Introduction to Animals Study Guide BI

Introduction to Animals Study Guide

How are most animals classified?
What are the main characteristics of chordates?
How are vertebrates classified?
What are heterotrophs & give some examples.
In what ways do animals differ from plants?
What are tissues?
What determines an animal’s body plan?
In what habitat do you find most species of animals?
What is bilateral symmetry?
What does bipedal mean?
Where are the dorsal & ventral surfaces on a bipedal organism?
What is radial symmetry?
Name invertebrates that are asymmetrical, radial symmetry, & bilateral symmetry.
What does cephalization mean?
What invertebrate group was first to show cephalization?
Describe the “surfaces” of animals with radial symmetry.
Why is cephalization an advantage for animals?
What is a postanal tail & give examples of adult chordates with this characteristic?
Describe the “skeletal” support found in roundworms.
What is segmentation, & what animals exhibit this characteristic?
What is the function of kidneys, and what organisms have these organs?
How do closed & open circulatory systems differ?
How are terrestrial animals protected against water loss?
What structures show segmentation in vertebrates?
What is the advantage of having a long intestinal tract?
How are nutrients moved through a cnidarian’s body?
Describe how spiral cleavage occurs.
Describe the embryo at the start of gastrulation.
What forms from endoderm in cnidarians.
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Insect Collection

Insect Collection
click here for Microsoft Word copy

Insects are invertebrates with three pairs of legs, usually  two pairs of wings, one pair of antenna, jointed appendages, and three distinct body regions — head, thorax, & abdomen. Insects belong to the largest phylum of animals known as arthropods.  Many small arthropods are mistaken for insects such as spiders, ticks, millipedes, & centipedes. Although some insects may sting or bite, insects play an important role in nature as a food source for other animals and  as plant pollinators.  

By doing an insect collection, you can, not only learn beneficial and harmful insects common to your area, but you will also learn structural modifications of various insects that have enabled them to survive & become such a successful and diverse group of animals..   You will also learn to use taxonomic keys to identify organisms.   

     In order to properly do an insect collection, several techniques must be learned including how to correctly collect, kill, pin, spread, label, and display your organisms.  The following instructions have been modified for a high school biology classroom.

Insect Orders PowerPoint

Materials needed for collecting:

  • insect net
  • several kill jars with killing agent (nail polish remover works)
  • notebook
  • pencil
  • tweezers
  • several clean baby food jars (these will be holding jars)
  • equipment bag

Good Web sites for identifying Insects:

Bug Guide 

Insect Identification 

Key to Ten Insect Orders

North American Insects

How to make an insect net:      

  1. Bend the triangular part of a wire coat hanger until it forms a circle.
  2. Carefully straighten the wire hook. (A)
  3. Untwist the “neck”. (B)
  4. Sew netting, cheesecloth, or sheer curtain material to form a bag with a tapering end.
  5. Sew a hem at the top end of the bag leaving an opening for the wire hanger.
  6. Thread the wire hanger through the hem of your bag & then twist the wires together.
  7. Use plenty of heavy gray tape to tape the twisted wire securely to the end of a broom handle or wooden dowel.

How to make a kill jar:
(YOU NEED A SEPARATE JAR FOR BUTTERFLIES & MOTHS SO MAKE 2 JARS)

  1. Use a clean, glass or plastic jar with STRAIGHT SIDES.
  2. Write a poison label and tape this to the front of the jar with clear tape. (KEEP THIS JAR AWAY FROM SMALL CHILDRREN)
  3. Tape the bottom of glass jars with heavy gray tape to protect them from breaking if they are dropped.
  4. Place a 2″ – 3″ layer of cotton balls in the bottom of the jar.
  5. Cut a piece of corrugated cardboard the same diameter as the inside of the jar to fit over the cotton balls.
  6. Carefully punch several small holes in the cardboard with an ice pick.
  7. Charge the jar by adding polish remover to the cotton balls.
  8. Immediately place the cardboard circle on top of the cotton balls & PLACE THE LID ON THE JAR. (ONLY REMOVE THE LID TO ADD OR REMOVE INSECTS!)
  9. Keep the inside of the jar moisture free so insects won’t discolor & replace the cotton & cardboard as needed.
  10. DO NOT STORE DEAD INSECTS IN YOUR JAR AS THEY WILL DECAY & SMELL!!!!!
  11. READ PINNING INSTRUCTIONS & PIN INSECTS AS SOON AS THEY ARE DEAD!!!

