_S3.indd 3 6/2/09 6:34:33 PM
Biology In-Depth
Encourage students to use Inter-
Active Art: Diffusion and Osmosis to rein- AQUAPORINS
force diffusion of water through a selectively Osmosis is easily observed in cells, yet for a long time, it was a mystery as to how
permeable membrane. water could cross cell membranes so quickly. Water is a polar molecule and is not
soluble in lipids. Water would not be expected to cross a membrane made up of a
lipid bilayer. In 1990, Peter Agre discovered channels through which water molecules
can cross cell membranes. The channels, called aquaporins, are proteins that span the
depth of the membrane. Polar water molecules are able to move through channels
because of how they relate to charges within the proteins. Aquaporins have been
Answers found in prokaryotic and eukaryotic cells. Eleven different types of aquaporins have
been found in humans. One type plays an active role in water balance in the kidneys.
FIGURE 7–17 Osmosis is a form of diffusion. It does
Some aquaporins in plants appear to close in response to stress. For his discovery,
not require energy.
Peter Agre received the Nobel Prize in Chemistry in 2003.

LESSON 7.3
The Effects of Osmosis on Cells
Isotonic: The concentration

of solutes is the same inside
Hypertonic: The solution has Hypotonic: The solution has Connect to the Real World
a higher solute concentration a lower solute concentration
Solution and outside the cell. Water than the cell. A net movement than the cell. A net movement Relate the illustrations in the bottom row of
molecules move equally in of water molecules out of the of water molecules into the
both directions. cell causes it to shrink. cell causes it to swell. Figure 7–18 to what happens when a lawn care
company sprays a fertilizer-water mixture onto grass.
Point out that if too much fertilizer and too little
Animal water are sprayed on grass, the grass may die and
Cell the lawn may turn brown.
Water out Water in

Ask Would the grass cells have gained or lost water?
Water in and out
(lost water)
Cell membrane Central
Cell wall vacuole Ask Which plant cell in Figure 7–18 shows what
would happen to the grass at the cellular level? (the
Plant plant cell in the middle column, which shows water
Cell going out)
Ask Was the fertilizer-water mixture hypotonic or
Water in and out Water out Water in
hypertonic compared to the cytoplasm in the grass
cells? (The fertilizer-water mixture was hypertonic
䊳 Osmotic Pressure Driven by differences in solute concentration, the FIGURE 7–18 Osmotic Pressure
compared to the cytoplasm in the grass cells.)
net movement of water out of or into a cell produces a force known Water molecules move equally
into and out of cells placed in an
as osmotic pressure. As shown in Figure 7–18, osmotic pressure can
isotonic solution. In a hypertonic DIFFERENTIATED INSTRUCTION
cause an animal cell in a hypertonic solution to shrink, and one in a solution, animal cells, like the red
hypotonic solution to swell. Because cells contain salts, sugars, proteins, L1 Struggling Students Some students may be
blood cell shown, shrink, and plant
and other dissolved molecules, they are almost always hypertonic to cell central vacuoles collapse. In a confused by the two-headed arrow in Figure 7–18,
fresh water. As a result, water tends to move quickly into a cell sur- hypotonic solution, animal cells swell
and burst. The central vacuoles of which depicts an isotonic condition. Explain that the
rounded by fresh water, causing it to swell. Eventually, the cell may plant cells also swell, pushing the arrow with two heads means that water is moving
burst like an overinflated balloon. In plant cells, osmotic pressure can cell contents out against the cell
cause changes in the size of the central vacuole, which shrinks or swells wall. Predict What would happen both into and out of the cell at the same time. Sug-
as water moves into or out of the cell. to the cells of a saltwater plant if the gest that it is similar to people streaming out one
plant were placed in fresh water?
Fortunately cells in large organisms are not in danger of bursting door at a movie theater as others stream in through
because most of them do not come in contact with fresh water. Instead, another door.
the cells are bathed in blood or other isotonic fluids. The concentra-
tions of dissolved materials in these isotonic fluids are roughly equal
to those in the cells themselves.
What happens when cells do come in contact with fresh water? Some,
like the eggs laid in fresh water by fish and frogs, lack water channels.
As a result, water moves into them so slowly that osmotic pressure is
not a problem. Others, including bacteria and plant cells, are sur-
rounded by tough walls. The cell walls prevent the cells from expand-
ing, even under tremendous osmotic pressure. Notice how the plant cell
in Figure 7–18 holds its shape in both hypertonic and hypotonic solutions
while the animal red blood cell does not. However, increased osmotic
pressure makes plant cells extremely vulnerable to cell wall injuries.
In Your Notebook In your own words, explain why osmosis is

really just a special case of facilitated diffusion.
0001_Bio10_se_Ch07_S3.indd 4 6/2/09 6:34:35 PM
Check for Understanding Answers

FIGURE 7–18 Fresh water would diffuse into the
ONE-MINUTE RESPONSE
cytoplasm and the central vacuole of the saltwater
Present students with a drawing of a blood cell, and tell them the cell is in fresh plant. The cell would become rigid and push against
water. Have students draw an arrow showing the direction in which water will move. the cell wall, possibly causing damage to the cells.
Finally, ask them to write a sentence defending their choice of direction, using the
appropriate term or terms—isotonic, hypotonic, or hypertonic. (Responses should IN YOUR NOTEBOOK Sample answer: Osmosis is
show the arrow going into the cell. Sample sentence: Fresh water is hypotonic to the diffusion of water when there is a concentration
inside of the cell, so the water will diffuse into the cell.) difference across a membrane. As with all types of
diffusion, no energy is required. Osmosis is a special
ADJUST INSTRUCTION case of facilitated diffusion, because facilitated
If responses show that students do not understand the effect of solute concentra- diffusion occurs when molecules move across the
tion on the direction of the flow of water in a cell, have them review the table in membrane through specific protein channels, and in
Figure 7–18 and adjust their answer accordingly. osmosis, water moves through aquaporins.

LESSON 7.3
Teach continued Protein Pumps
Energy from ATP is used to pump small
Endocytosis
The membrane forms a pocket
Exocytosis
The membrane of a vesicle
molecules and ions across the cell around a particle. The pocket then surrounds the material then fuses
membrane. Active transport proteins breaks loose from the outer portion with the cell membrane. The
Connect to Physics change shape during the process, binding of the cell membrane and forms a contents are forced out of the cell.
substances on one side of the membrane, vesicle within the cytoplasm.
Before students read about active transport, help and releasing them on the other.
CYTOPLASM
them to understand and compare the role of energy
in moving materials. Have small groups set up ramps ATP ADP
using a board and books. Ask them to roll a ball
down the ramp and describe how easy or difficult
Vesicle
it is to do. Then, have them push the ball back up
the ramp using a pencil. Ask which process required Cell
energy to accomplish. Have students suggest ways membrane
to move the ball back up the ramp more easily. Protein pump
Ask what processes they think a cell might have
Molecule to be carried
evolved to make the process of moving materials
more efficient.
L1 Special Needs Use an analogy of going into a
building through an open door or going in through a Active Transport

