Senior High School
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Biology 1 Al ter nat iv e Deliver Deli ver y Mode Mo de Quarter 1 – Module 3: Cell Cell Modifi cations First Edition, 2020 Republic Act 8293, section 176 states 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education, Division of Palawan Schools Division Superintendent; Superintendent; Natividad P. Bayubay, CESO VI Assistant Schools Schools Division Superintenden Superintendents: ts: Loida Palay - Adornado, Ph.D. Felix M. Famaran
Development Team of the Module Writer: Rowena Writer: Rowena F. Panol Editor: Josie Editor: Josie Joshua R. Pasion Illustrator: Mytz Vale Coleen F. Panol Layout Artist: Rowena Artist: Rowena F. Panol Management Mana gement Team: Team: Aurelia Aurelia B. Marquez Marquez Rodgie S. Demalinao Rosalyn C. Gadiano G adiano
Printed Print ed in the Philip pin es b y _______ _________ ____ _____ _____ ____ __ Department De partment of Education – MIMARO MIMAROPA PA Region Office Address: Telefax: E-mail Address: Website:
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[email protected] www.depedpalawan.com. www.depedpalawan.com.
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Introductory Message For the facilitator:
Welcome to the Biology 1 Alternative Delivery Mode (ADM) Module on Cell Modifications! This module was collaboratively collaboratively designed, designed, developed and reviewed by educators both from public and private pr ivate institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, Furthermor e, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances. In addition to the material in the main text, you will also see this box in the body of the module:
Notes to the Teacher In view to the new normal world we are facing, this module was created to answer that education should not stop for our learners. This Biology 1 Module for quarter quarter 1 is all about Cell Modifications. With this we are a re trying to allow our learners to work independently in discovering through simple and enjoyable activities/experimentation that are aligned to the competencies that they should learn.
As a facilitator, you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning learning.. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module.
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For the learner:
Welcome to the Biology 1 Alternative Delivery Mode (ADM) Module on Cell Modifications. This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner. This module module has the following following parts and corresponding corresponding icons: icons:
What I Need to Know
What I Know
What’s In
What’s New
What is It
What’s More
This will give you an idea of the skills or competencies you are expected to learn in the module. This part includes an activity that aims to check what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module. This is a brief brief drill or revi review ew to help you li link nk the current lesson with the previous one. In this portion, the new lesson will be introduced to you in various ways; a story, a song, a poem, a problem opener, an activity or a situation. This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills. This comprise comprises s activities activities for independent independent practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module.
What I Have Learned
What I Can Do
This includes questions or blank sentence/paragrap sentence /paragraph h to be filled in to process what you learned from the lesson. This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns concerns..
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Assessment
This is a task which aims to evaluate your level of mastery in achieving the learning competency.
Additional Activities
In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson learned.
Answer Key
This contains answers answers to all activities in the module.
At the end of this module you will also find: References
This is a list of all sources used in developing this module.
The following are some reminders reminders in usi using ng this m module: odule: 1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2. Don’t forget to answer What I Know before moving on to the other activities included in the module. 3. Read the instruction carefully before doing each task. 4. Observe honesty and integrity in doing the tasks and checking your answers. 5. Finish the task at hand before proceeding to the next. 6. Return this module to your teacher/facilitator once you are through with it. If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone. We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it!
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What I Need to Know
This module was designed and written to help you learn more on cell modifications that lead to adaptation to carry out their special functions. It will help you master the different cellular modifications of cells that make a cell different from another type of cell. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lesson is arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. The module is focused on only one less lesson, on, specif specifically: ically: •
Lesson 1 – Cell Cell Modifications
After going through this module, you are expected to: 1. identify some cell modifications that lead to adaptation to carry out specialized function; 2. describe some cell modifications among bacteria, animals and plants that lead to adaptation to carry out special specialized ized functions; and 3. make a three-tab book with pictorial presentation of three other cell modifications modificati ons either in bacteria, animal a nimal or plants.
What I Know Find out how much you have already known about the lesson by taking the short test below. Take note of the questions that you find difficult to answer and look for the correct answer as you go through this module. Directions: Read each statement carefully. Encircle the letter of the correct answer.
1. Which of the following statements about bacterial pili is is FALSE? A. Pili are comparativel comparatively y longer than flagella. B. Pili are randomly distributed on surface of the cell. C. Pili are long hair-like tubular microfibers like structures. D. Pili are special specialized ized cells made u up p of iron-containi iron-containing ng protein. 1
2. Which of the following descriptions apply to cellular modification in bacteria? A. They are responsibl responsible e in the cont contraction raction and expansion expansion of muscle muscle cells. cells. B. They are used as diagnosis diagnosis and tr treatment eatment of dis diseases. eases. C. They are in charge for the beating of cilia on the cell cell surface. surface. D. They They are resistant to extreme heat, extreme cold, dehydration, and large amount of ultraviolet radiatio radiation. n. 3. Why are Red Blood Cells (RBCs) enucleated? A. They accomplish accomplish vital vital tasks in in the transport of sal salts ts and nutrie nutrients. nts. B. They carry oxygen oxygen from the lungs to the body and carbon di dioxide oxide back to the lungs. C. They increase increase the efficiency of oxygen tran transport sport but does not not show any metabolic activity and multiplication. D. They They relax the blood vessels vessels and capillari capillaries es which may help with gas exchange. 4. How do cells communicat communicate e with each other? A. They B. They C. They D. They They
pass pas s chemic chemical al messages messages via the cell wall. send chem send chemical ical message messages s to the nucleus of c cells. ells. send chem send chemical ical message messages s to each other via g genes. enes. send phys send physical ical messag messages es between tthemselv hemselves. es.
5. In which way/s are sperm specialized for its role in reproduction? A. They have a tail (flagellum) to allow it to swim towards an egg. B. They have a head which contains enzymes to digest the exterior of the egg allowing the sperm to enter the egg and fuse with it. C. The middle piece is packed with mitochondria to release energy needed to swim and fertilize the egg. D. All the answers are correct. 6. Which phrase BEST describes the function of actin and myosin? A. A structures made of protein that can help a bacterial cell attach to environmental environme ntal surfaces. B. A structure of reddish granular cells that carry the nerve impulses throughout the body. C. A structure that can move an egg cell through the female reproductive tract. D. A structure made of protein filament that slide past one another as the muscle contracts and expands for organism activity.
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7. Which describes the role of an endospore in bacteria? A. A form of sexual reproduction in bacteria during which genetic information is exchanged. exchanged. B. A dormant state of bacteria that can survive in unfavorable conditions. conditions. C. A protective covering that bacteria secrete to protect themselves against harsh environment. D. A tiny hair-like structure made of protein that attaches the bacteria to a surface. 8. Which pair is NOT properly matched? A. axons: carry nerve impulses away from cell body B. spores: defense mechanism to heat, high pressure, and stress C. flagella flagella:: efficient absorption of water and minerals D. cilia: move an egg cell through the female reproductive tract. 9. Which of the following statement is FALSE about nerve cell? A. It has a cell body with an elongated axon or fiber that is surrounded by insulating cells. B. Its form is related to its function of carrying electrical signals long distances within the body to communicate information. C. It easily allows substance to pass through them easily. D. It receives and transmits of information that allow an organism to respond appropriately. 10. Which of the following BEST describes the function of motile (or moving) cilia? A. They keep the airways clear of mucus and dirt allowing us to breathe easily and without irritation. B. They are responsibl responsible e for adhesion allowing bacteria to colonize environmental surfaces or cells and resist flushing. C. They ensure the survival of a bacterium through periods of environmental stress. D. They They increase the external surface area for absorption of water and mineral ions. Use the diagram below to answer question 11. 2 1 3
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11. Which number in the illustration represents the location loca tion where would you expect to find the spermatozoa flagella? A. 1 B. 2 C. 3 D. A and B 12. What type of cell has these modifications: don’t contain nuclei, diskshaped, flattened, smooth, and flexible? A. nerve cells C. skin cells B. Red Blood Cells (RBCs) D. ciliated epithelial cells 13. Which of the following is an important cell modification particularly in the roots of the plants? A. Large surface area for efficient absorption of nutrients B. Resistant to extreme heat, extreme cold, and dehydrat dehydration ion C. Sweep mucus and dirt particles out of the lungs D. Help a bacterial cell attach to environmental surfaces Refer to the diagram below to answer question 14.