https://biologyjunction.com/images/6892f011.gif     http://extension.entm.purdue.edu/401Book/images/collect/fig7.jpg

Remember to  RECHARGE THE JAR PERIODICALLY if insects do not seem to be dying as fast and NEVER LEAVE THE LID OFF OF YOUR JAR!.

Collecting: 

    Insects are found almost everywhere so look for them on plants, in water, in soil, under rocks, in rotten logs, around lights at night, etc.  Your collection will consist of 20 insects for Biology I and 30 insects for Pre-AP Biology.  Collect only adults in perfect condition to receive credit. As you collect insects, be sure to record the name of the insect or a good description, the date collected, and the place each insect was collected in your notebook. Use different kill jars for butterflies and beetles and never put too many insects in the same kill jar.   Once your insect is dead (not just knocked out), use tweezers to transfer them to a small  baby food jar until you arrive home to pin it.  Don’t leave the insects in these holding jars more than a few hours and never leave insects in kill jars more than 3 to 5 hours because of their brittle bodies.  most insects will die within 30 minutes to one hour in a charged newly charged kill jar.

    When collecting stinging insects, invert the net once the insect is captured and allow the insect to crawl to the tapered end of the net. Carefully grasp the net above this tapered end,  open the kill jar, and put the tapered end of the net with the insect inside the jar. Lay the lid back on top of the jar until the insect is “knocked out”.  Remove the lid and lift out the net with the unconscious insect. Turn the net back over, shake the insect  into the jar, & replace the lid until the insect finishes dying.  If you are allergic to certain insect stings, have another student collect this insect for you.  

Materials for mounting & labeling:

  • tweezers
  • Elmer’s glue
  • insects pins
  • card points
  • insect labels
  • spreading board
  • pinning block (optional)
  • straight pins
  • index cards
  • scissors
  • black ink pin
  • pencil
  • several small vials
  • shoebox with Styrofoam in the bottom
  • notebook
  • paper towels

Pinning insects: 

See your insect notebook for pictures of the proper placement of insect pins through the body of different orders of insects.

  1. Hold the insects by its sides using your thumb & forefinger and firmly push the insect pin through the dorsal or top surface of the insect. The pin should be at a right angle to the insect’s body.
  2. The insect should be LEVEL on the pin with just enough pin extending above the top of the insect so you can now handle the pin and not the insect
  • Beetles are pinned near the front margin of the right wing near the midline
  • Grasshoppers are pinned to the right of the prothorax
  • True bugs are pinned to the right of the scutellum
  • Butterflies, moths, dragonflies, & damselflies are pinned through the middle of the thorax
  • Most other insects are pinned through the thorax to the right of the midline

  1. Place insects on insect pins so their body is horizontal to the pinning surface or Styrofoam.
  2. Gently push the insect within at least 25mm from the top of the pin so that you can pick up the pin without touching the insect.  Make sure all pinned and card pointed insects in your collection are at the same height on the pin.  Two labels will be added below the insect’s body later.
  3. If the abdomen sags, place a small piece of index card below the body on the pin until the insect’s body dries and then remove the card.
  4. Insects with extremely long legs like crane flies or curved antenna & abdomens like ichneumon wasps should be placed on their left side and pinned through the right side of their body in the area of the thorax.