revolving door to illustrate active transport. Ask how
ACTIVE TRANSPORT What is active transport?
an open door is like a carrier protein in facilitated FIGURE 7–19 Energy from the cell As powerful as diffusion is, cells sometimes must move materials
diffusion. (It is easy to walk through and requires is required to move particles against
against a concentration difference. The movement of materials
a concentration gradient.
no extra energy.) Ask how moving through a revolv- Compare and Contrast What against a concentration difference is known as active transport.
ing door is like active transport. (A person has to are the similarities and differences Active transport requires energy. The active transport of small
between facilitated diffusion and molecules or ions across a cell membrane is generally carried out by
use energy to push the door and move through the active transport by protein pump?
transport proteins—protein pumps—that are found in the membrane
doorway in a small compartment.)
itself. Larger molecules and clumps of material can also be actively
transported across the cell membrane by processes known as endocy-
tosis and exocytosis. The transport of these larger materials sometimes
involves changes in the shape of the cell membrane. The major types
Use Figure 7–19 to explain that energy is needed to of active transport are shown in Figure 7–19.
get certain substances into or out of a cell, because Molecular Transport Small molecules and ions are carried across
the cell membrane is selective. For substances that membranes by proteins in the membrane that act like pumps. Many
cannot pass through the membrane freely, active cells use protein pumps to move calcium, potassium, and sodium
ions across cell membranes. Changes in protein shape seem to play
transport is used, and it requires energy. Draw stu-
an important role in the pumping process. A considerable portion
dents’ attention to the annotation about protein of the energy used by cells in their daily activities is spent providing
pumps. Tell them that the change from ATP to ADP the energy to keep this form of active transport working. The use of
represents the use of energy by a cell. energy in these systems enables cells to concentrate substances in a
particular location, even when the forces of diffusion might tend to
move these substances in the opposite direction.
Art in Motion: Active Transport

212 Lesson 7.3 • Art in Motion
dynamically explores protein pumps, endo-
cytosis, and exocytosis.
0001_Bio10_se_Ch07_S3.indd 5 6/2/09 6:34:38 PM
Quick Facts
PROTEIN MOLECULES AND ACTIVE TRANSPORT
One of the most important examples of active transport is the sodium-potassium
Answers pump, in which sodium ions are maintained at a lower concentration inside a cell
than outside, and potassium ions are maintained at a higher concentration inside
FIGURE 7–19 Facilitated diffusion and active
the cell than outside. The active transport of these ions by protein molecules is vital
transport by protein pumps are similar, because they
to the production of electrochemical impulses along nerve cells. At one time, scien-
both make use of protein carriers to get materials
tists thought the protein molecules rotated as they transported substances through
across the cell membrane. They differ, because
the cell membrane, picking up molecules on the outside, rotating, and then dump-
facilitated diffusion acts in the direction of the
ing them into the cell. Now, scientists think the transported molecules are squeezed
concentration gradient and does not use energy,
through the transport proteins, because it has been observed that the proteins
while active transport requires energy to transport
change their configuration to accommodate the incoming molecules.
materials against the concentration gradient.

LESSON 7.3
Lead a Discussion
BUILD Vocabulary Have students discuss why endocytosis is an example
Bulk Transport Larger molecules and even solid clumps of material PREFIXES The prefix endo- in
can be transported by movements of the cell membrane known as endocytosis comes from a Greek
of active transport and not facilitated diffusion.
bulk transport. Bulk transport can take several forms, depending on word meaning “inside” or “within.” (Endocytosis requires energy to engulf a particle and
the size and shape of the material moved into or out of the cell. The prefix exo- in exocytosis means
“outside.”
form a vesicle around it.)
䊳 Endocytosis Endocytosis (en doh sy toh sis) is the process of
taking material into the cell by means of infoldings, or pockets, DIFFERENTIATED INSTRUCTION
of the cell membrane. The pocket that results breaks loose from
the outer portion of the cell membrane and forms a vesicle or L1 Struggling Students To help students under-
vacuole within the cytoplasm. Large molecules, clumps of food, stand endocytosis, use clay to model a macrophage
even whole cells can be taken up in this way. engulfing a bacterium.
Phagocytosis (fag oh sy toh sis) is a type of endocytosis, in
which extensions of cytoplasm surround a particle and pack-
age it within a food vacuole. The cell then engulfs it. Amoebas
use this method for taking in food, and white blood cells use
phagocytosis to “eat” damaged cells, as shown in Figure 7–20.
Engulfing material in this way requires a considerable amount EVALUATE UNDERSTANDING
of energy and is considered a form of active transport.
In a process similar to phagocytosis, many cells take up liquid Ask students to write a paragraph distinguishing
from the surrounding environment. Tiny pockets form along the active transport from diffusion. Then, have them
cell membrane, fill with liquid, and pinch off to form vacuoles TEM 5300⫻ complete the 7.3 Assessment.
within the cell. This type of endocytosis is known as pinocytosis
(py nuh sy toh sis). REMEDIATION SUGGESTION
FIGURE 7–20 Endocytosis
䊳 Exocytosis Many cells also release large amounts of material, a process The white blood cell seen here L1 Struggling Students If students have trouble
known as exocytosis (ek soh sy toh sis). During exocytosis, the membrane is engulfing a damaged red blood
cell by phagocytosis—a form of answering Question 2a, have them use a Venn
of the vacuole surrounding the material fuses with the cell membrane,
forcing the contents out of the cell. The removal of water by means of a
endocytosis. Extensions, or “arms,” of Diagram to compare the two processes.
the white blood cell’s cell membrane
contractile vacuole is one example of this kind of active transport. have completely surrounded the red Study Wkbks A/B, Appendix S33, Venn Diagram.
blood cell.
Review Key Concepts Students can check their under-

3. Based on the meanings of isotonic, hypertonic,
1. a. Review What happens during diffusion? and hypotonic, write definitions for the prefixes standing of lesson concepts with the Self-
b. Explain Describe the process of osmosis. iso-, hyper-, and hypo-. Then come up with Test assessment. They can then take an online
c. Compare and Contrast What is the difference another set of words that uses these prefixes (the version of the Lesson Assessment.
between diffusion and facilitated diffusion? words do not need to have the same suffixes).
2. a. Review How is active transport different 4. The prefix phago- means “to eat.” The prefix
from passive transport? pino- means “to drink.” Look up the definition
b. Explain Describe the two major types of of -cytosis, and write definitions for phagocytosis
active transport. and pinocytosis.
c. Compare and Contrast How is endocytosis
different from exocytosis?
0001_Bio10_se_Ch07_S3.indd 6 6/2/09 6:34:48 PM
Assessment Answers
1a. Particles move from a more to a less con- moves materials across a cell membrane in sis, a vesicle fuses with the cell membrane
centrated area. the direction of a concentration gradient, and forces the material to be expelled out
1b. Water diffuses across a selectively perme- without using energy. of the cell.
able membrane from a more to a less con- 2b. In molecular transport, energy is used by
centrated area. protein pumps to carry small molecules
1c. Diffusion occurs when molecules spread across the cell membrane. In bulk trans- 3. Sample answers: Iso- means “same”;
out by moving randomly. Facilitated dif- port, vesicles or vacuoles are used to move hyper- means “over”; hypo- means
fusion occurs when protein channels help large molecules across the cell membrane. “under”; isometric, hyperbole, hypodermic
molecules move across the cell membrane. 2c. In endocytosis, a vesicle forms from an 4. The word part -cytosis refers to cells.
2a. Active transport uses energy to move infolding of the cell membrane, surrounds Phagocytosis is the engulfing of foreign
materials across a cell membrane against a large molecules entering the cell, and particles. Pinocytosis is the ingestion of
concentration gradient. Passive transport breaks off into the cytoplasm. In exocyto- fluid.
LESSON 7.4
Getting Started
Objectives
Homeostasis and Cells
7.4.1 Explain how unicellular organisms maintain
homeostasis.
7.4.2 Explain how multicellular organisms maintain Key Questions THINK ABOUT IT From its simple beginnings, life has spread to
homeostasis. How do individual cells every corner of our planet, penetrating deep into the earth and far
maintain homeostasis? beneath the surface of the seas. The diversity of life is so great that you
might have to remind yourself that all living things are composed of
How do the cells of multi-
cells, have the same basic chemical makeup, and even contain the same
Student Resources cellular organisms work together
to maintain homeostasis? kinds of organelles. This does not mean that all living things are the
same: Differences arise from the ways in which cells are specialized
Study Workbooks A and B, 7.4 Worksheets
Vocabulary and the ways in which cells associate with one another to form multi-
Spanish Study Workbook, 7.4 Worksheets homeostasis • tissue • organ • cellular organisms.
organ system • receptor
Lab Manual B, 7.4 Data Analysis Worksheet
Taking Notes The Cell as an Organism
Lesson Overview • Lesson Notes Preview Visuals Before you How do individual cells maintain homeostasis?
• Activity: Data Analysis • Assessment: Self- read, look at Figures 7–22 and Cells are the basic living units of all organisms, but sometimes a
7–23. Then write two questions
Test, Lesson Assessment single cell is the organism. In fact, in terms of their numbers, unicel-
you have about the micrographs.
As you read, write answers to
lular organisms dominate life on Earth. A single-celled organism does
your questions. everything you would expect a living thing to do. Just like other living
For corresponding lesson in the things, unicellular organisms must maintain homeostasis, relatively
Foundation Edition, see pages 181–183. constant internal physical and chemical conditions. To maintain
homeostasis, unicellular organisms grow, respond to the environ-
ment, transform energy, and reproduce.
Unicellular organisms include both prokaryotes and eukaryotes.
Build Background Prokaryotes, especially bacteria, are remarkably adaptable. Bacteria
FIGURE 7–21 Unicellular Life live almost everywhere—in the soil, on leaves, in the ocean, in the air,
Ask students how often during the day they encoun- Single-celled organisms, like this
even within the human body.
freshwater protozoan, must be
ter single-celled organisms. Many students may not able to carry out all of the functions Many eukaryotes, like the protozoan in Figure 7–21, also spend
realize that they come in contact with millions of necessary for life (SEM 600⫻). their lives as single cells. Some types of algae, which contain chloro-
bacteria every time they brush their teeth, eat a piece plasts and are found in oceans, lakes, and streams around the world,
of fruit, touch a doorknob, or take a breath of air. are single celled. Yeasts, or unicellular fungi, are also widespread. Yeasts
play an important role in breaking down complex nutrients, making
Ask students why these organisms are so success- them available for other organisms. People use yeasts to make bread
ful. Ask what these organisms need to stay alive. and other foods.
(water, energy) Introduce the term homeostasis. Tie Don’t make the mistake of thinking that single-celled organisms
the discussion to what students have already learned are always simple. Prokaryote or eukaryote, homeostasis is still an
about cell organelles and their specific functions issue for each unicellular organism. That tiny cell in a pond or on the
surface of your pencil still needs to find sources of energy or food, to
by asking how a single cell can stay in balance in keep concentrations of water and minerals within certain levels, and to
its environment. respond quickly to changes in its environment. The microscopic world
around us is filled with unicellular organisms that are successfully
maintaining that homeostatic balance.
214 Lesson 7.4 • Lesson Overview • Lesson Notes
I, III, IV, V
0001_Bio10_se_Ch07_S4.indd 1 6/2/09 6:35:27 PM

C.1.a, C.1.d, C.1.f, C.5.d ENDURING UNDERSTANDING A cell is the basic unit of life; the processes that occur
INQUIRY
GUIDING QUESTION How does a cell maintain homeostasis both within itself and as
A.1.c, A.1.d, A.2.a part of a multicellular organism?
following assessment to show they understand how a cell maintains homeostasis.
Have small groups of students write a script consisting of a series of creative,
content-based questions that might be used to interview a cell about maintaining
homeostasis. The script should supply answers to the questions.

LESSON 7.4
Multicellular Life BUILD Vocabulary
PREFIXES The prefix homeo- in
How do the cells of multicellular organisms work together
to maintain homeostasis?
homeostasis means “the same.”
Organisms are constantly trying
Teach
Unlike most unicellular organisms, the cells of human beings and to maintain homeostasis, to
keep their internal physical and
other multicellular organisms do not live on their own. They are chemical conditions relatively Lead a Discussion
interdependent; and like the members of a winning baseball team, constant despite changes in
they work together. In baseball, each player plays a particular position: their internal and external Use the analogy of a baseball team to introduce the
pitcher, catcher, infielder, outfielder. And to play the game effectively, environments. idea that multicellular organisms are made up of
players and coaches communicate with one another, sending and receiv- many different kinds of cells, each specialized for
ing signals. Cells in a multicellular organism work the same way. The
cells of multicellular organisms become specialized for particular tasks
different functions. Ask students to suggest speciali-
and communicate with one another to maintain homeostasis. zations a multicellular organism needs to maintain
homeostasis. List these suggestions on the board.
Cell Specialization The cells of a multicellular organism are special-
Then, focus students’ attention on Figures 7–22 and
ized, with different cell types playing different roles. Some cells are
specialized to move; others, to react to the environment; still others, to 7–23. Ask how each kind of cell is specialized for the
produce substances that the organism needs. No matter what its role, role it plays. (A trachea epithelium cell has cilia that
each specialized cell, like the ones in Figures 7–22 and 7–23, contrib- clear debris; a pine pollen cell is tiny, lightweight, and
utes to homeostasis in the organism. floats in air.)
In Your Notebook Where in the human body do you think you
would find cells that are specialized to produce digestive enzymes? Why? DIFFERENTIATED INSTRUCTION
L1 Special Needs Some students might have dif-
ficulty finding the main idea on the page. Have them

