Download Checklist for Flow of Energy Model

Name: ____________________________________________
Date: _________________
Checklist for Modeling the Flow of Energy Poster
In this model you will concentrate on telling a story of the flow of energy though a typical animal cell. A story
flows from a beginning, a middle, and an end, and sometimes includes stories within a story. This story will be
mostly a picture book story supported by words when necessary to help explain your point. The objective of the
poster is to help you to learn how cells harvest and utilize energy by telling a story.
Remember that energy cannot be created or destroyed, so therefore, the same amount of energy that enters a
cell, must be either stored in the cell or it must leave the cell. So your story must account for energy that comes
into, is stored, and leaves the cell. One suggestion of how your story might flow is the following:
1) Indicate the form of energy that enters an animal cell and how it gets in,
2) indicate how and where that energy is transformed by the cell into a form that it can use,
3) indicate how that transformed energy is used by the cell
4) indicate how the waste products (both matter and energy) of that energy transformation leave the cell,
This type of story is called an explanatory model, where you explain how you think a natural phenomenon
works through an evidence-based explanation (or story). Your evidence, in this instance, is the information
from your observations, measurements, and reliable resources from both your labs and your text.
Here is a ground rule for making your poster this time around: Your model cannot have anything taped on
it. You must draw sketches of what you’d like to put on your poster. The act of drawing it out helps you not
only to spend more time with the concepts, but also helps to deconstruct the concepts as you draw them.
OK, so let’s get started! Here is a checklist of the following terms and concepts that you should include in your
story of how energy flows through a cell.
Membrane Function:
On your model of a typical animal cell, indicate how the membrane functions to regulate food molecule
transport, oxygen and waste product transport, sodium and potassium ion concentrations, and cell volume.
Be sure to include ALL of the following:
 A drawing of the plasma membrane of a typical animal cell includes: (0.5 pt)
o Phospholipid bilayer
o Transport channel proteins
 Drawing and accompanying explanation in words indicates how the membrane regulates (4 pts)
o Food molecule transport into the cell
o Oxygen and Waste product transport into and out of the cell
o Sodium ion (Na+) and potassium ion (K+) concentrations
o Cell volume
 Explanation includes the following concepts and definitions: (4 pts)
o Facilitated diffusion
o Osmosis
o Diffusion
o Concentration gradient
o Active transport
More on other side 
CS, NSCC Biol 160, Nov 2011
Cellular Respiration:
Part A: On your model of a typical animal cell, follow the path with a highlighter of the ENERGY contained
in a single glucose molecule into the cell and through cellular respiration to generate ATP.
Be sure to include ALL of the following (8 pts):
 Chemical bonds
 Potential Energy/Chemical Energy
 Cytosol
 C6H12O6
 Glycolysis
 Enzymes
 Pyruvic acid
 Lactic acid fermentation
 Drawing of a mitochondrion inside the cell
o Inner and outer membranes
 Indicating phospholipid
bilayer
 Indicating membrane proteins
o Cristae
o Matrix
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CO2, O2, H2O
Citric Acid Cycle
Enzymes
Electrons
NADH
Electron Transport Chain
Redox Reactions
H+
Concentration gradient
ATP Synthase
ATP
Heat energy
Part B: On your model indicate where fatty acids and amino acids enter cellular respiration as an energy
source to generate ATP. (0.5 pt)
Cellular work:
In your model of how energy flows through a cell, now indicate how your cell uses ATP to perform the work of
the cell (redrawn pictures from the text are OK here but place them in the proper place in a cell):
Be sure to include (3 pts):
 An example of Mechanical work (actin/myosin movement)
 An example of Active transport work (regulation of Na+ concentration)
 ATP, ADP, P
Evidence-Based Explanation:
 At least one supporting paragraph that gives an evidence-based explanation in complete sentences of
how energy flows through a cell.
Level of Evidence-Based Explanation:
Level 1 (1 point)
Level 2 (3 points)
Level 3 (5 points)
o Student describes what happens
o Student explains how energy
o Student describes partial how
o
o
in each part of the model without
linking them together to explain
how energy flows through a cell.
Student describes, summarizes, or
restates each part of the checklist
without making a connection to
full causal story.
No references to established
theories or evidence from lab or
the text are used.
energy flows through a cell.
o Student links together some parts
o
of the model but not all.
o Student addresses theoretical
components tangentially (nonspecifically) or does not reference
evidence from lab and the text in
their explanation.
o
flows through a cell.
Student can trace a full causal
story for how a phenomenon
occurred. This is well supported
by diagrams in the model.
Student uses powerful science
ideas like the principles of
conservation of energy and
conservation of matter, passive
and active transport, and
references to evidence from lab
and the text, to explain events.
Score:
/25
Comments:
CS, NSCC Biol 160, Nov 2011