OOPS!  My insects got too dry to pin or How to relax insects: 

It is always wise to pin insects the same day that you collect them because if they dry completely, then they must be relaxed before pinning.

  1. Use a plastic container with a tight fitting lid, and add a layer of sand to the bottom of the container.
  2. Moisten the sand and small amount of bleach or carbolic acid to prevent molding.
  3. Place a paper towel on top of the sand and lay insects on the towel.
  4. Replace the lid and allow to re-hydrate for 1-3 days.
  5. Insects without hairy or scaly coverings such as beetles & grasshoppers, may be dropped into hot (just simmering) water for a few moments to relax them.  If specimens are left in the water too long they will ruin!

What do I do with insects too soft to pin? 

  1. All soft bodied insects such as mayflies, aphids, lice, & termites along with fleas must be kept permanently in preserving fluid in vials.
  2. Use clear, glass vials with tight fitting lids.
  3. Place only one type of insect in each vial and add enough alcohol to cover the insect and the identification labels which will be place inside the vial.
  4. Write vial labels in pencil, not ink!
  5. Place the blank sides of the 2 labels together before dropping them down into the vial so they can be read more easily.

What if the insect is too small to pin & not soft bodied? (card pointing):

  1. Insects too small to be pinned should be mounted on a card point.
  2. Card points are small triangular pieces of white cardboard through which a #3 insect pin is placed.
  3. Points are made using a point punch.  Obtain these points from your teacher.
  4. Lay specimens to be mounted on their left side on paper towel.  The insect’s right side should be up towards you!
  5. Place a # 3 pin through the broad end of a card point.  This is easier if you lay the point on a plastic lid so it doesn’t bend when you thrust the pin through the card point!
  6. Use tweezers to bend the very tip of the card point downwards.
  7. Place a small amount of Elmer’s glue on the paper towel and then touch the bent tip of the point to the glue.
  8. Touch and hold this bent tip with its glue to the right side of the thorax of your insect.  Hold the tip to the insect for at least one minute.
  9. Set the pin up into Styrofoam making sure the glue is dry & the insect’s body is parallel to the pinning surface.

Spreading butterfly & moth wings:  

To prevent butterflies & moths from drying out before wing spreading, place them in small plastic bowls in the freezer.  Be sure to tell your mom!

  1. Wings of butterflies and moths are spread to show venations & markings.
  2. Spreading boards can be bought or made out of Styrofoam or wood to spread wings. The top surface of the board is smooth with a slight upward slant and a central groove. The groove should provide a “snug” fit for the insect’s body & contain a strip of soft material into which insect pins can be placed.
  3. Pin the butterfly or moth as describe in the section on insect pinning.
  4. Cut 2 long, narrow strips of index card to hold down the wings when they are spread.
  5. Place the insect pin into the soft material in the central groove of the spreading board so that the insect’s wings are level with the pinning surface.
  6. Place a straight pin on either side of the insect’s body in the groove so it won’t turn when you start spreading.
  7. Place a strip of the index card over each wing and use 2 straight pins to secure each strip to the board.  Be sure to not pin through the wing!
  8. Never touch your fingers to the upper surface of the wing as scales will be removed.  Always hold or touch this index card strip when spreading the wing.
  9. Use another straight pin to help move the left front wing forward. Place the pin behind the large vein in the forewing up close to the body and gently pull this wing forward until its back edge is at a 90 degree angle with the body.  Still holding your fingers on the cardboard strip, place a second straight pin through the strip (not the wing) up close to the front edge of the wing.
  10. In the same manner move the hind wing forward until a small portion of the hind wing is overlapped by the fore wing.  Use 2 more straights pins to secure the back edge of the cardboard strip.  Again, be sure to not pin through the wings!
  11. Repeat steps 8 – 11 for the right wings of the insect.

Some insects such as the Carolina locust also have unusual markings on  their under wings, so only the right side of these insects should be spread!!!

  1. Allow the wings to dry for several days and then remove the strips, add your labels, and place the insect in your collection.

