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Understanding Biology 1St Edition Mason Solutions Manual Full Chapter PDF
Understanding Biology 1St Edition Mason Solutions Manual Full Chapter PDF
Solutions Manual
Chapter 5 takes a more detailed look at the cell by investigating the fine structure and functions of the
cell membrane. The discussion of information on the cell membrane provided in Chapter 4 should be
briefly reviewed before going into a lecture on Chapter 5. It is also important to stress that the
information discussed in this chapter is needed later to understand organismic adaptations and
evolution.
SYNOPSIS
Phospholipids are the foundation of all known biological membranes. The characteristic lipid bilayer
forms as a result of the interactions among nonpolar phospholipid tails, polar phospholipid heads,
and the surrounding water. The nonpolar tails face inward toward each other while the polar heads
face outward toward the water. The arrangement of the lipid bilayer is stable, yet fluid. The
membranes of living organisms are assembled from four components. The phospholipid bilayer
provides an impermeable flexible matrix in which the other components are arranged.
Transmembrane proteins that float within the bilayer are channels through which various molecules
pass. A supporting protein network, anchored to the actin filament cytoskeleton, prevents these
channels from moving. The glycocalyx consisting of sugars and membrane proteins provide a cell’s
identity.
All of the cell’s activities are in one way or another tied to the membrane that separates its
interior from the environment. Net diffusion occurs when the materials on one side of the
membrane have a different concentration than the materials on the other side. Facilitated
transport of materials is necessary to control the entrance and exit of particular molecules.
Facilitated diffusion is a simple process that utilizes protein carriers that are specific to certain
molecules. It is a passive process driven by the concentration of molecules on the inside and the
outside of the membrane. Osmosis is a specialized form of diffusion associated specifically with
the movement of water molecules. Many cells are isosmotic to the environment to avoid
excessive inward or outward movement of water. Other cells must constantly export water from
their interior to accommodate the natural inward movement. Most plant cells, on the other hand,
are hyperosmotic with respect to their immediate environment. The resulting turgor pressure
within the cell pushes the cytoplasm against the cell wall and makes a plant cell rigid.
Large molecules enter the cell by endocytosis, a nonselective process. Endocytosis of particulate
material is called phagocytosis while endocytosis of liquid material is called pinocytosis. Exocytosis
is the reverse mechanism and is used by plants to construct the cell wall and by animals to secrete
various internally produced chemicals. Receptor-mediated endocytosis is a complicated mechanism
that involves the transport of materials via coated vesicles. Some molecules are transported into or
out of the cell independent of concentration. This process requires the expenditure of energy in the
form of ATP and is called active transport. Such transport channels are coupled to a sodium-
potassium pump. The proton pump produces ATP through two special transmembrane protein
channels through a process called chemiosmosis.
LEARNING OUTCOMES
5.3 Membrane Proteins Enable a Broad Range of Interactions with the Environment
There is ample evidence in the educational literature that student misconceptions of information
will inhibit the learning of concepts related to the misinformation. The following concepts
covered in Chapter 6 are commonly the subject of student misconceptions. This information on
“bioliteracy” was collected from faculty and the science education literature.
One could develop a lengthy comparison of a cell and its organelles to a community with respect
to energy, transportation, communication, growth, and so forth.
Stress the fluidity of the plasma membrane and the regular replacement of its components to
ensure constant integrity. It is as though one could remove a chipped brick from a house and
replace it with a new one. A completely fluid house would have doors, windows, and walls that
moved with respect to the current needs of the occupants and the appearance of the environment.
Membrane fluidity is related to the presence of saturated and unsaturated fatty acids in the
phospholipid tails. Saturated fats are like books stacked tightly on a shelf. They can’t readily be
moved from shelf to shelf and are very rigidly organized. Warped books (unsaturated fats), on
the other hand, can’t be as closely packed. It is easier to get one’s fingers between the books and
move them around.
Do not be confused that a 3-D surface view of a membrane is viewed in a transmission electron
microscope rather than a scanning one. The resolution of the TEM is far better (down to 2m), but
only a very thin section can be viewed, unlike the SEM which can be used to examine very thick
specimens and even whole objects like protozoa, insects, leaves, and flowers. To examine cell
membranes and still satisfy the thin layer requirement, it is the cast of the surface that is viewed
under the TEM, not the cell surface itself — as would occur if one examined the coated surface
of a cryofractured cell with the SEM.