read aloud the paragraph under the subheading,
Cell Specialization. Ask them to state three ways
that cells are specialized. (Some cells move, some
react to the environment, and others produce sub-
stances the organism needs.) Extend this by having
students look at Figures 7–22 and 7–23 and identi-
fying what makes these cells specialized.
FIGURE 7–22 Specialized Animal Cells: Human Trachea FIGURE 7–23 Specialized Plant Cells: Pine Pollen (LM 430⫻)
Epithelium (LM 1000⫻)
䊳 Specialized Animal Cells Even the cleanest, freshest 䊳 Specialized Plant Cells How can a pine tree, literally
air is dirty, containing particles of dust, smoke, and rooted in place, produce offspring with another tree
bacteria. What keeps this bad stuff from getting into hundreds of meters away? It releases pollen grains,
your lungs? That’s the job of millions of cells that work some of the world’s most specialized cells. Pollen
like street sweepers. These cells line the upper air pas- grains are tiny and light, despite tough walls to protect
sages. As you breathe, they work night and day sweep- the cells inside. In addition, pine pollen grains have
ing mucus, debris, and bacteria out of your lungs. two tiny wings that enable them to float in the slightest
These cells are filled with mitochondria, which pro- breeze. Pine trees release millions of pollen grains like
duce a steady supply of the ATP that powers the cilia these to scatter in the wind, land on seed cones, and
on their upper surfaces to keep your lungs clean. begin the essential work of starting a new generation.
0001_Bio10_se_Ch07_S4.indd 2 6/2/09 6:35:41 PM
Quick Facts
THE BASIC TYPES OF TISSUES
A tissue is a group of specialized cells that have a common structure and a com-
mon function. In most instances, all the cells in a tissue look alike. Despite the great
diversity of animals that have evolved, there are only four basic types of animal tis-
sues: epithelial, connective, muscle, and nervous tissues. Epithelial tissue consists of
tightly packed cells, which line the cavities inside the body and cover the outside of
the body. A primary function of epithelial tissue is protection against injury, invaders,
and fluid loss. Connective tissue connects and supports other tissues. It includes fat, Answers
bone, cartilage, blood, and fibrous strands such as tendons and ligaments. Muscle tis-
IN YOUR NOTEBOOK Sample answer: in the digestive
sue consists of long cells that contract. It is the most abundant tissue in most animals.
system, because enzymes are needed to break down
Nervous tissue includes cells that sense stimuli and transmit signals from one part of
food
the body to another.
LESSON 7.4
Teach continued
Use Visuals
Use Figure 7–24 to introduce students to the way
specialized cells are organized in humans. Point out
Muscle cell Smooth muscle tissue Stomach Digestive system
the progression from muscle cell, to smooth muscle
tissue, etc. Ask students to brainstorm some other FIGURE 7–24 Levels of Organization From least Levels of Organization The specialized cells of multicel-
kinds of cells in the body that are organized into complex to most complex, the levels of organization lular organisms are organized into tissues, then into organs,
in a multicellular organism include cells, tissues,
organs and systems. (Sample answer: nerve cells→ organs, and organ systems. and finally into organ systems, as shown in Figure 7–24. A
nervous tissue→brain→nervous system) tissue is a group of similar cells that performs a particular
function. Many tasks in the body are too complicated to be
Remind students that plants are multicellular organ- carried out by just one type of tissue. In these cases, many
isms, as well. Ask if there are specializations in plant groups of tissues work together as an organ. For example,
each muscle in your body is an individual organ. Within a
cells and, if so, what organs there are in plants. muscle, however, there is much more than muscle tissue.
(roots, stems, leaves, flowers) There are nervous tissues and connective tissues too. Each
type of tissue performs an essential task to help the organ
DIFFERENTIATED INSTRUCTION function. In most cases, an organ completes a series of
specialized tasks. A group of organs that work together to
LPR Less Proficient Readers Have students look perform a specific function is called an organ system. For
at Figure 7–24. Then, have them reread the text on example, the stomach, pancreas, and intestines work together
this page. Help students connect the text to the dif- as the digestive system.
ferent parts of the illustration by showing how each
of the highlighted words is represented by a part of
the figure. Mitochondria Distribution
Mitochondria Distribution Heart, left ventricle

in the Mouse Heart, left atrium
Organ
Students can analyze how the com- Scientists studied the com- Liver
pound resveratrol affects mitochondrial func- position of several organs Pituitary gland
tion and its implications for human health in the mouse. They found
that some organs and tissues 0 10 20 30 40 50
and longevity in Data Analysis: Maximizing contain more mitochondria (Approximate %)
Mitochondria. than others. They described
the amount of mitochondria 1. Interpret Graphs What approximate percentage of cell volume in
present as a percentage of total the mouse liver is composed of mitochondria?
cell volume. The higher the 2. Calculate Approximately how much more cellular volume is
percentage volume made up of composed of mitochondria in the left ventricle than in the pituitary
mitochondria, the more mito- gland?
chondria present in the cells of
3. Infer There are four chambers in the mouse heart, the right and left
the organ. The data are shown
in the graph. ventricles, and the right and left atria. Based on the data given, which
chamber, the left ventricle or left atrium, do you think pumps blood
from the heart to the rest of the body? Explain your answer.
216 Lesson 7.4 • Data Analysis
0001_Bio10_se_Ch07_S4.indd 3 6/2/09 6:35:50 PM
PURPOSE Students will interpret data to ANSWERS

determine the percentage of cell volume 1. about 18 percent
taken up by mitochondria in three
2. About 40 percent more cellular vol-
different mouse organs and suggest
ume is composed of mitochondria in
the effect that a higher percentage
the left ventricle. (49% – 9% = 40%)
of mitochondria might have on an
organ’s function. 3. The left ventricle pumps blood from
the heart to the rest of the body. It has
PLANNING Remind students that bar
more mitochondria per cellular vol-
graphs commonly are used in order to
ume than the left atrium. Therefore, it
show comparisons.
probably pumps with more force.

LESSON 7.4
The organization of the body’s cells into tissues, organs, and organ
systems creates a division of labor among those cells that allows the
organism to maintain homeostasis. Specialization and interdependence Expand Vocabulary
are two of the remarkable attributes of living things. Appreciating
these characteristics is an important step in understanding the nature Explain that in biology, a receptor is a structure that
of living things. responds to a stimulus. In cellular communication, it
is a molecule to which a signaling molecule can bind,
Cellular Communication Cells in a large organism com-
municate by means of chemical signals that are passed from
producing a change that can affect cell activity. In
one cell to another. These cellular signals can speed up or slow physiology, it is a structure in the nervous system that
down the activities of the cells that receive them and can even detects and responds to an environmental stimulus,
cause a cell to change what it is doing in a most dramatic way. such as light.
Certain cells, including those in the heart and liver, form
connections, or cellular junctions, to neighboring cells.
Some of these junctions, like those in Figure 7–25, hold cells DIFFERENTIATED INSTRUCTION
together firmly. Others allow small molecules carrying chemi- LPR Less Proficient Readers Explain how the word
cal messages or signals to pass directly from one cell to the
next. To respond to one of these chemical signals, a cell must receptor is related to the word receive; a receptor
have a receptor to which the signaling molecule can bind. is a receiver. Have students use a dictionary to find
Some receptors are on the cell membrane; receptors for other meanings and origins of both words.
types of signals are inside the cytoplasm. The chemical signals
sent by various types of cells can cause important changes in FIGURE 7–25 Cellular Junctions
Some junctions, like those seen
cellular activity. For example, the electrical signal that causes heart in dark pink in this micrograph of
muscle cells to contract begins in a region of the muscle known as the
pacemaker. Ions carry that electrical signal from cell to cell through a
epithelial cells in the central nervous
system (blue and green), hold cells
special connection known as a gap junction, enabling millions of heart together in tight formations EVALUATE UNDERSTANDING
(TEM 21,600⫻).
muscle cells to contract as one in a single heartbeat. Other junctions
Review concepts covered in the lesson by using
hold the cells together, so the force of contraction does not tear the
muscle tissue. Both types of junctions are essential for the heart to true/false statements. For example, “Single-celled
pump blood effectively. organisms cannot maintain homeostasis.” Have one
student tell if the statement is true or false. Have
another student justify or revise the answer choice.
Then, have students complete the 7.4 Assessment.
Review Key Concepts REMEDIATION SUGGESTION