Writing insect labels:

  1. Each insect will have 2 labels on the pin below the insect’s body.  The top label will be the identification label and the bottom label is the location & collector label.
  2. Obtain labels from your teacher and use black ink only for writing the labels unless placing them in alcohol vials.
  3. The identification label is the top label on the pin below the insect’s body.  It should have the scientific name (genus & species) of the insect on the top line, then the common name of the insect, and the insect’s order on the bottom line.  Remember to capitalize the genus & order and to underline the scientific name!
Musca domestica
Housefly
Diptera

 

  1. The location label goes in the same direction on the bottom of the insect pin.  The location the insect was collected should be written on the top line, then the date the insect was collected, and the name of the collector on the bottom line.  If the collector has a long name, you may write their first initial and their last name.

 

Russellville, Ar.
V – 7 – 14
J. Smith

 

  1. Be sure there is enough room between labels so that both can be read.
  2. Labels should be placed on the pin parallel to the body of a pinned insect or parallel to the point if the insect is card pointed.  Be sure that all labels are readable from the right side when the insect’s head is pointing away from you!!!!

  

Collection Requirements:

Pre-AP Biology  is required to collect 30 insects with a minimum of 12 insect orders

Biology I is required to collect 20 insects with a minimum of 10 insect orders

THE FOLLOWING 8 ORDERS ARE REQUIRED OF ALL BIOLOGY STUDENTS: 

  • Lepidoptera (butterflies & moths)
  • Coleoptera (beetles)
  • Diptera (flies & mosquitoes)
  • Homoptera (cicadas & hoppers)
  • Orthoptera (grasshoppers, crickets,…)
  • Isoptera (termites)
  • Hymenoptera (bees, ants, wasps) 
    • IF YOU ARE ALLERGIC, COLLECT A DIFFERENT ORDER OR AN ANT!
  • Hemiptera (true bugs)

Click here for additional orders

Materials needed to display insects:

  • insect case with lid
  • index cards
  • ribbon, yarn, or string
  • scissors
  • black ink pen
  • straight pins
  • preserved insects (pinned, pointed, & in vials)

Displaying insects:

Remember that your insect collection will not be returned to you, so do not build an expensive case.  Sturdy cases can be made out of 2 cardboard bottoms for cola six packs!

  1. Cases should be no more than 35 by 55 cm in size.  All cases must be sturdy with a lid that can be easily opened for grading.  Remember that the cases will be stacked when you turn them in to me!
  2. If the collection has a clear lid, it must be made of plastic and not glass.
  3. Place a sheet of Styrofoam in the bottom of your case .
  4. Make a label from an unlined index card for the center of your case.  This label should contain your full name, subject, class period, date the collection was turned in to the teacher, number of orders, and number of insects in your collection.  Use straight pins to attach this center card to the Styrofoam. PUT THIS IN THE BOX FIRST!
  5. Cut several small pieces of index card for order labels, and use your black ink pen to write the name of each order  you have in your collection on these.
  6. Arrange insects in the case by order and in rows by descending size (largest to smallest).  Use straight pins to attach the correct order label to the Styrofoam at the top of each row.
  7. Spread out the orders and insects so there are no empty spots in your case.
  8. Cut pieces of yarn or ribbon to separate the orders from each other, and again use straight pins to attach  them to the Styrofoam.
  9. Make sure that all pinned insects are facing the front of your case!
  10. Make sure all identification and collector labels on pins are readable form the right side of the case!!