The types of movement of molecules through a membrane are more readily remembered when
the students understand what the names mean. Simple diffusion is just that, nothing else assists
it. Facilitated diffusion requires the presence of channels that aid in the passage of molecules.
Active transport is like any active versus passive mechanism, it requires the expenditure of
energy.
It is important that students begin to understand how ATP is generated as it will come up again
(most notably in the next set of chapters regarding metabolism). Similarly, cell surface receptors
and cell surface markers will be discussed in greater depth in a later chapter entitled The Immune
System.
Higher level assessment measures a student’s ability to use terms and concepts learned from the
lecture and the textbook. A complete understanding of biology content provides students with the
tools to synthesize new hypotheses and knowledge using the facts they have learned. The
following table provides examples of assessing a student’s ability to apply, analyze, synthesize,
and evaluate information from Chapter 5.
Application • Have students predict the direction of diffusion and osmosis given a cell
placed in a concentrated urea solution.
• Have students predict the direction of diffusion and osmosis given a cell
placed in a dilute sodium chloride solution.
• Ask students explain why patients with severe dehydration are given
hypoosmotic drinks.
Analysis • Ask students to explain how cell transport is affected if a cell is immersed
on a solution that degrades proteins.
• Ask students to explain the effects of a toxin that binds up sodium so that
it does not pass through the sodium-potassium pump.
• Have students determine nature of a toxin that blocks the facilitated
diffusion of glucose.
Synthesis • Ask students hypothesize the role of an enzyme in the cytoplasm that
converts glucose to glycogen upon glucose entering the cell.
• Have students to find a use for a large artificial cell membrane capable of
pumping sodium and chloride ions in one direction..
• Ask students to explain why human brain cells must rely on the transport
capabilities of surrounding cells for obtaining nutrients.
Evaluation • Ask students to evaluate the transport properties that a kidney dialysis
machine must have to keep a person’s body cells alive.
• Ask students to evaluate a claim that drinking too much water can cause
swelling of brain cells.
• Have students discuss the benefits and risks of drugs that affect the
function of the sodium-potassium pump.
VISUAL RESOURCES
Introduction
Students enjoy and gain educational value from simple classroom demonstrations that
show concrete examples of complex topics. Osmosis and diffusion can be boring topics to
students without some break in the lecture to observe a simple example. This demonstration uses
raisins as a model for understanding osmosis and barriers to osmosis.
Materials
• Raisins
• Acetone
• Small beaker
• Forceps
• 40oC distilled water
• 2 Petri plates
• Overhead projector
1. At the beginning of the lecture, tell the class you will be demonstrating a lesson on
osmosis.
2. Then immediately, place the two Petri plates on an overhead projector and fill to capacity
with the 40oC distilled water. Do not tell the students that the solution is distilled water.
3. Rinse one raisin in acetone telling the class that you are washing the raisin in a solvent.
4. Place that raisin in the one Petri plate.
5. Then place the other raisin in the other Petri plate without doing an acetone rinse.
6. Have the students observe the results. They will notice the acetone-washed raisin swell
during the class period as the other does not.
7. Have the students explain the nature of the solution in the Petri dish compared to the
raisin.
8. Ask them to explain the role of the solvent in permitting osmosis to occur freely.
9. Have the students hypothesis the unwashed raisin was similar to the protective value of
human skin.
Introduction
Materials
• Overhead projector
• 4 labeled Petri plates
o One labeled 90
o One labeled 40
o One labeled RT
o One labeled Ice
• Blue dye in a dropper bottle
• 100 ml of 90oC in a small beaker
• 100 ml of water in a small beaker chilled in an ice bath
• 100 ml of 370C - 400C water in a small beaker
• 100 ml of room temperature water in a small beaker
1. Explain that you will be demonstrating the relationship between temperature and
diffusion.
2. Place the four Petri plates on the overhead projector.
3. Add the appropriate water samples in the labeled Petri plates.
4. Tell the students to watch carefully as you slowly add one drop of blue dye to each Petri
plate.
5. Ask the students to discus the importance of the temperature-diffusion relationship to an
organism’s survival.
LABORATORY IDEAS
Service learning is a strategy of teaching, learning and reflective assessment that merges the
academic curriculum with meaningful community service. As a teaching methodology, it falls
under the category of experiential education. It is a way students can carry out volunteer projects
in the community for public agencies, nonprofit agencies, civic groups, charitable organizations,
and governmental organizations. It encourages critical thinking and reinforces many of the
concepts learned in a course.
Students who have successfully mastered the content of Chapter 5 can apply their knowledge for
service learning activities in the following ways:
1. Have students talk to youth sports groups about the benefits of proper hydration.
2. Have students design an electronic presentation on cell transport for use by teachers at
local schools.
3. Have students tutor middle school or high school biology students studying cell transport.
4. Have students judge science fair projects related to cell transport.
I have noticed, in a previous page, the very scant courtesy which the
queen of Charles I. met with at the hands of a Commonwealth
admiral. The courtesy of some of the Stuart knights toward royal
ladies was not, however, of a much more gallant aspect. I will
illustrate this by an anecdote told by M. Macaulay in the fourth
volume of his history. The spirit of the Jacobites in William’s reign
had been excited by the news of the fall of Mons.... “In the parks the
malcontents wore their biggest looks, and talked sedition in their
loudest tones. The most conspicuous among these swaggerers was
Sir John Fenwick, who had in the late reign been high in favor and
military command, and was now an indefatigable agitator and
conspirator. In his exaltation he forgot the courtesy which man owes
to woman. He had more than once made himself conspicuous by his
impertinence to the queen. He now ostentatiously put himself in her
way when she took her airing, and while all around him uncovered
and bowed low, gave her a rude stare, and cocked his hat in her
face. The affront was not only brutal but cowardly. For the law had
provided no punishment for mere impertinence, however gross; and
the king was the only gentleman and soldier in the kingdom who
could not protect his wife from contumely with his sword. All that the
queen could do was to order the park-keepers not to admit Sir John
again within the gates. But long after her death a day came when he
had reason to wish that he had restrained his insolence. He found,
by terrible proof, that of all the Jacobites, the most desperate
assassins not excepted, he was the only one for whom William felt
an intense personal aversion.”
The portrait of William III. as drawn by Burnet, does not wear any
very strong resemblance to a hero. The “Roman nose and bright
sparkling eyes,” are the most striking features, but the “countenance
composed of gravity and authority,” has more of the magistrate than
the man at arms. Nevertheless, and in despite of his being always
asthmatical, with lungs oppressed by the dregs of small-pox, and the
slow and “disgusting dryness” of his speech, there was something
chivalrous in the character of William. In “the day of battle he was all
fire, though without passion; he was then everywhere, and looked to
everything. His genius,” says Burnet in another paragraph, “lay
chiefly in war, in which his courage was more admired than his
conduct. Great errors were often committed by him; but his heroical
courage set things right, as it inflamed those who were about him.” In
connection with this part of his character may be noticed the fact that
he procured a parliamentary sanction for the establishment of a
standing army. His character, in other respects, is not badly
illustrated by a remark which he made, when Prince of Orange, to Sir
W. Temple, touching Charles II. “Was ever anything so hot and so
cold as this court of yours? Will the king, who is so often at sea,
never learn the word that I shall never forget, since my last passage,
when in a great storm the captain was crying out to the man at the
helm, all night, ‘Steady, steady, steady!’” He was the first of our kings
who would not touch for the evil. He would leave the working of all
miracles, he said, to God alone. The half-chivalrous, half-religious,
custom of washing the feet of the poor on Maundy Thursday, was
also discontinued by this prince, the last of the heroic five Princes of
Orange.
Great as William was in battle, he perhaps never exhibited more of
the true quality of bravery than when on his voyage to Holland in
1691, he left the fleet, commanded by Sir Cloudesley Shovel and Sir
George Rooke, and in the midst of a thick fog attempted, with some
noblemen of his retinue, to land in an open boat. “The danger,” says
Mr. Macaulay, who may be said to have painted the incident in a few
words, “proved more serious than they had expected.” It had been
supposed that in an hour the party would be on shore. But great
masses of floating ice impeded the progress of the skiff; the night
came on, the fog grew thicker, the waves broke over the king and the
courtiers. Once the keel struck on a sandbank, and was with great
difficulty got off. The hardiest mariners showed some signs of
uneasiness, but William through the whole night was as composed
as if he had been in the drawing-room at Kensington. “For shame,”
he said to one of the dismayed sailors, “are you afraid to die in my
company?” The vehis Cæsarem was, certainly, not finer than this.