Description
1. a. Review What is homeostasis? 3. Use an area in your life— L1 Struggling Students If students have trouble
b. Explain What do unicellular organisms do to maintain such as school, sports, or with Question 1c, have them review in Lesson 7.3
homeostasis? extracurricular activities— what happens to cells in hypotonic solutions.
c. Apply Concepts The contractile vacuole is an organelle found to construct an analogy
in paramecia, a group of unicellular organisms. Contractile that explains why special-
vacuoles pump out fresh water that accumulates in the organization and communica-
isms by osmosis. Explain how this is an example of the way tion are necessary for you
paramecia maintain homeostasis. to function well. Students can check their under-
2. a. Review What is cellular specialization? standing of lesson concepts with the Self-
b. Explain How do cellular junctions and receptors help an Test assessment. They can then take an online
organism maintain homeostasis? version of the Lesson Assessment.
c. Predict Using what you know about the ways muscles move,
predict which organelles would be most common in muscle cells.
0001_Bio10_se_Ch07_S4.indd 4 6/2/09 6:35:53 PM
Assessment Answers
1a. Homeostasis is the maintenance of rela- 2a. Cellular specialization describes how, in
tively stable internal physical and chemical multicellular organisms, groups of cells
conditions by an organism. play different, specific roles. 3. Sample answer: The members of a basket-
ball team are like specialized cells, because
1b. They maintain homeostasis by grow- 2b. Cellular junctions help organisms maintain
different members play different roles. For
ing, responding to changes in their homeostasis by connecting cells to their
example, the point guard calls the plays
environment, transforming energy, neighbors, thus enabling communication
and the center shoots the ball. The whole
and reproducing. between cells. Receptors allow cells to
team is like a body system, because team
1c. The contractile vacuole helps maintain respond to chemical messages.
members work together to try to win
water balance in paramecia by expelling 2c. Answers may vary. Predictions should note the game.
excess water that would otherwise accu- that muscle cells need energy to move
mulate and burst the cell. and, therefore, probably contain a large
number of mitochondria.
CHAPTER LAB GUIDED INQUIRY
Pre-Lab
Introduce students to the concepts they will explore
in the chapter lab by assigning the Pre-Lab questions.
Pre-Lab: Detecting Diffusion
Problem How can you determine whether solutes 2. Draw Conclusions How will you be able to tell
Lab are diffusing across a membrane? whether glucose has diffused across the membrane
in Part B?
Materials dialysis tubing, scissors, metric ruler,
Tell students they will perform the chapter lab 250 mL beakers, twist ties, 10-mL graduated cylinders, 3. Use Analogies How is a window screen similar to a
cell membrane?
Detecting Diffusion described in Lab Manual A. 1% starch solution, iodine solution, forceps, 15% glu-
cose solution, glucose test strip
L1 Struggling Students A simpler version of the Chapter 7
chapter lab is provided in Lab Manual B.

Visit Chapter 7 online to test yourself on chapter
Lab Manual Chapter 7 Lab content and to find activities to help you learn.
SAFETY
Skills Focus Use Models, Infer, Compare and
Students should wear goggles, disposable gloves, Untamed Science Video Travel to the ocean’s depths
Contrast
with the Untamed Science crew to explore how fish
and aprons. Caution them to handle solutions con- maintain water homeostasis.
taining iodine with care. Make sure they wash their Connect to the The cell membrane
forms a thin flexible barrier between a cell and its sur- Art in Motion View a short animation that explains
hands thoroughly after the lab. the different types of active transport.
roundings. The cell membrane controls what enters
the cell and what leaves the cell. Diffusion is the pro- Art Review Review your understanding of plant and
cess responsible for much of the movement across a animal cell structures with this activity.
Look online for Editable Lab cell membrane. During diffusion, solutes move from an
area of high concentration to an area of lower concen- InterActive Art Build your understanding of osmosis
Worksheets. tration. When water is the molecule that is diffusing, and diffusion with these animations.
the process is called osmosis. Proteins embedded in the Visual Analogy Compare the structures of the cell to
For corresponding pre-lab in the membrane can facilitate the diffusion of many particles, the parts of a factory.
including water. In this lab, you will use dialysis tubing
Foundation Edition, see page 184. to model the diffusion of small molecules. Data Analysis Analyze data that explains why some
cell types have more mitochondria than others.
Background Questions Tutor Tube Hear suggestions from the tutor for help in
a. Review What does it mean to say that a membrane remembering cell structures.
is selectively permeable?
b. Explain Does the movement of molecules stop
when the concentration of a solute is equal on both
sides of a membrane? Explain.
c. Compare and Contrast What is the main difference
NATIONAL SCIENCE EDUCATION STANDARDS between passive transport and active transport?
Pre-Lab Questions
UCP II, V Preview the procedure in the lab manual.
CONTENT C.1.a, C.1.d 1. Draw Conclusions How will you know whether
starch has diffused across the membrane in Part
INQUIRY A.1.c A? How will you know whether iodine has dif-
fused across the membrane?
218 Chapter 7 • Pre-Lab

Pre-Lab Answers
BACKGROUND QUESTIONS
0001_Bio10_se_Ch07_LAB.indd 1 6/2/09 6:30:41 PM
a. Some substances can pass through the PRE-LAB QUESTIONS 3. Sample answer: Like a cell membrane, a win-
membrane while other substances cannot dow screen prevents the passage of some
1. If the solution outside the tubing turns blue
pass through the membrane. things, such as insects, while allowing other
black, then starch diffused out of the tubing.
b. The movement does not stop, but an equal If the solution inside the tubing turns blue things, such as air, to flow in and out of a
number of molecules move in each direction black, then iodine diffused into the tubing. house.
to maintain equilibrium.
2. A glucose test strip will change color in the
c. The movement of substances through pas- presence of glucose.
sive transport does not require energy; the
movement of substances through active
transport requires energy.
218 Chapter 7 • Pre-Lab

