Cells: Unit 2

Overview
Subject Cells
Standards/Content and Every cell is covered by a membrane that controls what can enter and leave the cell. In all but quite primitive cells, a
OST Alignment complex network of proteins provides organization and shape. Within the cell are specialized parts for the transport
of materials, energy transformation, protein building, waste disposal, information feedback and movement. In
addition to these basic cellular functions, most cells in multicellular organisms perform some specific functions that
others do not.
Key Vocabulary. Cell Membrane, Phosholipid, Fluid Mosaic Model, Selective Permeability, Receptor, Diffusion, Passive Transport,
Concentration Gradient, Osmosis, Isotonic, Hypertonic, Hypotonic, Facilitated Diffusion, Active Transport, endocytosis,
phagocytosis, Exocytosis.
Unit Lessons
· Plan Extended Activity- may be completed in a 50-75 minute period.
· Pacing 50-75 minutes
· Materials • LCD Projector and Screen (optional to go over answers together on white board)
• Copy of POGIL - Transport in Cells
• Copy of four Released OST Questions pertaining to the plasma membrane
• Pens or Pencils

• Class set of scissors for activity.

· Activity/Teach • Have students work in pairs on the POGIL - Transport in Cells activity and answer questions 1-10. 10-15 minutes
(Day 1)
• As a class have students share out their answers (1-10 from Day 1) while pointing out where they found the answers
and/or how they knew/found the answer. 10-15 minutes (Day 2)
• Have students work in pairs on the POGIL - Transport in Cells activity and answer questions 11-18. 10-15 minutes
(Day 3)
• As a class have students share out their answers (11-18 from Day 2) while pointing out where they found the
answers and/or how they knew/found the answer. 10-15 minutes (Day 4)
• Have students answer the four Released OST Questions pertaining to the plasma membrane. Collect and go over the
answers. 10-15 minutes (Day 5)
Activities to Support Content 11.POGIL - Membrane Structure & Function
Learning 2.Diffusion in a Baggie (over the counter Iodine will work for this activity as well as chemical grade)
3.How can Diffusion be Observed (this is a longer version of Diffusion in a Baggie)
4.Tonicity Foldable (you will need a class set of scissors, colored pencils, and blank paper)
5.POGIL - Membrane Structure & Function
6.Potato Osmosis Lab
7.Gale Cengage 3-D model of Cell membrane
8.Cell Defense game at Bioman Biology at https://biomanbio.com/GamesandLabs/Cellgames/Cells.html

Outcomes and Assessments

· Outcome Students will be able to distinguish between modes of transport of materials across the plasma membrane and relate
the structure of the plasma membrane to it's function.
Assessment/Evidence of POGIL answers will be used as formative assessment. The two released OST questions that are one individually will be
Activity used as summative assessment.
Differentiation
Differentiation for ELL •
ELL Learners should define vocabulary using previously mentioned strategies of four square or Frayer model. Review
learners and struggling prefixes: hypo/hyper, exo/endo.
Differentiation for struggling •
ELL learners may create a T-chart showing the differences between active and passive transport with examples.
learners including special •
POGIL must be made into smaller blocks of information used over several days as to not overwhelm ELL and other
needs and ELL struggling learners.
•
It may benefit struggling learners to complete the hands-on Diffusion in a Baggie/ How Can Diffusion be Observed
activity before the explanation of diffusion, even if the teacher completes the lab activity as a demo.
•
It may benefit struggling learners to play the Cell Defense game at Bioman Biology at
https://biomanbio.com/GamesandLabs/Cellgames/Cells.html
Cells OST Released Question Practice _ Plasma Membrane & Transport

Name _________________________ Period_______ Date______________

1.

2.
3.

4.
 Name___________________________________

Diffusion Lab
Introduction: In this lab you will observe the diffusion of a substance across a semi permeable
membrane. Iodine is a known indicator for starch. An indicator is a substance that chances color
in the presence of the substance it indicates. Watch as your teacher demonstrates how iodine
changes in the presence of starch.

Prelab Observations: Describe what happened when iodine came into contact with starch.