  

 

Insect

Insects   All Materials © Cmassengale  

Phylum Arthropoda        Subphylum Uniramia          Class Insecta

Characteristics

  • Largest arthropod group
  • Found in freshwater & terrestrial habitats, especially tropical areas
  • Legs, mouthparts, & antenna jointed
  • Body segmented into three sections — head, thorax, & abdomen
  • Six legs & up to two pairs of wings located on thorax
  • Have compound & simple eyes
  • One pair of antennae on head
  • Abdomen has 11 segments
  • Exoskeleton, covering & protecting body, is made of chitin & must be molted to grow
  • Elaborate mouthparts include:
         *  Mandibles – jaws
    *
       Maxillae – paired sensory structures that move food to mouth
      Labium – lower lip
      Labrum – upper lip
      Palpi – used for tasting
  • Known as mandibulates
  • Spiracles on abdomen open into tracheal tubes for oxygen & carbon dioxide exchange
  • Tympanic membranes on 1st abdominal segment aid in hearing
  • Thorax divided into 3 sections — prothorax, mesothorax, & metathorax
  • One pair of legs on each thoracic segment
  • Wings located on mesothorax & metathorax
  • Ovipositor located on the end of the abdomen in female insects & used to dig hole & lay eggs

Common Insect Orders

  • Orthoptera – grasshoppers, crickets, & cockroaches 2 pairs of straight wings & chewing mouthparts)
  • Isoptera – termites (feed on wood)
  • Dermaptera – earwigs (pincers on end of abdomen)
  • Anoplura – sucking lice (wingless parasites)
  • Hemiptera – true bugs (have triangular-shaped scutellum & last 1/3 of wings membranous)
  • Homoptera – aphids & cicadas (membranous wings held roof-like over body
  • Ephemeroptera – mayflies (have 2 cerci on tail, membranous wings, & nonfunctional mouthparts in adults)
  • Odonata – dragonflies & damselflies (2 pairs of equal size, membranous wings, strong fliers, feed on other insects)
  • Neuroptera – Dobson flies &  lacewings (2 pairs of membranous wings)
  • Coleoptera – beetles (hard forewings or elytra, membranous hindwings)
  • Lepidoptera – butterflies & moths (powdery scales covered wings
  • Diptera – flies & mosquitoes (one pair of wings, 2nd pair modified into balancing structure called halteres)
  • Siphonaptera – fleas (parasites on birds & mammals, wingless as adults)
  • Hymenoptera – bees, ants, & wasps (stinger on abdomen for protection, may live together in groups, pollinators)

     Click Here for Pictures of Insect Orders

 

Success of Insects

  • Found everywhere except in deep part of ocean
  • Very short life span & rapidly adapt to new environments
  • Small size helps minimize competition in habitats
  • Flight helps escape predators & move into other environments

Environmental Impact

  • Pollinate almost 2/3’s of all plants
  • Serve as food for fish, birds, & mammals
  • Help recycle materials (termites recycle wood)
  • Make useful byproducts such as silk & honey
  • Some spread disease
  • Agricultural pests

Grasshoppers

External Structure

  • Head with antenna, compound eyes, & chewing mouthparts
  • Walking legs on prothorax & mesothorax; jumping legs on metathorax
  • Tarsus are lower leg segments with spines, hooks, & pads
  • Leathery, protective forewings on mesothorax & membranous hindwings for flight on metathorax
  • Covering over thorax called pronotum

Internal Structure
Digestive & Excretory Systems

  • Cutting & chewing mouthparts (labium, labrum, mandibles, & maxillae)
  • Saliva added to food in mouth
  • Esophagus carries food to crop for temporary storage
  • Gizzard has chitinous plates to grind food
  • Midgut (insect’s stomach) has gastric caeca (pouches) to secrete digestive enzymes to break down food
  • Food is absorbed into the body cavity or coelom in the hindgut (composed of the colon & rectum)
  • Malpighian tubules filter chemical wastes from the blood & deposit them in the rectum where they leave through the anus

Circulatory System

  • Open circulation of blood
  • Aorta is the largest blood vessel carrying blood to the body cells
  • Hearts are muscular regions of the aorta in the posterior end of the abdomen that pump blood toward head
  • Blood flows back toward abdomen carrying digested food & re-enters the aorta through openings called ostia

Respiratory System

  • Air enters through openings called spiracles along the sides of the abdomen & enters into tracheal tubes that branch into smaller tracheoles where gas exchange with body cells occurs 
  • Tracheal tubes carry oxygen to body cells & return carbon dioxide to leave the body though spiracles

Nervous System

  • Simple brain, nerve cords, & ganglia 
  • Three simple eyes or ocelli (detect light) & a pair of compound eyes (can detect movement but not images)
  • Tympanic membrane on 1st abdominal segment
  • Pair of antenna contains sense organs for touch, taste, & smell detects sound
  • Sensory hairs found on parts of the body
  • Palpi for taste

Reproductive System

  • Reproductive organs (ovaries & testes) located  in abdomen
  • Male deposits sperm into female’s seminal receptacle
  • Stored sperm fertilizes eggs as they  are released by female
  • Ovipositor on tip of female’s abdomen is used to lay eggs
  • Separate sexes
  • Lay large number of eggs to ensure survival

Development

  • Most insects go through changes in form & size called metamorphosis
  • Some insects such as silverfish don’t go through metamorphosis
  • Incomplete metamorphosis goes from egg to nymph (immature form that looks like adult but without fully developed wings) to adult (3 stages)
  • Instars are growth periods between molts of nymphs & larva
  • Grasshoppers, termites, & true bugs go through incomplete metamorphosis


HEMIPTERAN (TRUE BUG) NYMPH

  • Complete metamorphosis goes from egg to larva (segmented & wormlike) to pupa  to adult (4 stages)


BUTTERFLY LARVA (CATERPILLAR)

  • Butterflies, beetles, & flies go through complete metamorphosis
  • In pupal stage, larval tissues break down & cells called imaginal disk develops into tissues of the adult
  • Cocoon or chrysalis is a protective case formed around the pupa


BUTTERFLY COCOON

  • Metamorphosis controlled by hormones
    * Brain hormone stimulates the release of molting hormone (ecdysone)
    * When juvenile hormone level high, larva molts
    * When juvenile hormone level low, larva pupates
    * When juvenile hormone absent, adult emerges from pupal case
  • Different stages of metamorphosis eliminates competition between larva & adults for food & space
  • Multi-stage life cycle helps insects withstand harsh weather
  • Different stages have different functions (caterpillar/growth & adult/reproduction)

Defense Mechanisms

  • Bombardier beetle sprays noxious chemical


BOMBARDIER BEETLE

  • Wasps & bees can sting
  • Some insects use camouflage to blend into their environments
  • Some insects taste bad & have warning colorations 


PAPER WASP

  • Mullerian mimicry – poisonous or dangerous species have similar patterns of warning coloration so predators avoid all the species (black & yellow stripes on bees & wasps)
  • Batesian mimicry – species that are nonpoisonous or not bad tasting have colorations that mimic other poisonous or bad tasting species (Viceroy butterfly mimics bad tasting Monarch)

Insect Communication

  • Insects may communicate with each other using sound (cricket chirps), light (firefly), or “dances” (honeybee)
  • Pheromones are chemicals released by some insects to attract mates or mark trails

Insect Behavior

  • Insects may be solitary or social
  • Social insects (bees, ants, & some wasps) live together in groups & share work (division of labor)
  • Social insects have a caste system with different individuals doing different jobs
  • Honeybee caste system:
    * Workers
    – sterile females
    – care for queen & feed her honey and pollen
    – make beeswax for hive
    – fan wings to cool hive
    – eat honey
    – collect nectar, pollen, & royal jelly
    – live about 6 weeks
    – nurse bees care for larva
    – secrete royal jelly to feed new queen
    * Drones
    – males
    – mate with queen
    – feed by workers
    – driven out of hive to conserve food during winter
    * Queen
    – reproductive female
    – mate only once but store sperm for up to 5 years in seminal receptacles
    – feed by workers
    – secretes chemical called queen factor that prevents other females from sexually maturing
    – leaves hive with 1/2 the workers if there is overcrowding