STUDY GUIDE
7 Study Guide Study Online
Cellular Basis of Life, Chloroplasts capture the energy from sunlight
and convert it into food that contains chemical energy
Homeostasis
in a process called photosynthesis. Mitochondria REVIEW AND ASSESSMENT
Cells are the basic units of life. Their structures are spe- convert the chemical energy stored in food into com-
RESOURCES
cifically adapted to their function and the overall goal of pounds that are more convenient for the cell to use.
maintaining homeostasis. In multicellular organisms, cells
may become specialized to carry out a particular function. The cell membrane regulates what enters and Editable Worksheets Pages of Study Workbooks
leaves the cell and also protects and supports the cell. A and B, Lab Manuals A and B, and the Assessment
7.1 Life Is Cellular cytoplasm (196) endoplasmic reticulum (200) Resources Book are available online. These docu-
organelle (196) Golgi apparatus (201) ments can be easily edited using a word-processing
The cell theory states that (1) all living things vacuole (198) chloroplast (202)
are made up of cells, (2) cells are the basic units of lysosome (198) mitochondrion (202)
program.
structure and function in living things, and (3) new cytoskeleton (199) cell wall (203)
centriole (199) lipid bilayer (204)
Lesson Overview Have students reread the Lesson
cells are produced from existing cells.
ribosome (200) selectively permeable (205) Overviews to help them study chapter concepts.
Most microscopes use lenses to magnify the
image of an object by focusing light or electrons.
7.3 Cell Transport Vocabulary Review The Flash Cards and Match
Prokaryotic cells do not separate their genetic It provide an interactive way to review chapter
material within a nucleus. In eukaryotic cells, the Passive transport (including diffusion and vocabulary.
nucleus separates the genetic material from the rest osmosis) is the movement of materials across the cell
of the cell. membrane without cellular energy. Chapter Assessment Have students take an online
cell (191) nucleus (193) The movement of materials against a concentra- version of the Chapter 7 Assessment.
cell theory (191) eukaryote (193) tion difference is known as active transport. Active
cell membrane (193) prokaryote (193) transport requires energy. Standardized Test Prep Students can take an
online version of the Standardized Test Prep. You will
diffusion (208) isotonic (210)
7.2 Cell Structure facilitated diffusion (209) hypertonic (210) receive their scores along with ideas for remediation.
aquaporin (210) hypotonic (210)
The nucleus contains nearly all the cell’s DNA osmosis (210) osmotic pressure (211) Diagnostic and Benchmark Tests Use these tests
and, with it, the coded instructions for making pro- to monitor your students’ progress and supply
teins and other important molecules.
7.4 Homeostasis and Cells remediation.
Vacuoles store materials like water, salts, proteins,
and carbohydrates. Lysosomes break down large mol- To maintain homeostasis, unicellular organisms
ecules into smaller ones that can be used by the cell. grow, respond to the environment, transform energy,
They are also involved in breaking down organelles and reproduce.
that have outlived their usefulness. The cytoskeleton The cells of multicellular organisms become
helps the cell maintain its shape and is also involved specialized for particular tasks and communicate
in movement. with one another to maintain homeostasis.
Proteins are assembled on ribosomes.
homeostasis (214) organ system (216)
Proteins made on the rough ER include those that tissue (216) receptor (217)
will be released from the cell as well as many mem- organ (216)
brane proteins and proteins destined for specialized
locations within the cell. The Golgi apparatus then Think Visually Use the terms diffusion, facilitated
modifies, sorts, and packages proteins and other diffusion, osmosis, active transport, endocytosis,
materials for storage in the cell or release outside the cell. phagocytosis, pinocytosis, and exocytosis to create a
concept map about the ways substances can move
into and out of cells.
Chapter 7 • Match It • Chapter Assessment 219
0001_Bio10_se_Ch07_SCA.indd 1 6/2/09 6:36:26 PM
Performance Tasks
SUMMATIVE TASK Have students imagine they are small enough to live within a
one-celled organism. Have them write a seven-day account describing how the cell
obtains, manufactures, and/or uses such things as food, proteins, and sufficient
water. Students should describe how they got into the cell and how they will leave.
Students need to include all of the parts of the cell they have studied and the
processes of active and passive transport. Answers
TRANSFER TASK Have the class plan a series of five newspaper articles that will run
in a hypothetical newspaper over a period of five days. Have students decide on five THINK VISUALLY
topics that will cover cell structure and function and answer the Essential Question: Answers may vary. Check the accuracy of concept
How are cell structures adapted to their functions? Each group should submit a maps. To make certain that students clearly under-
storyboard showing what the article will say, how it will be illustrated, what its stand the differences among these concepts, suggest
headline will be, and how it will be presented to the class. they add a caption or small drawing by each term.

ASSESSMENT
Lesson 7.1 7 Assessment
UNDERSTAND KEY CONCEPTS 7.1 Life Is Cellular 9. Cell membranes consist mainly of
1. d 2. b 3. b a. lipid bilayers. c. carbohydrates.
b. protein pumps. d. proteins.
Understand Key Concepts
4. Tables can have two columns. Left column head
1. In many cells, the structure that controls the cell’s 10. Draw a cell nucleus. Label and give the function
should be Scientist, with rows Hooke, Schleiden, of the following structures: chromatin, nucleolus,
activities is the
Schwann, and Virchow. Right column head a. cell membrane. c. nucleolus. and nuclear envelope.
should be Contribution, with rows cork “cells,” b. organelle. d. nucleus. 11. What is the function of a ribosome?
plants made of cells, all animals made of cells, 2. Despite differences in size and shape, at some 12. Describe the role of the Golgi apparatus.
existing cells divide to make new cells. point all cells have DNA and a
a. cell wall. c. mitochondrion. Think Critically
THINK CRITICALLY b. cell membrane. d. nucleus. 13. Infer The pancreas, an organ present in certain
5. a light microscope animals, produces enzymes used elsewhere in
3. What distinguishes a eukaryotic cell from a pro-
the animals’ digestive systems. Which type of
6. Alike: both have a cell membrane, DNA, and karyotic cell is the presence of
cell structure(s) might produce those enzymes?
a. a cell wall. c. DNA.
ribosomes; Different: prokaryotic DNA is not Explain your answer.
b. a nucleus. d. ribosomes.
found in a nucleus. 14. Classify For each of the following, indicate if the
4. Create a table that summarizes the contributions structure is found only in eukaryotes, or if it is
made to the cell theory by Robert Hooke, found in eukaryotes and prokaryotes: cell mem-
Matthias Schleiden, Theodor Schwann, and brane, mitochondria, ribosome, Golgi apparatus,
Lesson 7.2 Rudolf Virchow. nucleus, cytoplasm, and DNA.
UNDERSTAND KEY CONCEPTS Think Critically

7.3 Cell Transport
7. c 8. b 9. a 5. Apply Concepts If you wanted to observe a living
organism—an amoeba, for example—which type
Understand Key Concepts
10. Students’ drawings should be similar to the of microscope would you use?
15. The movement of water molecules across a selec-
nucleus in Figure 7–7, with nuclear membrane, 6. Compare and Contrast How are prokaryotic
tively permeable membrane is known as
nuclear pores, nucleolus, and chromatin labeled and eukaryotic cells alike? How do they
a. exocytosis. c. endocytosis.
and their functions identified. differ?
b. phagocytosis. d. osmosis.
11. Ribosomes assemble proteins according to 7.2 Cell Structure 16. A substance that moves by passive transport tends
coded directions from DNA. to move
a. away from the area of equilibrium.
12. The Golgi apparatus modifies, sorts, and Understand Key Concepts
b. away from the area where it is less concentrated.
packages proteins and other materials from 7. In eukaryotic cells, chromosomes carrying genetic c. away from the area where it is more concentrated.
the ER for storage or release through the cell information are found in the d. toward the area where it is more concentrated.
a. ribosomes. c. nucleus.
membrane. b. lysosomes. d. cell membrane. 17. Describe the process of diffusion, including a
detailed explanation of equilibrium.
THINK CRITICALLY 8. The organelles that break down lipids, carbohy-
18. What is the relationship between diffusion and
drates, and proteins into small molecules that can
13. Because enzymes are proteins, ribosomes, the osmosis? By definition, what’s the only substance
be used by the cell are called
endoplasmic reticulum, and the Golgi apparatus that undergoes osmosis?
a. vacuoles.
would be involved in producing them. b. lysosomes. 19. What is the difference between passive transport
c. ribosomes. and active transport?
14. Prokaryotes (Pro) and Eukaryotes (Eu)
d. microfilaments.
cell membrane: Pro and Eu
mitochondria: Eu
ribosome: Pro and Eu 220 Chapter 7 • Assessment
Golgi apparatus: Eu
nucleus: Eu
cytoplasm: Pro and Eu

17. In diffusion, particles move randomly 19. Passive transport acts to equalize
DNA: Pro and Eu from areas of higher concentration concentrations on both sides of the
to areas of lower concentration until membrane and does not require
equilibrium is reached. At equilib- energy. Active transport requires
Lesson 7.3 rium, the concentration is more or energy and moves materials against
less the same throughout. a concentration gradient.
UNDERSTAND KEY CONCEPTS
18. Osmosis is the diffusion of water
15. d 16. c through a selectively permeable
membrane. Only water can move by
osmosis.
220 Chapter 7 • Assessment