Procedure:

1. Fill a plastic baggie with a teaspoon of corn starch and a half a cup of water tie bag.
(This may already have been done for you)
2. Fill a beaker halfway with water and add ten drops of iodine.
3. Place the baggie in the cup so that the cornstarch mixture is submerged in the iodine
water mixture.
4. Wait fifteen minutes and record your observations in the data table
5. While you are waiting, answer the questions.

Questions:

1. Define diffusion.

2. Define osmosis

3. What is the main difference between osmosis and diffusion

4. Why is iodine called an indicator?

5. Molecules tend to move from areas of _______ concentration to areas of ______

concentration.

What ís in the Bag?

We’re going to think about concentrations now, which substances are more or less concentrated
depends on which one has the most stuff in it.

1. Is the baggie or beaker more concentrated in starch?

2. Is the baggie or beaker more concentrated in iodine?

3. Iodine solution: is the baggie or the beaker hypertonic?

4. Starch solution: is the baggie or the beaker hypertonic?

5. Which one is hypotonic in relation to starch, baggie or beaker?

Make Some Predictions

1. If the baggie was permeable to starch, which way would the starch move, into the bag or out
of the bag? ________

2. If the baggie was permeable to iodine, which way would the iodine move, into or out of the
bag? _______

3. If the baggie was permeable to iodine, what color would you expect the solution in the baggie
to turn? _______ What about the solution in the beaker? ___________

4. If the baggie was permeable to starch, what color would you expect the solution in the baggie
to turn? ________ What about the solution in the beaker? _________

5. Make a prediction about what you think will happen:

Data Table

Starting Color Color after 15 minutes

Solution in Beaker
Solution in Bag

Post Lab Analysis

1. Based on your observations, which substance moved, the iodine or the starch?

2. How did you determine this?

3. The plastic baggie was permeable to which substance?

4. Is the plastic baggie selectively permeable?

5. Sketch the cup and baggie in the space below. Use arrows to illustrate how diffusion occurred
in this lab.

6. What would happen if you did an experiment in which the iodine solution was placed in the
baggie, and the starch solution was in the beaker?
Be detailed in your description.

7. Why is it not a good idea to store iodine in a plastic bag?

How Can Diffusion Be Observed?
Introduction: In this lab you will observe the diffusion of a substance across a semipermeable
membrane. Iodine is a known indicator for starch. An indicator is a substance that changes color
in the presence of the substance it indicates. Watch as your teacher demonstrates how iodine
changes in the presence of starch.
Prelab Observations: Describe what happened when iodine came into contact with starch.

Procedure:
1. Fill a plastic baggie with a teaspoon of cornstarch and a half a cup of water tie bag. (This
may already have been done for you)
2. Fill a beaker halfway with water and add ten drops of iodine.
3. Place the baggie in the cup so that the cornstarch mixture is submerged in the iodine
water mixture.
4. Wait fifteen minutes and record your observations in the data table
5. While you are waiting, answer the questions.
Questions:
1. Define diffusion. ____________________________________________________________
2. Define osmosis. ____________________________________________________________
3. Why is iodine called an indicator?
_____________________________________________________
4. Molecules tend to move from areas of _______ concentration to areas of ______
concentration.
What's in the Bag?
We're going to think about concentrations now, which substances are more or less concentrated
depends on which one has the most stuff in it.
1. Which is more concentrated in starch? [ beaker / baggie ]
2. Which is more concentrated in iodine? [ beaker / baggie ]
3. With regard to iodine, which is hypertonic? [ beaker / baggie ]
4. With regard to starch, which is hypertonic? [ beaker / baggie ]

Make Some Predictions

1. If the bag is permeable to starch, which way would the starch move? [ into bag / out of bag ]
2. If the bag is permeable to iodine, which way would the iodine move? [ into bag / out of bag ]
3. If the bag is permeable to iodine, what color would you expect it to change? [ orange / purple
/ no change ]
What about the solution in the beaker? [ orange / purple / no change ]
4. If the bag is permeable to starch, what color would you expect it to change? [ orange / purple
/ no change ]
What about the solution in the beaker? [ orange / purple / no change ]
Observations
Write your observations in the table below:
Starting Color Color after 15 minutes

Solution in Beaker

Solution in Bag

Post Lab Analysis

1. Based on your observations, which substance moved, the iodine or the starch?

2. How did you determine this?

3. The plastic baggie was permeable to which substance?

4. Explain how the bag is a model for the cell.

5. Sketch the cup and baggie in the space below. Use arrows to illustrate how diffusion occurred
in this lab.

6. What would happen if you did an experiment in which the iodine solution was placed in the
baggie, and the starch solution was in the beaker? Be detailed in your description.

7. Why is it not a good idea to store iodine in a plastic bag?

 Membrane Structure and Function
How do substances move in and out of cells?

Why?
Advertisements for sports drinks, such as Gatorade®, PowerAde®, and Vitaminwater™, etc. seem to be
everywhere. All of these drinks are supposed to help your body recover and replenish lost electrolytes,
fluids, and vitamins after exercise. But how do the essential molecules contained in these drinks get into
your cells quickly to help you recover after exercise?

Model 1 – Simple Diffusion

Semi-permeable membrane

  1. How many different types of molecules are shown in Model 1?

  2 Count and record the number of triangles and circles found on each side of the membrane.

  3. Which shape is larger?

  4. Describe the direction of the movement of the molecules in Model 1?

  5. Which molecules are able to pass through the semi-permeable membrane? Justify your answer.

  6. If you left this “system” for an extended period of time and then viewed it again, would you ex-
pect to find any changes in the concentrations of the molecules on either side of the membrane?
Justify your answer.

Membrane Structure and Function 1

Model 2 – The Selectively Permeable Cell Membrane

Small nonpolar or small polar molecules

Phospholipid

Small surface protein

Inside the cell
Membrane-spanning protein

Carbohydrate chain

Glycoprotein

Glycolipid

Outside the cell

  7. What two major types of biological molecules compose the majority of the cell membrane in
Model 2?

  8. How many different protein molecules are found in Model 2?

  9. What is the difference between the position of the surface proteins and the membrane-spanning
proteins?

10. When a carbohydrate chain is attached to a protein, what is the structure called?

11. When a carbohydrate is attached to a phospholipid, what is the structure called?

12. What types of molecules are shown moving across the membrane?

13. Where exactly in the membrane do these molecules pass through?

14. How does the concentration of the small molecules inside the cell compare to that outside the cell?

2 POGIL™ Activities for High School Biology

 15. Because particles move randomly, molecules tend to move across the membrane in both direc-
tions. Does the model indicate that the molecules are moving in equal amounts in both direc-
tions? Justify your answer using complete sentences.

Read This!
When there is a difference in concentration of a particular particle on either side of a membrane, a
concentration gradient exists. Particles move along the concentration gradient from high to low con-
centration until a state of equilibrium is reached. At that point, there is no more net movement in one
direction, although the particles continue to move randomly across the membrane, often called dynamic
equilibrium. The net movement of particles along the concentration gradient is called diffusion.

16. Look back at Models 1 and 2. Which particles are moving by diffusion across the membranes
shown?

17. Using all the information from the previous models and questions circle the correct response to
correctly fill in each blank.
a. Diffusion is the net movement of molecules from an area of (low/high)
concentration to an area of (low/high) concentration.
b. The molecules will continue to move along this (semi-permeable membrane/
concentration gradient) until they reach (diffusion/equilibrium).
c. Once equilibrium is reached, molecules will continue to move across a membrane
(randomly/in one direction).

Membrane Structure and Function 3

Model 3 – Facilitated Diffusion

Glucose Hormones

Hormone
binding site

Gated channel Channel begins to open

18. Which part of the cell membrane is shown in more detail in Model 3?

19. What is the gap between the proteins called?

20. What type of molecules attach to the protein?

21. Explain in detail what happened that allowed the glucose molecules to pass through.

4 POGIL™ Activities for High School Biology

Read This!
Some molecules, such as glucose, use gated channels as shown in Model 3; however, not all channels are
gated. Some channels remain permanently open and are used to transport ions and water across the cell
membrane.
22. Discuss with your group why the type of protein channel in Model 3 is called a gated channel.
Write your group’s responses below.

23. To facilitate means to help. Explain why this type of diffusion is called facilitated diffusion.

24. The “tails” of phospholipids are nonpolar; therefore, they do not readily interact with charged
particles such as ions. How can this explain why facilitated diffusion is necessary for the transport
of ions such as Na+ and K+ across the cell membrane? In other words, why would these ions not
cross by simple diffusion?

Model 4 – Active Transport

Substance to be transported

Ion-binding site

ADP

ATP ATP

ATP-binding site

Membrane Structure and Function 5

 25. Which part of the cell membrane is shown in more detail in Model 4? Look back at Model 2 if
needed.

26. What shape represents the substance being transported across the membrane in Model 4?

27. List two binding sites found on the protein.

28. In which direction is the transported substance moving—from an area of high concentration to
low or from an area of low concentration to high? Support your answer.

29. Is the substance being moved along (down) a concentration gradient? Justify your answer.

30. ATP is a type of molecule that can provide energy for biological processes. Explain how the
energy is being used in Model 4.

31. What happens to the ATP after it binds to the protein?

32. The type of transport shown in Model 4 is called active transport, while diffusion and
facilitated diffusion are called passive transport. Given the direction of the concentration
gradient in active and passive transport examples, explain why active transport requires energy
input by the cell.

6 POGIL™ Activities for High School Biology

 33. With your group, complete the table below to show the difference between active and passive
transport.

Passive Transport
Active Transport
Diffusion Facilitated Diffusion
Requires energy input
by the cell
Molecules move along (down)
a concentration gradient
Moves molecules against (up)
a concentration gradient
Always involves channel
(membrane-spanning)proteins
Molecules pass between
the phospholipids

Moves ions like Na+ and K+

Moves large molecules

Moves small nonpolar and

polar molecules
34. With your group develop a definition for active transport.

Membrane Structure and Function 7

Extension Questions
Active transport

Diffusion

Rate of transport Facilitated diffusion

Concentration difference

35. Given the information in the graph, which type of cell transport would be best to move
substances into or out of the cell quickly?

36. Which type of transport would be the best if the cell needs to respond to a sudden concentration
gradient difference?

37. Why would the line representing facilitated diffusion level off as the concentration gets higher,
while the line representing diffusion continues to go up at a steady rate?

38. Why does active transport, on the same graph, start off with such a high initial rate compared to
diffusion and facilitated diffusion?

8 POGIL™ Activities for High School Biology

 Transport in Cells
How do water molecules move in and out of cells?

Why?
Water accounts for over 70% of the human body. If water levels are not regulated and maintained in an
organism the consequences can be disastrous. Cells and tissues may swell, blood cells burst, or the brain
may expand so much it pushes on the skull, leading to brain damage and death. So what exactly is the
process that allows organisms to regulate and maintain their water content?

Model 1 – Movement of Water In and Out of Cells

+ +
+
+ + +
+ + + + +
+ + + + Sugar molecules (solute)
+ +
+ + + + +
+ Water molecules (solvent)
+ +
+ + + + Selectively permeable membrane
+
+ + +
+ + +
+ + +
+
  1. A solution consists of a solute and a solvent mixed together. For the solution in Model 1 identify
and provide the symbol for the
a. solute.

b. solvent.

  2. Consider the size of the sugar and water molecules in Model 1. Which molecules in the diagram
in Model 1 are able to move through the selectively permeable membrane?

  3. Complete the table below by counting the molecules in Model 1.

Inside the Cell Outside the Cell

Number of sugar molecules

Number of water molecules

Ratio of water to sugar

Transport in Cells 1
   4. Which solution in Model 1 is more concentrated—the solution inside the cell or outside of the
cell? Explain your answer in terms of the ratio of solute to solvent particles.

  5. Consider the arrows indicating movement of water across the membrane.
a. In which direction are water molecules moving—into or out of the cell?

b. Are more water molecules moving into or out of the cell?

c. Is the net direction of water movement into or out of the cell?

  6. Circle the correct word below to indicate the change in the concentration of the sugar solution
on each side of the membrane as water molecules move.
a. The solution inside the cell will become (more/less) concentrated with the net movement of
water.
b. The solution outside the cell will become (more/less) concentrated with the net movement of
water.
  7. Applying what you already know about the random movement of molecules, what will eventu-
ally happen to the concentration on both sides of the membrane?

  8. The definition of diffusion is the movement of molecules across a membrane from an area of
high concentration to an area of low concentration. According to this definition, is the cell in
Model 1 undergoing diffusion? Explain.

  9. In the cell diagram in Model 1, where is the higher concentration of water—inside or outside of
the cell?

10. Is the cell in Model 1 undergoing diffusion if you consider the concentration of water on either
side of the selectively permeable membrane? Explain.

2 POGIL™ Activities for High School Biology

Read This!
Osmosis is the movement of water from high water concentration to low water concentration across a
semi-permeable membrane.

Model 2 – Osmosis in Plant and Animal Cells

External solution:
Hypertonic Isotonic Hypotonic
A B C

Animal
Cell

Crenated Normal Lysed

Cell membrane
            Cell wall

D E F

Plant
Cell

Plasmolysed Normal Turgid

11. Using your knowledge of cells, which type of cells in Model 2—animal or plant—have
a. a selectively permeable membrane?

b. a permeable, rigid cell wall?

12. The arrows in Model 2 show movement of water into and out of the cells. What does the thick-
ness of the arrow indicate?

Transport in Cells 3
 13. For each question use diagrams A–F in Model 2. Which cells show
a. a net increase in water?

b. a net decrease in water?

c. no net change in water?

14. Consider the definition for osmosis and the net movement of water from a dilute solution (high
concentration of water) to a concentrated solution (low concentration of water).
a. Describe the concentration of the solution surrounding cells A and D (extracellular), relative
to the concentration of the solution inside cells A and D (intracellular).

b. Describe the concentration of the extracellular solution of cells C and F, relative to the intra-
cellular solution of cells C and F.

c. Describe the concentration of the extracellular solution of cells B and E, relative to the con-
centration of the intracellular solution of cells B and E.

15. Using the diagrams in Model 2 and the answers to the previous question, develop definitions for
the following words.
a. A hypertonic extracellular solution is ___________.

b. A hypotonic extracellular solution is ___________.

c. An isotonic extracellular solution is ___________.

16. Consider the cells in Model 2 that are in hypertonic solutions.

a. Describe what has happened to the plant cell.

b. What word is used to summarize these changes to the plant cell?

c. What word would be used if the cell were from an animal?

4 POGIL™ Activities for High School Biology

 17. Consider the cells in Model 2 that are in hypotonic solutions.
a. Describe the changes to the plant cell.

b. What word summarizes these changes to the plant cell?

c. What word would be used if the cell were from an animal?

18. When animal cells are in a hypotonic solution they can undergo lysis. However, plant cells do
not, they only become turgid.
a. Define lysis based on the diagram in Model 2.

b. What structure on the plant cell prevents lysis from occurring in a hypotonic solution?

Transport in Cells 5
Extension Questions
19. Using the concept of osmosis, explain why water is sprayed over produce in a grocery store. How
might this change the appearance of the produce, and why would this change be desirable?

20. Suppose you made a lettuce salad in the afternoon, added salt and other seasonings, and then put
the salad in the refrigerator. When you took the salad out of the refrigerator for dinner, the let-
tuce looked wilted and some water was in the bottom of the bowl. Use the principles of osmosis
to explain what happened.

21. In extreme cases, it is possible to die from drinking too much water. The consumption of several
liters of water in a short amount of time can lead to brain edema (swelling) and death. Explain
the effect of ingesting an extremely large amount of water at the level of the brain cells, including
the role of osmosis in this process.

22. The diagram below shows a single-celled organism called Paramecium, which lives in freshwater
environments. This organism contains a specialized organelle called a contractile vacuole that
helps maintain osmotic balance. Predict how this organelle might help the organism survive
given that it is constantly immersed in a hypotonic solution.
Food Vacuoles

Radiating Canal
Contractile Vacuole

Nucleus

Oral Groove
Vestible
Oesophagus

Cilia

6 POGIL™ Activities for High School Biology

 Potato Osmosis

Introduction:
A shipwrecked sailor is stranded on a small desert island with no fresh water to
drink. She knows she could last without food for up to a month, but if she didn't
have water to drink she would be dead within a week. Hoping to postpone the
inevitable, her thirst drove her to drink the salty seawater. She was dead in two
days. Why do you think drinking seawater killed the sailor faster than not
drinking any water at all? Today we explore the cause of the sailor's death. We'll
prepare solutions of salt water to represent the sea, and we'll cut up slices of
potato to represent the sailor. Potatoes are made of cells, as is the sailor!

Objective:
The concentration of solute in a solution will affect the movement of water across
potato cell membranes.

Materials:
potato, corer, 3 plastic cups, marker, salt, sugar, distilled water, paper, pencil,
electronic balance, clock with second hand or timer, metric ruler, small ziplock
plastic bag, foil or plastic wrap

Procedure:
Day 1
1. Use a knife to square off the ends of your potato. Your potato's cells will
act like the sailor's cells.
2. Stand your potato on end & use your cork borers to bore 3 vertical
holes.
 3. Remove the potato cylinders from the cork borer & measure their
length in centimeters.
4. Cut the 3 potato cylinders to the same length (about 4 -5 centimeters
long).
5. Record the length & turgidity of the potato cylinders in your data table
(day 1).
6. Place the 3 potato cylinders in a small ziplock bag to prevent them from
dehydrating before they're used.
7. Take 3 plastic cups and label them with the solution that will be placed
in each one --- sugar, salt, distilled water.
8. Prepare a saturated solution of salt by mixing as much salt as you can
with water.
9. Repeat this step by making a saturated sugar solution.
10.Now fill each cup 2/3's full of the correct solution ---- sugar water, salt
water, or distilled water.
11.Mass each of the potato cylinders & record this mass in grams on your
data table.
12.Place one of your potato cylinders into each cup and cover the top of the
cup with foil or plastic.
13.Leave the potato cylinders in the solution for 24 hours.

Day 2
13.Carefully remove the potato cylinder from the distilled water solution &
pat it dry on a paper towel.
14.Measure the length of the potato cylinder & record this length & the
appearance of the cylinder on your data table. (day 2)
15.Measure & record the mass of this cylinder.
16.Repeat steps 13-15 for the potato cylinders in the salt solution & the sugar
solution.
17.Clean up your equipment & area and return materials to their proper
place.
Data:
Results of Osmosis in Potato Cells
Tonicity
Initial Final Change Initial Final Initial Final of
Change
length length in Mass Mass Turgidity Turgidity Solution
Solution in mass
cm cm length g g (flaccid (flaccid (iso-,
g
(day1) (day2) cm (day1) (day2) or crisp) or crisp) hypo-, or
hpertonic)
Distilled
water
Salt
Solution
Sugar
Solution

Results & Conclusions:

1. Did any of the potato cylinders change in their turgidity (flexibility), and if so,
which ones changed?

2. Explain why the flexibility of the potato slices changed.

3. Define isotonic, hypotonic, & hypertonic solutions.

4. If potato slices changed in length or turgidity, what process was responsible

for this?

5. Make a sketch of your potato cylinder in the distilled water and use arrows to
show the direction of water movement across the potato cell membranes.
6. What type of solutions were the salt & sugar solutions. Explain how you know
this.

7. Which solution served as the control for this experiment & why?

8. In which solutions was there a greater solute concentration outside of the cells?

9. In which direction did water move through these cell membranes?

10. In what type of solution do plant cells do best & why?

11. Using the information you've discovered from this experiment, explain why
the sailor died that drank saltwater.
 Potato Osmosis Lab Write up
Introduction

 Explain the importance of water to the cell (60-90%, universal solvent, etc.)
 Explain the parts of a solution (solute & solvent) and what is meant by the
solution's concentration
 Discuss semipermeable cell membranes and osmosis
 Explain what determines direction of movement of water into and out of the
cell (solute concentration inside & outside the cell, water potential, down the
concentration gradient, etc.)
 Explain the effect of water loss and water gain on plant cells

Hypothesis
(write objective from lab.)

Materials
The materials used include ...

Procedure
Day 1
Use a knife to ... (No numbers; write in paragraph form)

Procedure
Day 2
Carefully remove the ... (No numbers; write in paragraph form)

Results

Data Table

1. Did any of the ...

answer

Conclusion

 Restate the hypothesis

 Discuss the original mass and original appearance of the potato cores
 Discuss the mass change (if any0 and flexibility of the cores after 24 hours in
the solutions
 Explain the change of mass in each core telling WHY THE MASS CHANGE
OCCURRED (movement of the water & in which direction & why it moved that
way)
 Explain the change in flexibility of the cores (why were they stiffer or more
flexible)
 Make a final statement about concentration gradient & movement of water
across cell membranes
 CELLS & TONICITY

Instructions
Diagrams:
For a 3-Tab Foldable
1. Fold a sheet of paper like a hot dog.
2. With the paper horizontal, and the fold
of the hot dog up, fold the right side
toward the center, trying to cover one
half of the paper.
3. NOTE: If you fold the right edge over
first, the final graphic organizer will
open and close like a book.
4. Fold the left side over the right side to
make a book with three folds.
5. Open the folded book. Place your hands
between the two thicknesses of paper
and cut up the two valleys on one side
only. This will form three tabs.

FRONT SIDE OF TABS (left to right):

1. Use Capital letters and label the top of each tab as follows ---
Tab 1 – HYPERTONIC, Tab 2 – ISOTONIC, and Tab 3 – HYPOTONIC.
1
2. SKETCH a CELL in the center of each tab and label it CELL. Be sure to draw it large enough to write
the percent salt and percent water it contains.
3. On the BOTTOM OF EACH TAB, print the word environment.
4. TAB 1
 DRAW A CELL that has a 10% NaCl (salt) solution in an ENVIRONMENT with a 15% salt
solution.
 COLOR the cell yellow and the environment light blue.
 In RED INK, write the percent of water inside and outside the cell.
 Use RED INK, and draw arrows showing the direction of movement of water into or out of the
cell.
5. TAB 2
 DRAW A CELL that has a 10% NaCl (salt) solution in an ENVIRONMENT with a 10% salt
solution.
 COLOR the cell yellow and the environment light blue.
 In RED INK, write the percent of water inside and outside the cell.
 Use RED INK, and draw arrows showing the direction of movement of water into or out of the
cell.
6. TAB 3
 DRAW A CELL that has a 6% NaCl (salt) solution in an ENVIRONMENT with a 3% salt solution.
 COLOR the cell yellow and the environment light blue.
 In RED INK, write the percent of water inside and outside the cell.
 Use RED INK, and draw arrows showing the direction of movement of water into or out of the
cell.

INSIDE OF FOLDABLE (NOT THE BACK OF THE TAB)

7. Use a ruler and draw two lines that divide the inside of your foldable into 3 sections.
8. BE SURE TO UNDERLINE THE MISSING TERM(S).
9. In SECTION 1, bullet and answer each of the following questions about HYPERTONIC solutions:
 In HYPERTONIC solutions, water moves _____________ the cell.
 Hypertonicity causes cells to ___________.
 Plants cells _________ water and start to _W_ ___ ___ ___.
 The process of water moving out of a cell is called P__________.
9. In SECTION 2, bullet and answer each of the following questions about ISOTONIC solutions:
 ________ cells need isotonic solutions to be at homeostasis.
 Water DOES or DOES NOT stop moving.
 Cells reach a point called Dynamic _____________ in isotonic solutions.
 Equal amounts of water are ___________ and _________ the cell.
10. In SECTION 3, bullet and answer each of the following questions about HYPOTONIC solutions:
 In HYPOTONIC solutions, water moves __________ a cell.
 Animal cells __________ in size and _________ or lyse in these solutions
 Bursting of cells is called C_________.
 ___________ cells need this tonicity to be at homeostasis.
 ________ _________ results from water inside a plant cell pushing the cell membrane out
against the plant’s cell wall.