HONEYBEE HIVE

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Homeostasis & Transport Study Guide B1

 

 

Homeostasis & Transport Study Guide

 

What effect does diffusion have on the concentration of substances on either side of a membrane?
In which direction does diffusion take place?
The dispersal of ink in a beaker of water is an example of what process?
By what process do sugar molecules enter a cell?
In which direction do channels using facilitated diffusion work?
Does facilitated diffusion occur against or with a concentration gradient?
Besides energy, what else is needed for facilitated diffusion to occur?
What happens to the shape of carrier proteins in facilitated diffusion?
Electrical or chemical signals may control the movement of _________ across cell membranes.
Which of these processes requires energy to occur — chemiosmosis, active transport, or a sodium-potassium pump?
Does diffusion require energy?
A potassium ion would enter a cell by what process?
What is osmosis?
Sugar dissolving in water is an example of what process?
Ridding a cell of waste by discharging it in sacs from the cell surface is known as ______.
__________ is used to remove materials from a cell that are too large to pass through the cell membrane.
Large molecules that can’t pass through the cell membrane enter a cell by a process called ________.
What is turgor pressure?
What is plasmolysis?
Explain solute concentration and water movement for cells in hypotonic solutions solution.
Explain solute concentration and water movement for cells in hypertonic solutions solution.
If solute concentration is lower outside a cell than inside a cell, where is their the greatest concentration of water? Which direction will water move?

 

Homeostasis & Transport

 

HOMEOSTASIS AND TRANSPORT
All Materials © Cmassengale

 

I. Cell Membranes

 

A. Cell membranes help organisms maintain homeostasis by controlling what substances may enter or leave cells

B. Some substances can cross the cell membrane without any input of energy by the cell

C. The movement of such substances across the membrane is known as passive transport

 

D. To stay alive, a cell must exchange materials such as food, water, & wastes with its environment

E. These materials must cross the cell or plasma membrane

F. Small molecules like water, oxygen, & carbon dioxide can move in and out freely

G. Large molecules like proteins & carbohydrates cannot move easily across the plasma membrane

H. The Cell Membrane is semipermeable or selectively permeable only allowing certain molecules to pass through

 

II. Diffusion

 

A. Diffusion is the movement of molecules from an area of higher concentration to an area of lower concentration

B. Small molecules can pass through the cell membrane by a process called diffusion

 

C. Diffusion across a membrane is a type of passive transport because it does not require energy

D. This difference in the concentration of molecules across a membrane is called a concentration gradient

 

E. Diffusion is driven by the kinetic energy of the molecules

F. Kinetic energy keeps molecules in constant motion causing the molecules to move randomly away from each other in a liquid or a gas

G. The rate of diffusion depends on temperature, size of the molecules, & type of molecules diffusing

 

H. Molecules diffuse faster at higher temperatures than at lower temperatures

I. Smaller molecules diffuse faster than larger molecules

J. Most short-distance transport of materials into & out of cells occurs by diffusion

K. Solutions have two parts — the solute which is being dissolved in the solvent

 

L. Water serves as the main solvent in living things

M. Diffusion always occurs down a concentration gradient (water moves from an area where it is more concentrated to an area where it is less concentrated)

N. Diffusion continues until the concentration of the molecules is the same on both sides of a membrane

 

O. When a concentration gradient no longer exists, equilibrium has been reached but molecules will continue to move equally back & forth across a membrane

 

III. Osmosis

 

A. The diffusion of water across a semipermeable membrane is called osmosis

B. Diffusion occurs from an area of high water concentration (less solute) to an area of lower water concentration (more solute)

 