ASSESSMENT
Think Critically
20. Predict The beaker in the diagram below has
a selectively permeable membrane separating Have students reread the clues
two solutions. Assume that both water and salt and then read the Chapter Mystery
can pass freely through the membrane. When solution. Ask students to use
equilibrium is reached, will the fluid levels Figure 7–18 to review conditions that can affect the
be the same as they are now? Explain. DEATH BY . . . WATER?
During the race, Michelle flow of water into and out of cells and the osmotic
drank plenty of water, but pressure in the cells. Lack of electrolytes in the water
Side A Side B
she didn’t replace the salts Michelle was drinking upset the homeostasis
she lost due to sweating. As of her body.
Selectively
permeable
a result, her blood became
membrane hypotonic, and osmotic pres- Ask Besides water, what substances did Michelle lose
sure led the cells in her brain (and
Concentrated Dilute salt throughout her body) to swell.
in sweat? (sodium and other electrolytes)
salt solution and starch
solution
As Michelle’s blood became Ask How did the loss of those substances affect
more dilute, cells in her brain homeostasis in her body? (Loss of those substances
sent chemical signals to her
21. Predict What would happen to a sample of your kidneys to stop removing sodium chloride and drastically upset the equilibrium between water in
red blood cells if they were placed in a hypotonic other salts from her bloodstream. However, as her cells and water in her bloodstream.)
solution? Explain. she continued to sweat, she continued to lose salt
through her skin. CHAPTER MYSTERY ANSWERS
22. Design Experiments You are given food coloring
and three beakers. The first beaker contains water By the end of the race, Michelle had lost a 1. Drinking water without replacing electrolytes
at room temperature, the second beaker contains large quantity of salt and minerals and had taken
in so much water that homeostasis had broken
increased water concentration in her blood-
ice water, and the third beaker contains hot water.
Design a controlled experiment to determine the down, and her cells were damaged by unregu- stream in comparison to water concentration in
effects of temperature on the rate of diffusion. lated osmotic pressure. the cytoplasm of her cells. Water diffused into
Be sure to state your hypothesis. When Michelle was rushed to the hospital, her cells.
the doctors discovered that she was suffering
2. No, taking in electrolytes would have restored
7.4 Homeostasis and Cells from hyponatremia, or water intoxication. Left
untreated, this condition can lead to death. equilibrium between the electrolytes in her cells
Understand Key Concepts 1. Relate Cause and Effect When a person and those in her bloodstream.
23. Which of the following is true of ALL single-
sweats, water and essential solutes called 3. Hyponatremia results from osmosis, because it
electrolytes are lost from body fluid. Michelle
celled organisms? happens when cells are in a hypotonic solution
drank lots of water but did not replace lost
a. They are all prokaryotes. and water moves passively into the cells.
electrolytes. What effect did this have on
b. They are all bacteria.
her cells? 4. Sample answer: Hyponatremia dis-
c. They all reproduce.
d. They all have a nucleus. 2. Infer Had Michelle alternated between drink- rupts homeostasis in the body,
ing water and a sports drink with electrolytes because the high concentration of
24. A tissue is composed of a group of
would her condition be the same?
a. similar cells. c. organ systems. water in the bloodstream results in the move-
b. related organelles. d. related organs. 3. Infer Do you think that hyponatremia results ment of water into cells. The excessive water
from osmosis or active transport? Explain
25. Explain the relationship among cell specialization, your reasoning. interferes with the cells’ functioning, and may
multicellular organisms, and homeostasis. even destroy the cells.
4. Connect to the Explain how
26. Describe the relationship among cells, tissues,
hyponatremia disrupts homeostasis in
organs, and organ systems.
the body.
Students can watch Untamed
Science: Fishing for the Right
Balance to find out how saltwa-
ter fishes maintain water homeostasis.
Chapter 7 • Untamed Science Video • Chapter Mystery 221

THINK CRITICALLY Experiments should include the following 25. In multicellular organisms, each cell has a
20. The diffusing salt particles (the sodium steps: Drops of food coloring will be placed specialized role to play to maintain homeo-
and chloride ions that make up salt) and in the beakers at the same time, and the stasis, so all cells must work together to
water molecules will eventually reach equi- same number of drops will be placed in maintain homeostasis.
librium without a change in the fluid on each beaker. Diffusion in the three beakers 26. Groups of similar cells that perform a par-
either side. will be observed and compared after a set ticular function form tissues. Different types
amount of time; alternatively, the time that of tissues that perform a specific function
21. The blood cells would swell and burst,
it takes each beaker to reach a uniform work together as an organ. A group of
because the concentration of solute is
color will be measured. organs that work together for a specific
higher inside the cells than in the solution
outside. Therefore, the solution outside the function form an organ system.
cells would tend to diffuse into the cells.
22. Answers may vary. Students might hypoth-
Lesson 7.4
esize that diffusion will take place most UNDERSTAND KEY CONCEPTS
rapidly in the beaker with hot water. 23. c 24. a
ASSESSMENT THINK CRITICALLY
Think Critically
27. Infer Would you expect skin cells to contain more
29. Classify Classify each of the cells listed as pro-
karyotic or eukaryotic.
or fewer mitochondria than muscle cells? Explain 30. Compare and Contrast Compare the sizes of the
27. Predictions should say that muscle cells contain your answer. prokaryotic cells and eukaryotic cells.
more mitochondria. Because muscle cells are 28. Infer Pacemakers are devices that help keep heart 31. Infer Chlamydomonas reinhardtii is a single-
responsible for movement, they require more muscle cells contracting at a steady rate. If a celled organism with an approximate diameter of
energy than skin cells. person needs a pacemaker, what does that suggest 10 μm. Is it more likely a prokaryotic or eukary-
about his or her heart cells’ ability to send and otic organism? Explain your answer.
28. If a person needs a pacemaker, his or her heart receive chemical messages?
cells may have lost some of their ability to send Write About Science
chemical messages or to respond to messages. Connecting Concepts 32. Persuasion Different beverages have different
concentrations of solutes. Some beverages have
Use Science Graphics low solute concentrations and can be a source of
water for body cells. Other beverages have high
Connecting Concepts Use the data table to answer questions 29–31. solute concentrations and can actually dehydrate
your body cells. Should companies that market
Cell Sizes
USE SCIENCE GRAPHICS high-solute drinks say that the drinks quench
Cell Approximate Diameter thirst?
29. Prokaryotes: Escherichia coli, Streptococcus
Escherichia coli (bacterium) 0.5–0.8 μm
pneumoniae 33. Assess the What is the relation-
Human erythrocyte ship between active transport and homeostasis?
Eukaryotes: human erythrocyte, human ovum, (red blood cell)
6–8 μm
Give one example of active transport in an organ-
Saccharomyces cerevisiae ism, and explain how the organism uses energy to
Human ovum (egg cell) 100 μm
30. In general, prokaryotes are much smaller maintain homeostasis.
Saccharomyces cerevisiae 5–10 μm
than eukaryotes. (yeast)
31. Based upon size, Chlamydomonas reinhardtii is Streptococcus pneumoniae

0.5–1.3 μm
(bacterium)
likely to be a eukaryote.
WRITE ABOUT SCIENCE
32. Sample answer: Companies that market high-
solute drinks should not say that the drinks
quench thirst. If you drink something with a high
Most materials entering the cell pass across the cell 34. Calculate By approximately what percentage
solute concentration, water will move out of the membrane by diffusion. In general, the larger the is a molecule of carbon dioxide smaller than a
body cells and into the bloodstream. This can molecule, the slower the molecule diffuses across molecule of glucose?
actually increase thirst. the membrane. The graph shows the sizes of several a. 25% b. 50% c. 75% d. 100%
33. Active transport is one way in which organisms molecules that can diffuse across a lipid bilayer. 35. Formulate Hypotheses Which of the follow-
maintain homeostasis. For example, an amoeba ing is a logical hypothesis based on the graph
Size of Molecules
shown?
uses phagocytosis to take in food. The amoeba Carbon a. Cells contain more glucose than oxygen.
needs the food for energy and growth. dioxide b. Oxygen molecules diffuse across the cell
Molecule
Glucose membrane faster than water molecules.