The consort of Queen Anne was of a less chivalrous spirit than
William. Coxe says of him, that even in the battle-field he did not
forget the dinner-hour, and he appears to have had more stomach
for feeding than fighting. Of George I., the best that can be said of
him in his knightly capacity, has been said of him, by Smollet, in the
remark, that this prince was a circumspect general. He did not,
however, lack either courage or impetuosity. He may have learned
circumspection under William of Orange. Courage was the common
possession of all the Brunswick princes. Of some of them, it formed
the solitary virtue. But of George I., whom it was the fashion of poets,
aspiring to the laureatship, to call the great, it can not be said, as
was remarked of Philip IV. of Spain, when he took the title of “Great,”
“He has become great, as a ditch becomes great, by losing the land
which belonged to it.”
One more custom of chivalry observed in this reign, went finally out
in that of George II. I allude to the custom of giving hostages.
According to the treaty of Aix-la-Chapelle, “two persons of rank were
to reside in France, in that capacity, as sureties to France that Great
Britain should restore certain of its conquests in America and the
West Indies.” The “Chevalier,” Prince Charles Edward, accounted
this as a great indignity to England, and one which, he said, he
would not have suffered if he had been in possession of his rights.
The age of chivalry, in the old-fashioned sense of the word, went out
before Burke pronounced it as having departed. I do not think it
survived till the reign of George II. In that reign chivalry was defunct,
but there was an exclusive class, whose numbers arrogated to
themselves that nice sense of honor which was supposed, in olden
times, to have especially distinguished the knight. The people
alluded to were par excellence, the people of “fashion.” The
gentlemen who guarded, or who were supposed to guard, the
brightest principle of chivalry, were self-styled rather than universally
acknowledged, “men of honor.”
The man of honor has been painted by “one of themselves.” The
Earl of Chesterfield spoke with connoissance de fait, when he
treated of the theme; and his lordship, whose complacency on this
occasion, does not permit him to see that his wit is pointed against
himself, tells a story without the slightest recollection of the pithy
saying of the old bard, “De te fabula narratur.”
“A man of honor,” says Lord Chesterfield, “is one who peremptorily
affirms himself to be so, and who will cut anybody’s throat that
questions it, even upon the best grounds. He is infinitely above the
restraints which the laws of God or man lay upon vulgar minds, and
knows no other ties but those of honor, of which word he is to be the
sole expounder. He must strictly advocate a party denomination,
though he may be utterly regardless of its principles. His expense
should exceed his income considerably, not for the necessaries, but
for the superfluities of life, that the debts he contracts may do him
honor. There should be a haughtiness and insolence in his
deportment, which is supposed to result from conscious honor. If he
be choleric and wrong-headed into the bargain, with a good deal of
animal courage, he acquires the glorious character of a man of
honor; and if all these qualifications are duly seasoned with the
genteelest vices, the man of honor is complete; anything his wife,
children, servants, or tradesmen, may think to the contrary,
notwithstanding.”
Lord Chesterfield goes on to exemplify the then modern chivalrous
guardian of honor, by drawing the portrait of a friend under an
assumed name. He paints a certain “Belville” of whom his male
friends are proud, his female friends fond, and in whom his party
glories as a living example—frequently making that example the
authority for their own conduct. He has lost a fortune by
extravagance and gambling; he is uneasy only as to how his honor is
to be intact by acquitting his liabilities from “play.” He must raise
money at any price, for, as he says, “I would rather suffer the
greatest incumbrance upon my fortune, than the least blemish upon
my honor.” His privilege as a peer will preserve him from those
“clamorous rascals, the tradesmen”; and lest he should not be able
to get money by any other means, to pay his “debts of honor,” he
writes to the prime minister and offers to sell his vote and conscience
for the consideration of fifteen hundred pounds. He exacts his money
before he records his vote, persuaded as he is that the minister will
not be the first person that ever questioned the honor of the
chivalrous Belville.
The modern knight has, of course, a lady love. The latter is as much
like Guinever, of good King Arthur’s time, as can well be; and she
has a husband who is more suspicious and jealous than the founder
of the chivalrous Round Table. “Belville” can not imagine how the
lady’s husband can be suspicious, for he and Belville have been
play-fellows, school-fellows, and sworn friends in manhood.
Consequently, Belville thinks that wrong may be committed in all
confidence and security. “However,” he writes to the lady, “be
convinced that you are in the hands of a man of honor, who will not
suffer you to be ill-used, and should my friend proceed to any
disagreeable extremities with you, depend upon it, I will cut the c
——’s throat for him.”