C. Movement of water is down its concentration gradient & doesn’t require extra energy

D. Cytoplasm is mostly water containing dissolved solutes

E. Concentrated solutions have many solute molecules & fewer water molecules

F. Water moves from areas of low solute concentration to areas of high solute concentration

G. Water molecules will cross membranes until the concentrations of water & solutes is equal on both sides of the membrane; called equilibrium

 

H. At equilibrium, molecules continue to move across membranes evenly so there is no net movement

I. Hypertonic Solution
1. Solute concentration outside the cell is higher (less water)
2. Water diffuses out of the cell until equilibrium is reached
3. Cells will shrink & die if too much water is lost
4. Plant cells become flaccid (wilt); called plasmolysis

J. Hypotonic Solution
1. Solute concentration greater
inside the cell (less water)
2. Water moves into the cell until equilibrium is reached
3. Animal cells swell & burst (lyse) if they take in too much water
4. Cytolysis is the bursting of cells
5. Plant cells become turgid due to water pressing outward against cell wall
6. Turgor pressure in plant cells helps them keep their shape
7. Plant cells do best in hypotonic solutions

K. Isotonic Solutions
1. Concentration of solutes same inside & outside the cell
2. Water moves into & out of cell at an equal rate so there is no net movement of water
3. Animal cells do best in isotonic solutions

 

IV. How Cells Deal With Osmosis

 

A. The cells of animals on land are usually in isotonic environment (equilibrium)

B. Freshwater organisms live in hypotonic environments so water constantly moves into their cells

C. Unicellular freshwater organisms use energy to pump out excess water by contractile vacuoles

D. Plant cell walls prevent plant cells from bursting in hypotonic environments

E. Some marine organisms can pump out excess salt

 

V. Facilitated Diffusion

 

A. Faster than simple diffusion

B. Considered passive transport because extra energy not used

C. Occurs down a concentration gradient

D. Involves carrier proteins embedded in a cell’s membrane to help move across certain solutes such as glucose

 

E. Carrier molecules change shape when solute attaches to them

F. Change in carrier protein shape helps move solute across the membrane

G. Channel proteins in the cell membrane form tunnels across the membrane to move materials

H. Channel proteins may always be open or have gates that open & close to control the movement of materials; called gated channels

 

I. Gates open & close in response to concentration inside & outside the cell

 

VI. Active Transport

 

A. Requires the use of ATP or energy

B. Moves materials against their concentration gradient from an area of lower to higher concentration

C. May also involve membrane proteins

D. Used to move ions such as Na+, Ca+, and K+ across the cell membrane

E. Sodium-Potassium pump moves 3 Na+ out for every 2 K+ into the cell
1. Causes a difference in charge inside and outside the cell
2. Difference in charge is called membrane potential

 

F. Ion pumps help muscle & nerve cells work

 

G. Plants use active transport to help roots absorb nutrients from the soil (plant nutrients are more concentrated inside the root than outside)

 

VII. Bulk Transport

 

A. Moves large, complex molecules such as proteins across the cell membrane

B. Large molecules, food, or fluid droplets are packaged in membrane-bound sacs called vesicles

 

C. Endocytosis moves large particles into a cell

D. Phagocytosis is one type of endocytosis
1. Cell membrane extends out forming pseudopods (fingerlike projections) that surround the particle
2. Membrane pouch encloses the material & pinches off inside the cell making a vesicle
3. Vesicle can fuse with lysosomes (digestive organelles) or release their contents in the cytoplasm
4. Used by ameba to feed & white blood cells to kill bacteria
5. Known as “cell eating”

 

E. Pinocytosis is another type of endocytosis
1. Cell membrane surrounds fluid droplets
2. Fluids taken into membrane-bound vesicle
3. Known as “cell drinking”

 

F. Exocytosis is used to remove large products from the cell such as wastes, mucus, & cell products

G. Proteins made by ribosomes in a cell are packaged into transport vesicles by the Golgi Apparatus

H. Transport vesicles fuse with the cell membrane and then the proteins are secreted out of the cell (e.g. insulin)

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