Oxygen c. Glucose molecules must cross the cell
membrane by active transport.
Water d. Carbon dioxide crosses the cell membrane
0 50 100 150 200 faster than glucose.
Size (daltons)
PURPOSE Students will calculate the relative size of ANSWERS

molecules and hypothesize how the size of molecules 34. c
affects their diffusion.
35. d
PLANNING Review how to calculate percent differences.
Then, compare specific percent differences with more
familiar indicators of difference, e.g., by equating a twofold
increase with a 100 percent increase.

ASSESSMENT
Standardized Test Prep Answers
Multiple Choice Questions 8 –10 1. B
1. Animal cells have all of the following EXCEPT In an experiment, plant cells were placed in sucrose
2. A
A mitochondria. solutions of varying concentrations, and the rate at
B chloroplasts. which they absorbed sucrose from the solution was 3. C
C a nucleus. measured. The results are shown in the graph below.
D a cell membrane.
4. D
Sucrose Uptake 5. B
2. The nucleus includes all of the following struc-
tures EXCEPT 500 6. D
Rate of Sucrose Uptake

A cytoplasm. C DNA. 400 7. A
(μmol/g/min)
B a nuclear envelope. D a nucleolus.
3. The human brain is an example of a(n)
300 8. D
A cell. 200 9. A
B tissue.
C organ. 100 10. D
D organ system. 0 11. A typical cell in fresh water will take in water,
0 10 20 30 40
4. Which cell structures are sometimes found Concentration of Sucrose (mmol/L) swell, and may burst.
attached to the endoplasmic reticulum?
A chloroplasts
B nuclei 8. In this experiment, sucrose probably entered the
C mitochondria cells by means of
D ribosomes A endocytosis. C osmosis.
B phagocytosis. D active transport.
5. Which process always involves the movement of
materials from inside the cell to outside the cell? 9. The graph shows that as the concentration of sucrose
A phagocytosis increased from 10 to 30 mmol/L, the plant cells
B exocytosis A took in sucrose more slowly.
C endocytosis B took in sucrose more quickly.
D osmosis C failed to take in more sucrose.
D secreted sucrose more slowly.
6. Which of the following is an example of active
transport? 10. Based on the graph, the rate of sucrose uptake
A facilitated diffusion A increased at a constant rate from 0 to 30 mmol/L.
B osmosis B decreased at varying rates from 0 to 30 mmol/L.
C diffusion C was less at 25 mmol/L than at 5 mmol/L.
D endocytosis D was constant between 30 and 40 mmol/L.
7. The difference between prokaryotic and eukaryotic Open-Ended Response

cells involves the presence of
A a nucleus. 11. What would you expect to happen if you placed a
B genetic material in the form of DNA. typical cell in fresh water?
C chloroplasts.
D a cell membrane.
If You Have Trouble With . . .

Question 1 2 3 4 5 6 7 8 9 10 11
See Lesson 7.2 7.2 7.4 7.2 7.3 7.3 7.1 7.3 7.3 7.3 7.3
0001_Bio10_se_Ch07_STP.indd 223 6/15/09 1:16:14 PM
Test-Taking Tip
INTERPRET GRAPHS
Tell students that when answering a question based on experimental data, they
should read the description of the experiment carefully to determine the steps fol-
lowed. They should also examine the description of the experiment and the labels on
the graph axes to determine the independent and dependent variables. Suggest they
look for any trends in the data. For example, when studying a graph, they should ask,
“If x increases, what happens to y?”

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UNIT 3

Cells I can still remember the first time I looked

Chapters hometown high school in New Jersey. After care-

Have students preview the chapter

NATIONAL SCIENCE EDUCATION STANDARDS Chapter 7 • Flash Cards

CONTENT Understanding by Design

Never Stop Exploring Your World.

Cell Structure and Function 189

CONTENT Teach for Understanding

190 Chapter 7 • Lesson 1

192 Chapter 7 • Lesson 1

0001_Bio10_se_Ch07_S1.indd 3 6/2/09 6:31:27 PM

Check for Understanding

Answers • What are the three parts of the cell theory?

0001_Bio10_se_Ch07_S1.indd 4 6/2/09 6:31:30 PM

Cell Structure and Function 193

Assess and Remediate

Study Wkbks A/B, Appendix S33, Venn Diagram.

REMEDIATION SUGGESTION Review Key Concepts

194 Chapter 7 • Lesson 1

2b. False coloring is sometimes added to elec-

194 Chapter 7 • Lesson 1

without magniﬁcation. There are a DIFFERENTIATED INSTRUCTION

Careers and Biology 195

0001_Bio10_se_Ch07_CIB.indd 1 6/2/09 6:29:58 PM

CONTENT Teach for Understanding

196 Chapter 7 • Lesson 2

Students can extend the analogy of

ELL Focus on ELL:

often makes something easier to understand.

0001_Bio10_se_Ch07_S2.indd 3 6/2/09 6:32:26 PM

198 Chapter 7 • Lesson 2

Cell Structure and Function 199

0001_Bio10_se_Ch07_S2.indd 4 6/2/09 6:32:31 PM

Check for Understanding

Cell Structure and Function 199

0001_Bio10_se_Ch07_S2.indd 200 6/9/09 1:34:43 PM

Check for Understanding

200 Chapter 7 • Lesson 2

Cell Structure and Function 201

0001_Bio10_se_Ch07_S2.indd 6 6/2/09 6:33:00 PM

chloroplasts with their function—eukaryotes that

202 Chapter 7 • Lesson 2

the analogy comparing cell membranes/walls to

Cell Structure and Function 203

0001_Bio10_se_Ch07_S2.indd 8 6/2/09 6:33:12 PM

ANALYZE AND CONCLUDE

Cell Structure and Function 203

stand the relationship between the different com-

L3 Advanced Students Have students work in

pairs to develop an analogy related to the ﬂuid

204 Chapter 7 • Lesson 2

0001_Bio10_se_Ch07_S2.indd 9 6/2/09 6:33:15 PM

Check for Understanding

204 Chapter 7 • Lesson 2

Review Key Concepts 5. a. Review Why is the cell membrane some-

Lesson 7.2 • Self-Test • Lesson Assessment

Cell Structure and Function 205

0001_Bio10_se_Ch07_S2.indd 10 6/2/09 6:33:17 PM

Cell Structure and Function 205