Life in love, so in lying. He writes to an acquaintance that he had
“told a d——d lie last night in a mixed company,” and had challenged
a “formal old dog,” who had insinuated that “Belville” had violated the
truth. The latter requests his “dear Charles” to be his second—“the
booby,” he writes of the adversary who had detected him in a lie,
“was hardly worth my resentment, but you know my delicacy where
honor is concerned.”
Lord Chesterfield wrote more than one paper on the subject of men
of honor. For these I refer the reader to his lordship’s works. I will
quote no further from them than to show a distinction, which the
author draws with some ingenuity. “I must observe,” he says, “that
there is a great difference between a Man of Honor and a Person
of Honor. By Persons of Honor were meant, in the latter part of
the last century, bad authors and poets of noble birth, who were but
just not fools enough to prefix their names in great letters to the
prologues, epilogues, and sometimes even the plays with which they
entertained the public. But now that our nobility are too generous to
interfere in the trade of us poor, professed authors” (his lordship is
writing anonymously, in the World), “or to eclipse our performances
by the distinguished and superior excellency and lustre of theirs; the
meaning at present of a Person of Honor is reduced to the simple
idea of a Person of Illustrious Birth.”
The chivalrous courage of one of our admirals at the close of the
reign of George II., very naturally excited the admiration of Walpole.
“What milksops,” he writes in 1760, “the Marlboroughs and
Turennes, the Blakes and Van Tromps appear now, who whipped
into winter quarters and into ports the moment their nose looked
blue. Sir Cloudesley Shovel said that an admiral deserved to be
broken who kept great ships out after the end of September; and to
be shot, if after October. There is Hawke in the bay, weathering this
winter (January), after conquering in a storm.”
George III. was king during a longer period than any other sovereign
of England; and the wars and disasters of his reign were more
gigantic than those of any other period. He was little of a soldier
himself; was, however, constitutionally brave; and had his courage
and powers tested by other than military matters. The politics of his
reign wore his spirit more than if he had been engaged in carrying on
operations against an enemy. During the first ten years after his
accession, there were not less than seven administrations; and the
cabinets of Newcastle and Bute, Grenville and Rockingham, Grafton
and North, Shelburne and Portland, were but so many camps, the
leaders in which worried the poor monarch worse than the Greeks
badgered unhappy Agamemnon. Under the administration of Pitt he
was hardly more at his ease, and in no degree more so under that of
Addington, or that of All the Talents, and of Spencer Perceval. An
active life of warfare could not have more worn the spirit and health
of this king than political intrigues did; intrigues, however, be it said,
into which he himself plunged with no inconsiderable delight, and
with slender satisfactory results.
He was fond of the display of knightly ceremonies, and was never
more pleased than when he was arranging the ceremonies of
installation, and turning the simple gentlemen into knights. Of the
sons who succeeded him, George IV. was least like him in good
principle of any sort, while William IV. surpassed him in the
circumstance of his having been in action, where he bore himself
spiritedly. The race indeed has ever been brave, and I do not know
that I can better close the chapter than with an illustration of the
“Battle-cry of Brunswick.”
THE BATTLE-CRY OF BRUNSWICK.
The “Battle-cry of Brunswick” deserves to be commemorated among
the acts of chivalry. Miss Benger, in her “Memoirs of Elizabeth,
Queen of Bohemia,” relates that Christian, Duke of Brunswick, was
touched alike by the deep misfortunes, and the cheerful patience of
that unhappy queen. Indignant at the neglect with which she was
treated by her father, James I. of England, and her uncle, Frederick
of Denmark, Duke Christian “seemed suddenly inspired by a
sentiment of chivalric devotion, as far removed from vulgar gallantry
as heroism from ferocity. Snatching from her hand a glove, which he
first raised with reverence to his lips, he placed it in his Spanish hat,
as a triumphal plume which, for her sake, he ever after wore as a
martial ornament; then drawing his sword he took a solemn oath
never to lay down arms until he should see the King and Queen of
Bohemia reinstated in the Palatinate. No sooner had Christian taken
this engagement than he eagerly proclaimed it to the world, by
substituting on his ensign, instead of his denunciation of priests, an
intelligible invocation to Elizabeth in the words ‘For God and for her!’
Fur Gott und fur sie!”