14. What does the diagram above show? A. A structure made of protein that can help a bacterial cell attach to environmental environme ntal surfaces. B. A structure of reddish granular cells that carry the nerve impulses throughout the body. C. A structure that can move an egg e gg cell through the female reproductive tract. D. A structure made of protein filament that slide past one another as the muscle contracts and expands for organism activity. activity. 15. The special modification in bacteria are the following EXCEPT: A. defense mechanism to heat B. defense mechanism to infection C. defense mechanism to high pressure D. defense mechanism to stress 4
Lesson
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Cell Modificati Modifications ons
This lesson lesson explores the various speciali specialized zed cellular modifications modifications that make a cell different from another type of cell. Understanding how a cell is perfectly suited for the role it performs, this help us appreciate the workmanship in the bodies of living things through cell study.
What’s In
You have learned about the cellular types and histology in your previous lessons. Those focuses on many different cells and tissues performing specific functions for fo r the cell.The next activity will help you check y your our understanding unders tanding concerning different cell types that keep the body functioning as one unit.
Activity 1. Is this Me Me? ?
Pick one of the type of muscle cells in human body as shown in the diagram below. Consider what would happen if you did not have this type of cell in your body.
Cardiac muscle
Smooth muscle Figure 1. The different types of muscle cells.
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Skeletal muscle
Answer the following questions briefly.
1. Imagine that you are looking in a mirror. Would you look like yourself? ______________________ ___________ ______________________ ______________________ ______________________ ______________________ __________________ _______ ______________________ ___________ ______________________ ______________________ ______________________ ______________________ __________________ _______ ______________________ ___________ ______________________ ______________________ ______________________ ______________________ __________________ _______
2. What would you look like if your face were covered with a different kind of covering instead of skin cells? ______________________ ___________ ______________________ ______________________ ______________________ ______________________ __________________ _______ ______________________ ___________ ______________________ ______________________ ______________________ ______________________ __________________ _______ ______________________ ___________ ______________________ ______________________ ______________________ ______________________ _________________ ______ 3. Do you think you could survive without this type of cell? Explain. ______________________ ___________ ______________________ ______________________ ______________________ ______________________ __________________ _______ ______________________ ___________ ______________________ ______________________ ______________________ ______________________ __________________ _______ ______________________ ___________ ______________________ ______________________ ______________________ ______________________ __________________ _______
4. How do cells work together to perform a particular function in the body? ______________________ ___________ ______________________ ______________________ ______________________ ______________________ __________________ _______ ______________________ ___________ ______________________ ______________________ ______________________ ______________________ __________________ _______ ______________________ ___________ ______________________ ______________________ ______________________ ______________________ __________________ _______
5. How does speci specialized alized cell structure structure suits its func function? tion? ______________________ ___________ ______________________ ______________________ ______________________ ______________________ __________________ _______ ______________________ ___________ ______________________ ______________________ ______________________ ______________________ __________________ _______ ______________________ ___________ ______________________ _______________________ _______________________ ______________________ _________________ ______
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What’s New
Before you continue, answer the activity below to understand some terms used in the lesson.
Activity 2. Finding Word Directions: Form the correct word of jumbled letters on the left to identify the important terms/words used to describe some cell modifications among bacteria, animals and plants. Jumbled Word
Your Answer
1. S E O P S R
__ __ __ __ __ __
2. I I C I V O M L R L
__ __ __ __ __ __ __ __ __ __
3. L A G L E F A L
__ __ __ __ __ __ __ __
4. I L C L A
__ __ __ __ __
5. L P I I
__ __ __ __
6. E T D N D I E S R
__ __ __ __ __ __ __ __ __
7. O M S I N Y
__ __ __ __ __ __
8. X O A N
__ __ __ __
9. C A I T N
__ __ __ __ __
10.
__ __ __ __ __ __ __ __ __
H O I R O T A R S
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What is It
Cells do not look the same. They often have lots in common and similar organelles, but there are hundreds of specialized cells, all of which have adaptations that allow it to effectively function. The following are examples of cell modifications in bacteria, animals and plants. Let’s explore more about it. 1. Spores o Bacteria have several mechanisms that help them survive environmental challenges such as lack of water, extreme temperature change, and lack of nutrients. When environmental conditions are harsh, some types of bacteria produce a structure called endospore. The bacteria that cause anthrax and tetanus are examples of endospore endospore producers.. An endospore can be thought of as a dormant cell. producers o Endospores are resistant to extreme heat, extreme cold, dehydration,
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o
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and large amount of ultraviolet radiation. Spore formation is a special modification in bacteria, particularly as a defense mechanism to heat, high pressure, and stress. Spores are also highly resistant to many chemicals, including most disinfectants. Spores can survive for many years in soil and other inanimate objects. The spore will transform into a new organism once exposed to a more favorable environment. Spores usually contain 30% water and do not exhibit measurable metabolic activity.
Figure 2.1. Bacterial spores
2. Cilia and Flagella o Cilia (singular, cilium) and flagella (singular, flagellum) are fine, hair
like/ whip-like structures that extend ext end from the body of a variety of cells. While they vary in terms of length and numbers in different types of 8
cells (as well as patterns of movement), cilia and flagella are generally identicall in structure and composition. identica o Cilia and flagella are two different types of microscopic appendages on cells. Cilia are found in both animals and micro-organisms, but not in most plants. o Depending on the type of cells, cilia and flagella have the following functions: • Propelling cells - using cilia or flagella, cells are able to move freely in their environment, especially in aquatic or moist environments. • Sensory functions - Some cilia and flagella allow cells to sense changes in their surroundings which in turn allows the cells to respond appropriately. • Transporting material - Using cilia and flagella, some cells are able to not only trap, but also guide the transportation of given material. This may serve to engulf such material into the cell or prevent unwanted material/particles/microorganisms from invading the cell or tissue. Cilia are short, numerous projections that look like hairs in amoeba.
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These hair/threadhair/thread-like like projections can also be found in the bronchi, uterine tubes, and the digestive tract that exhibits a radical motion similar to the motion of oars in a rowboat to pass material and they are large in numbers. Other cilia can move an egg cell through the female reproductive reproducti ve tract. The epithelium of the trachea has motile cilia where they sweep mucus and dirt particles out of the lungs (like mopping the floor) while all mammalian cells have a single non-motile primary cilium. For example, sensory organs like eye and nose.
cilia
Figure 2.2. Paramecium
Flagella are long whip-like filamentous structures or tail-like projections present in bacteria, archaea, and eukaryotes, though they are most commonly found in bacteria. Sperm cells in many species
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(including humans) contain a prominent flagellum in order to swim through the vagina or to facilitate sperm motility. Flagella serve for the propulsion of single cells (swimming of protozoa and spermatozoa). Flagella helps prokaryotes move toward the light, higher oxygen concentration, or chemicals such as sugar or amino acids that they need to survive. They are fewer in number. Few eukaryotes use flagellum to increase reproduction rates. Typically, Typically, a cell has one or ttwo wo flagella.
Flagellum
Figure 2.3. Euglena
3. Pili Pili (singular, pilus) are submicroscopic, hairlike structures made of proteins that can help a bacterial cell attach to environmental surfaces and act as a bridge between cells. Copies of plasmids pla smids can be sent across the bridge, thus providing some prokaryotes with new genetic characteristics. This is one way of transferring the resistance to antibiotics.
o
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Pili are modifications that enable bacteria to adhere to tissue surfaces and invasion of host cells. They can have a role in movement but more often involved in adherence to surfaces which facilitates infection and is a key virulence characteristic. Example: bacteria inside the human intestine may produce pili in order to adhere to the host's cells.
Pili
Figure 2.4. Bacterial cell
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4. Dendrites and Axons of the nerve cells
Dendrites: each neuron contains several dendrites. They receive signals called impulses from other neurons and conduct the impulses to the cell’s body. o Axons: there is only one per neuron and they are long and thin that carry nerve impulses away from cell body to other neurons and
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muscles. Dendrites
Axon Figure 2.5. Nerve cell
5. Actin and Myosin Skeletal muscle is arranged into fibers, which are fused muscles. Muscle fibers consist of many smaller units called myofibrils. Myofibrils consist of even smaller units, myosin (form thick filaments) and actin (form thin filaments), which are protein filaments. These filaments slide past one another as the muscle contracts and expands for organism activity.
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Actin
Myosin Figure 2.6. The actin-myosin interaction in muscle
6. Root hairs Root hairs are tiny, hair-like structures that grow on the surface of the plant roots. They have thin cell walls and a long, hair-like projection to increase surface area which allow for efficient absorption of water and minerals. o Root hairs collect water and mineral nutrients present in the soil and take this solution up through the roots to the rest of the plant.
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Figure 2.7. Root hairs
7. Enucleated red blood cell Red blood cells are also known as RBCs, red cells, red blood corpuscles or erythrocytes. RBCs are used to transport oxygen and carbon dioxide in the blood. They are well-adapted for this function because they contain hemoglobin, an iron-containing biomolecule that can bind oxygen and is responsible for the blood's red color. The The cells have a biconcave shape that increases increases surface area. Their small size and ability to bend allows them to easily move all over the body. o The enucleated red blood cell bends more than a nucleated one, and can thus fit through narrower capillaries, which is more efficient.
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Figure 2.8. Red blood cell
8. Microvilli Microvilli (singular: microvillus) are microscopic cellular membrane protrusions that increase increase the surface area of cells for absorption. o Thousands of microvil microvilli li form a st structure ructure called the brush border that is found on the apical surface of some epithelial cells, like those in small intestine.
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Epithelial cell
Microvilli
Figure 2.9. Epithlial cells in the small intestine
What’s More
In the previous discussion, you find out that a multicellular organism’s development and survival are based on the functions and interactions of its many cells. Let’s find out your knowledge about cell modification further. Activity 3A. Match Me Match the words in Box A with the functions in Box B . Write your answer the space before the number. Box A
A. Actin and myosin B. Axons C. Dendrites D. Cilia E. Enucleated Enucleated red blood cell
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F. Flagella Flagella G. Pili H. Microvilli I. Root hairs J. Spores
Box B _________1. Hemoglobi Hemoglobin-containin n-containing, g, disc-shaped disc-shaped that transports oxygen to the body cells. _________2. Hair-like structure made of proteins that enable bacteria to adhere to tissue surfaces. _________3. Cell membrane extensions of an epitheli epithelial al cell that increase the surface area of cells. _________4. Thin neuron branch branch that receives neural messages from other neurons and conduct the impulses to the cell body. _________5. Whip-like Whip-like structure that aid for the propulsion of single cells (facilitates sperm motility). _________6. Help in the survival of the organisms during adverse environmental conditions (heat, high pressure, and stress). _________7. Filaments of o f protein that permit the muscle to contract and elongate for organism activity. _________8. A neuron extension that transmits messages away from the cell body and toward another cell. _________9. Tiny hair-like structures that increase the area available available for water absorption and that of minerals and other nutrients. _________10.. Hair-like projections that can also move an egg cell through _________10 the female reproductive tract. Activity 3B. Draw Me
Directions: Draw a paramecium and a euglena. Identify its cellular modification and its purpose.
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What I Have Learned Let us see how well you can make a summary of what you know about the lesson. Activity 4. What I’ve learned learned Complete each statement below as to the insights you have learned from fr om the lesson. Let me tell you about some of the important i mportant things I’ve learned about the lesson. First I’ll start with… ______________________ ___________ _______________________ ______________________ _____________________ _______________________ ________________ ____ ______________________ ___________ ______________________ _______________________ _______________________ _____________________ _______________ _____ ______________________ ___________ ______________________ ______________________ ______________________ _____________________ _______________ _____
Next I’ll tell you about…________________________ about…________________________________________ ___________________ ___ _______
________________________________ _____________________ ______________________ _____________________ _____________________ _______________ ____ _____________________ __________ ______________________ ______________________ _____________________ _____________________ _______________ ____ _____________________ __________ ______________________ ______________________ _______________________ _______________________ _____________ __
Something else I learned was…_________________________________ was…_______________________________________ ______ _____
________________________________ _____________________ ______________________ ______________________ ______________________ _______________ ____ _____________________ ___________ _____________________ ______________________ ______________________ ______________________ _______________ ____ _____________________ ___________ _____________________ ______________________ ______________________ ______________________ _______________ ____
Lastly, I now truly understand about…_________________________ about…______________________________ _____ _______
_________________________________ ______________________ ______________________ ______________________ ______________________ ______________ ___ ______________________ ___________ ______________________ ______________________ _____________________ _____________________ _______________ ____ ______________________ ___________ ______________________ ______________________ _____________________ _____________________ _______________ ____
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What I Can Do The next activity will help you transfer transfer your knowl knowledge edge wh which ich you ha have ve learned or gained into real-life situations. Activity 5. Boost Your Imagination Directions: The students are asking questions about cell modifications adapted for different functions on the picture below. Give your best answer to the questions that follow.
Why do plant, animal, and bacterial cells undergo cellular
What specialized cell would you expect to find in a tomato plant and predict the adaptations that the cell have?
modification? Maeve
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Vale
2
How are cells adapted?
Toffee
3
How do those adaptations make the cell more efficient?
Micah 4
Congratulations for finishing the lesson! Everything is over except for the assessment below. Don’t fail to answer this part of the lesson. This will check how much you have learned. 16
Assessment Directions: Read each statement carefully. Encircle the letter of the of the best answer.
1. How do cilia differ from flagella? A. length B. patterns of movement
C. numbers in different types of cells D. all the answers are correct
2. What structure does spermatozoon use for movemen movement? t? A. pilus C. flagellum B. cilium D. microvill microvillus us 3. Which of the following allows the efficient extraction extractio n of nutrients from food? A. Red Blood Cells (RBC) C. amoeba B. microvillus D. euglena 4. Which phrase BEST describes the role of an endospore in bacteria? A. A protective covering that bacteria secrete to protect themselves against harsh environments. B. A tiny hair-like structure made of proteins that attaches to a surface. C. A dormant state of bacteria that can survive in unfavorable conditions. D. A form of sexual reproduction in bacteria during which genetic information is exchanged. 5. Which pair is NOT properly matched? A. enucleated red blood cells: transport oxygen and carbon dioxide in the blood B. root hairs: increase surface area which allow for efficient absorption of of water and minerals C. actin and myosin: slide past one another as the muscle contracts and expands for organism activity D. pili: allow cells to sense changes in their surroundings which in turn allows the cells to respond appropriately
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Refer to the diagram of a nerve cell below to answer Question 6 to 8.
X
Y
6. Which structure is labeled with the letter X in the diagram? A. synapse C. dendrite B. axon D. neuron 7. What does the letter Y in the image represent? A. axon C. neuron B. dendrite D. synapse 8. Which function represented by the letter X fits the diagram? A. Serves as insulator and increases the speed at which a nerve impulse can travel along an axon. B. Transmits messages away from the cell body and toward another cell. C. Receives neural messages and transmits information to the cell body. D. Acts as a defense mechanism to heat, high pressure, and stress. 9. What structure does paramecium use for movement? A. cilium C. microvillus B. pilus D. flagellum 10. Which statement concerning bacterial flagella is NOT TRUE? A. Flagella are long whip-like filamentous structures. B. Flagella are randomly distributed on surface of the cell. C. Flagella do not have any role in surface attachment. D. Flagella are many times thicker than Pili. 11. Which of the following statements is TRUE about Cilia? A. Some protists, such as paramecium have thousands of cilia used for movement and feeding. B. In human respiratory tract, coordinated movement in cilia sets up a wave that propels particles up and out. C. Other cilia can move an egg cell through the female reproductive tract D. All the answers are correct. 18
12. Why do red blood cells need to be tiny? A. so that they can carry carbon dioxide throughout the body B. so that they can clump together C. so that they can’t be infected by bacteria D. so that they can move through narrow blood vessels 13. Which of the following types of cells have no nucleus? A. nerve cells C. Red Blood Cells (RBC) B. reproductive cells D. muscle cells 14. Which statement best describes the structures of root hair cell which is adapted for water uptake? A. large surface area C. many mitochondria B. membranemembrane-bound bound organelle D. thick walls 15. Which of the following characteristics is/are shared by euglena and paramecium? I. Both are structures that extend from the body of a variety of cells. II. Both are structures used for locomotion. III. Both are non-motile prokaryotes prokaryotes.. IV. Both are heterotrophs with restricted mobil mobility. ity. A. I only
B. II only
C. I and II
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D. I and IV
Additional Activities Now, it’s time to demonstrate your understanding of cell modifications by performing the additional activity below. Activity 6. Cell Modification Foldable
Make a three-tab book and create a pictorial presentation presentation of three other cell modifications either in bacteria, animal or plants. Indicate the name of the specialized cells and describe their respective functions. In this activity, you will need 8.5” x 11” white cartolina/paper, markers or colored pencils, scissors, and textbooks/reading materials. STEP 1. Fold a vertical sheet of paper from side to side. Make the front edge about 2 cm shorter than the back edge.
