This PowerPoint was one very small part of my Cellular Biology Unit from the website www.sciencepowerpoint.com . Teaching Duration = 4+ Weeks This unit includes an interactive and engaging 3 part PowerPoint Presentation of 2,200+ slides with built-in class notes (Red Slides), lab activities with instructions and visuals, project ideas, discussion questions, assessments, challenge questions with answers, 3 review games (150 slides each), video and activity links, and much more. Text is provided in large print (32 font) and is placed at the top of each slide so it can read from all angles of a classroom. A shade technique and color coded text helps to increase student focus and allows teacher to control the pace of the lesson. Also included is a 11 page bundled homework package that chronologically follows the PowerPoint slideshow as well as a 8 page modified assessment. 16 pages of class notes (Word doc.) with images are also included for students who require assistance, as well as answer keys to both of the assessments for support professionals, teachers, and homeschool parents. 13 video shorts (.flv files) and several video and activity links are provided. A slide within the slideshow cues teacher / parent when the videos are most relevant to play. Video shorts usually range from 2-7 minutes and are included in organized folders. Three PowerPoint review games (125+ slides) is included. Answers to the PowerPoint review game is provided in PowerPoint form so students can self-assess. Lastly, several class games such as guess the hidden picture beneath the boxes, and the find the hidden owl somewhere within the slideshow are provided. Difficulty rating of 9 (Ten is most difficult). Areas of Focus within The Cell Biology Unit. Cellular Biology, History of Cellular Biology, Modern Cell Theory, Types of Cells, Prokaryotic Cells, Eukaryotic Cells, Cellular Organelles, Cell Wall, Plasma Membrane, Passive Transport, Diffusion, Osmosis, Active Transport, The Nucleus, Chromatin / Chromosomes, Nucleolus, Nuclear Membrane, Rough Endoplasmic Reticulum, Smooth Endoplasmic Reticulum, Ribosomes, Protein Synthesis, Golgi Apparatus, Lysosomes, Cytoskeleton / Microtubules / Microfilaments, Centrioles, Plastid, Photosynthesis, Mitochondria, Cellular Respiration, Vacuoles, Organelles by real images. This unit is aligned with the Next Generation Science Standards and Common Core Standards for ELA and Literacy for Science and Technical Subjects. Topics covered and standards addressed can be found at the end of this slideshow. Thank you for your time and interest. If you have any questions please feel free to contact me. Best wishes. Sincerely, Ryan Murphy M.Ed www.sciencepowerpoint@gmail.com

1. • Spreadsheet
Before Placed in Water After one day of soaking
Height Y____, R____, G____, O____, Height Y____, R____, G____, O____,
Width Y____, R____, G____, O_____, Width Y____, R____, G____, O_____,
Mass Y____, R____, G____ , O_____, Mass Y____, R____, G____, O_____,
Observation before Observations after
Gummy Bear work time song.
https://www.youtube.com/watch?v=astISOttCQ0

2. http://sciencepowerpoint.com/Website Link:

3. • Activity! Osmosis and Diffusion in Gummy
Bears.

4. • Procedure:
– Everyone gets four Gummy Bears (Worms work?)
– Measure the height and width of each bear in cm.
– Record the mass of the bear in grams.
– Label container filled ¾ of the way with water and
place bears into cup.
– Let stand overnight.

5. • Procedure:
– Everyone gets four Gummy Bears (Worms work?)
– Measure the height and width of each bear in cm.
– Record the mass of the bear in grams.
– Label container filled ¾ of the way with water and
place bears into cup.
– Let stand overnight.
“Do a few volunteers want
to try saltwater instead of
distilled water?”

6. • Procedure:
– Everyone gets four Gummy Bears (Worms work?)
– Measure the height and width of each bear in cm.
– Record the mass of the bear in grams.
– Label container filled ