BIO01: General Biology 1

Quarter 1
Course Outcome 1

DATA SHEET
Name: Section:
Baylon, Juliana Michaela IS215
Cuevas, Keira Leigh
Lizardo, Reynabai
Martinez, Laurenz Edward
Rodrigo, Jan Lea

PT3: Passive and Active Process of Membrane Transport

OBJECTIVES (Rodrigo, Jan Lea)

Enumerate the goals of the virtual experiment. Minimum of 3 objectives.
• To understand and view the happenings in the passive transport: diffusion & osmosis.
• To know and fully understand active transport using the animation.
• To know and view what is happening in the vesicular transport.
• To gain more knowledge about simple diffusion, facilitated diffusion, gate channels,
osmolarity, tonicity, endocytosis: pinocytosis & phagocytosis.
At the end of the experiment, the researchers are expected to:
• Identify and label the concept map of membrane transport.
• Know the difference between active and passive transport.
• Fully know the different information about the active and passive transport.
MATERIALS (Rodrigo, Jan Lea)
• Animation of passive transport: diffusion
• Animation of passive transport: Osmosis
• Animation of active transport
• Animation of vesicular transport
• Summary animation of active and passive transport
• Oxygen in the interstitial fluid
• Carbon Dioxide in cytosol
• Sodium
• Potassium
• Non-Gated & gated channels
• Ligand
• Neurotransmitter
• Voltage-gated channel
• Hand
• NaCl
• Beaker
• Plunger
• Deionized water
• Plasma membrane of the red blood cell
• Osmolarity slider
• Tonicity slider
• ATP molecule
• Na +
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• Glucose
• H+
• Sodium-potassium pump
• Golgi apparatus
• Exocytosis interactive animation
• Pinocytosis interactive animation
• Interactive phagocytosis animation
• Primary active transportation animation
• Secondary active transportation animation
• Pseudopod
• Vesicle
• Lysosome
• Cholesterol molecules
• Concept map of membrane transport
• Electronic balance

PROCEDURE (Rodrigo, Jan Lea)

Summarize the procedures conducted during the lab experiment; be sure to include the critical
steps. Write the procedure in enough details so that anyone can repeat the experiment just by
reading this section.
• Understanding passive transport: diffusion in the animation by following the steps:
1. Observing the passive and active transport example.
2. To change the concentration of the oxygen in the interstitial fluid the researcher is asked
to use the arrows.
3. Also, to change the concentration of carbon dioxide in the cytosol the researcher is
asked to use the arrows.
4. The researcher is then asked to select and drag to create an arrow indicating the path of
sodium as it diffuses through its non-gated channel, down its concentration.
5. Then, the researchers select and drag to create an arrow indicating the path of potassium
as it diffuses through its non-gated channel, down its concentration gradient.
6. You need to move the ligand to its binding site on the gated channel, causing the
channel to open.
7. Next is to move the neurotransmitter to its binding site on the ligand-gated channel,
causing the channel to open.
8. To trigger a voltage, change to stimulate the voltage-gated channel to open you need to
select an arrow.
9. It is needed to select a hand to apply continual pressure, stimulating the mechanically
gated channel to open.
• To understand the passive transport: osmosis in the animation you need to follow the
following steps shown below:
1. Click the Begin osmosis to see and view osmosis through the membrane
2. Next, pour the NaCl into the beaker.
3. Then, depress the plunger multiple times to add enough deionized water to create 0.9%
physiological saline.
4. Next, zoom in on the plasma membrane of a red blood cell.
5. Use osmolarity slider to decrease the osmolarity of the surrounding solution.
6. Then, use the osmolarity slider to increase the osmolarity of the surrounding solution.
7. Use the tonicity slider to create a hypotonic solution surrounding the red blood cell (this
is done 2 times).
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• Understanding and knowing active transport in the animation by following the step, seen
below:
1. Select Begin to observe the active transport of sodium and potassium.
2. Second, move an ATP molecule to its binding site on the calcium pump to initiate
calcium transport.
3. Third, move an ATP molecule to its binding site on the sodium-potassium pump to
initiate transport of both sodium and potassium.
4. Then, select create Na + gradient to establish the Na + gradient needed for secondary
active transport.
5. Next, is to move both Na + and glucose across the membrane to illustrate their
movement during symport.
6. Lastly, move both Na + and H + across the membrane to illustrate their movement
during antiport.
• Moreover, to understand the vesicular transport the researcher is asked to do the following:
1. First, is to observe the forms of vesicular transport.
2. Next, drag each forming vesicle from the Golgi apparatus to the plasma membrane
3. Then, drag the membrane into the cell to form vesicle through the process of
pinocytosis. Furthermore, it is repeated in the other vesicle.
4. The pseudopod is dragged to surround the bacterium.
5. Moreover, select Fuse vesicle and lysosome to initiate fusion of the vesicle ang
lysosome, and digestion of bacterium.
6. Furthermore, they move cholesterol molecules to bind with all available receptors on
the plasma membrane.
• The researcher is asked to play and watch the summary of passive and active transport.
• Furthermore, they are asked to complete the concept map of the membrane transport by
placing the right term in the right location.
• Lastly, is the application of the knowledge that the researcher gained.

SET-UP (Martinez, Laurenz Edward)

Phase 1: Passive Transport (Diffusion)

Phase 2: Passive Transport (Osmosis)

Materials used: Beaker, Deionized Water, Electronic Balance, NaCl

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Phase 3: Active Transport

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Phase 4: Vesicular Transport

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Phase 5: Summary Animation

Phase 6: Summary

RESULTS/DATA (Lizardo, Reynabai)

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Because cell activity is heavily dependent on maintaining precise concentrations of various

chemicals, transport across a cell membrane is a strictly controlled process. Passive transport
occurs when a molecule travels down its concentration gradient; active transport occurs when it
goes up the concentration gradient, which needs energy.

Transport Purpose Molecules Moved Uses Energy?

Enter or exit the cell via Small, nonpolar No
Simple Diffusion passing through the
phospholipids
It stops other molecules Polar molecules, larger No
Facilitated Diffusion from crossing the ions
membrane.
To transport all solute Molecules moving Yes
Primary Active Transport species over a membrane against their gradient
against a concentration coupled to the hydrolysis
gradient of ATP
To store high-energy The molecule going with Yes
Secondary Active hydrogen ions in the + molecule going against
Transport mitochondria of plant the gradient.
and animal cells for ATP
production

ANALYSIS OF DATA (Baylon, Juliana Michaela, Lizardo, Reynabai, Rodrigo, Jan Lea)
In this section, you are going to answer the guide questions provided by your instructor. You may
cite other reputable references to support your answer. Refer to the references for other
instructions.

1. Why does a transport protein is needed to move water molecules rapidly across a
membrane?
− Water molecules are carried across the cell membrane via aquaporins. Water is a polar
molecule that cannot flow directly through the non-polar lipid layer; hence these proteins
are essential. The intrinsic membrane proteins known as aquaporins have six
transmembrane helices. Recent research has also revealed that some aquaporins aid in the
passage of volatile compounds like carbon dioxide (CO2) and ammonia (NH3) through
membranes.
2. What are the three types of gated channels? Explain the function of each gated channels in
response to different stimuli.
− The three primary types of gated channels are chemically or ligand-gated, voltage-gated,
and mechanically-gated. Mechanically gated channels that respond to physical stimuli by
opening and closing. Moreover, chemically gated channels respond to interaction with
extracellular neurotransmitters by closing and opening. Changes in membrane potential can
cause voltage-gated channels to open and close.
3. How does active transport mechanisms drive the movement of ions and molecules across
the plasma membrane against their concentration gradients?
− The cell must use energy to transfer materials against a concentration or electrochemical
gradient. This power comes from ATP produced by the cell's metabolism. Pumps, which
are directly involved in primary active transport, are active transport systems that operate
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against electrochemical gradients. However, in secondary active transport, instead of

pumps another substance goes down its concentration gradient to provide energy.

CONCLUSION (Baylon, Juliana Michaela)

Through passive or active transport processes, substances travel across the plasma membrane. As a
substance goes down its concentration gradient, or from a region of higher concentration to a
region of lower concentration, passive processes occur. This process does not necessitate the
expenditure of energy. Active processes, on the other hand, demand ATP energy expenditure
because materials are transported against the concentration gradient. Two types of passive
processes under diffusion are simple and facilitated diffusion. While facilitated diffusion uses
protein channels or carriers to help ions and polar molecules pass through, simple diffusion allows
substances to directly pass through the membrane unaided. There are also three types of gated
channels. Ligand-gated channels respond to neurotransmitters outside the cell. Mechanically gated
respond to physical stimuli, and voltage-gated channels respond to changes in membrane potential.
Osmosis is another type of passive process that is in charge of water transport. Water can pass
either through the phospholipid bilayer or through aquaporins. Active transport processes, in
contrast to passive ones, propel ions or molecules against gradients. Two types of active transport
are primary and secondary. Primary active transport directly involves carrier proteins or pumps in
the breakdown of ATP. In the case of one ion or molecule moving each ATP utilized, uniport
occurs. To generate the energy needed to move one substance, another substance must move its
concentration gradient in secondary active transport. Symport is the term used when the two
substances travel in the same direction. Antiport, on the other hand, is when the two go in opposite
directions. Aside from primary and secondary, vesicular transport is also a type of active process
where materials can pass through the cell involving a membrane-bound sac called vesicles.
Moreover, endocytosis and exocytosis are respectively the uptake and release of substances
through vesicles. Under endocytosis, phagocytosis is when cells engulf large particles and the
internalization of tiny amounts of interstitial fluid and its dissolved solutes are known as
pinocytosis. Lastly, the binding of a chemical to receptors on the plasma membrane initiates
receptor-mediated endocytosis.

REFERENCE (Last Name, Given Name of the student assigned to this section)
Write the references you used in writing this data sheet.
What Are The Four Main Types Of Gated Channels? - NEET. (2018). BYJUS.

https://byjus.com/neet-questions/what-are-the-four-main-types-of-gated-

channels/#:~:text=What%20Are%20The%20Four%20Main%20Types%20Of%20Gated

What are the three types of gated channels? - Studybuff. (2019, April 29). Studybuff.com.

https://studybuff.com/what-are-the-three-types-of-gated-channels/

Libretexts. (2022). Active Transport.

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https://bio.libretexts.org/Bookshelves/Introductory_and_General_Biology/Book%3A_General_Bio

logy_(OpenStax)/2%3A_The_Cell/5%3A_Structure_and_Function_of_Plasma_Membrane

s/5.3%3A_Active_Transport

Kruse, E., Uehlein, N. & Kaldenhoff, R. The aquaporins. Genome Biol 7, 206 (2006).

https://doi.org/10.1186/gb-2006-7-2-206

(Should be written in APA 7th edition format)

RUBRIC
CATEGORY EXEMPLARY PROFICIENT DEVELOPING NOVICE
OBJECTIVES Independently Independently Independently Unable to
Able to enumerate the identified 3 or identified 2 identified 1 identify an
objectives of the more objectives objectives which objective which objective
virtual experiment
which were were interesting was interesting which was
interesting to the to the student to the student interesting to
student and and which could and which could the student
which could be be investigated. be investigated. and which
investigated. could be
investigated.
MATERIALS All materials Almost all Most of the Many
Able to list down the and setup used materials and materials and materials are
materials used in the in the the set-up used the setup used in described
virtual experiment
experiment are in the the experiment inaccurately
clearly and experiment are are accurately OR are not
accurately clearly and described. described at
described. accurately all.
described.
PROCEDURE Procedures are Procedures are Procedures are Procedures do
Able to outline listed in clear listed in a listed but are not not accurately
procedure in a step- steps. Each step logical order, in a logical list the steps of
by-step format that
could be followed by is numbered and but steps are not order or are the
anyone without is a complete numbered difficult to experiment.
additional sentence. and/or are not in follow.
explanations complete
sentences.
SET-UP Clear, accurate Diagrams are Diagrams are Needed
Able to provide an diagrams are included and are included and are diagrams are
accurate diagram with included and labeled neatly labeled. missing OR
labels to illustrate the
virtual experiment set-make the and accurately. are missing
up experiment important
easier to labels.
understand.
Diagrams are
labeled neatly
and accurately.
RESULTS/DATA Professional Accurate Accurate Data are not
Able to construct a looking and representation of representation shown OR are
clear and concise data accurate the data in tables of the data in inaccurate.
table
representation of and/or graphs. written form,
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the data in tables Graphs and but no graphs or

and/or graphs. tables are tables are
Graphs and labeled and presented.
tables are titled.
labeled and
titled.
ANALYSIS OF Explanation is Explanation is Explanation is Explanation is
DATA very clear with 3 clear with 2 somewhat clear vague with no
Able to elaborate the correct correct with 1 correct supporting
answer correctly supporting supporting supporting details.
details beyond details detail.
what is asked.
CONCLUSION The conclusion The conclusion The conclusion The
Able to draw out the satisfied all the satisfied 3 out of satisfied 2 out of conclusion
general findings in the following: 4 of the 4 of the satisfied 1 out
virtual experiment
1. The following: following: of 4 of the
conclusion are 1. The 1. The following:
proven conclusion are conclusion are 1. The
inferences, proven proven conclusion are
interpretations, inferences, inferences, proven
deductions, interpretations, interpretations, inferences,
generalizations deductions, deductions, interpretations,
and/or general generalizations generalizations deductions,
statements based and/or general and/or general generalizations
upon the statements based statements and/or general
findings in the upon the based upon the statements
virtual findings in the findings in the based upon the
experiment. virtual virtual findings in the
2. It summarized experiment. experiment. virtual
the analysis of 2. It summarized 2. It experiment.
data. the analysis of summarized the 2. It
3. It only data. analysis of data. summarized
pointed out all 3. It only 3. It only the analysis of
the factual pointed out all pointed out all data.
information the factual the factual 3. It only
learned in the information information pointed out all
conduct of the learned in the learned in the the factual
experiment. conduct of the conduct of the information
4. It is concise, experiment. experiment. learned in the
clear, and have 4. It is concise, 4. It is concise, conduct of the
conveyed all clear, and have clear, and have experiment.
relevant conveyed all conveyed all 4. It is concise,
information relevant relevant clear, and have
resulting from information information conveyed all
the virtual resulting from resulting from relevant
experiment. the virtual the virtual information
experiment. experiment. resulting from
the virtual
experiment.
REFERENCES Uses recent and Most of the All of the Reference is
Able to use reputable updated references are references are not provided
reference and is references and not recent and not recent and
written in proper
formatting
follows the updated and/or updated and/or
correct format does not follow does not follow
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the correct the correct

format format