STEP 2. Turn lengthwise and fold into thirds.
STEP 3. Unfold and cut only the top layer along both folds to make ma ke three tabs. Label each tab.
STEP 4. Draw each of the specialized cells on the front of the tab as it is closed down. STEP 5. On the back of the tab, write the function of the specialized cell. STEP 6. Indicate your name on the last tab on the front. 20
Cell Modification Foldable Rubric
Criteria
e g d e l w o n K
Excellent (4) The three-tab book demonstrates a thorough knowledge of the topic which is very detailed. Goes beyond the requirements of the extended
l s e b a L
& e c y t n a i v r e i t a a e p r p A C
activity. Functions/ad aptations and/or pictures of the specialized cell are written in detail. The three-tab book is excellently presented reflecting creativity and a lot of thought.
Good (3)
The three-tab book demonstrates good knowledge of the topic with much detail.
Fair (2)
Poor (1)
The three-tab The three-tab book book demonstrates demonstrates some knowledge very little knowledge of the of the topic topic which which lacks lacks detail. detail.
More than one half of the requirements are met but the functions/adapt
At least one half of the requirements are met. At least half of the
Less than one half of the requirements are met. Functions/adapt
ations and/or picture is not accurate.
functions/adapt ations and/or picture is correct.
ations and/or picture are missing.
Good creative effort. The three-tab book is neat and shows evidence of time spent on it.
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The three-tab book is somewhat poor with just enough information about the topic.
The three-tab book is quite poor and did not impart any clear information about the topic.
Answer Key
D . 5 1 B . 5 1 D . 4 1
A . 4 1 C . 3 1
A . 3 1
D . 2 1
B . 2 1
D . 1 1
A . 1 1
B . 0 1
D . 0 1
A . 0 1
A . 9
I . 9
C . 9
C . 8
B . 8
C . 8
A . 7
A . 7
B . 7
C . 6
J . 6
D . 6 D . 5
D . 5
F . 5
C . 4
C . 4
B . 4
B . 3
H . 3
C . 3
C . 2
G . 2
D . 2
D . 1
E . 1
D . 1
t n e m s s e s s A
e r o M s ' t a h W
What’s New 1. S E O P S R
SPORES
2. I I C I V O M L R L
MICROVILLI
3. L A G L E F A L
FLAGELLA
4. I L C L A
CILLIA
5. L P I I
PILI
6. E T D N D I E S R
7. O M S I N Y
DENDRITES
MYOSIN
8. X O A N
A XON
9. C A I T N
A C TI N
10.
HOI ROTARS
ROOTHAIRS
22
w o n K I t a h W
References Books
Biggs, Haggins, et al. Biology , Phoenix Publishin Publishing g House, 2013. Dela Peña, R., Gracilla, D., and Christian R Pangilinan. General Biology (Combined Book 1&2), 1 1&2), 1st ed. JFS Publishing Services, 2016 Faltado, Ruben et al. General Biology 1, 1, Lorimar Publishing, Inc. 2017. Hoefnagels, Marielle. General Biology (Books I and II). McGraw-Hill Education, Hoefnagels, 2016. Ramos, Anna Cherylle and John Donni Ramos. Exploring Life Through Science: Biology , 2nd ed. Phoenix Publishing House, 2011. Rhea, Maria Angelica D., and Nikki Heherson A. General Biology 2 . Rex Publishing.
Web Sources
Retrieved Retrieve d on June 8, 2020: Biology for AP® Courses; Courses; https://openstax.org
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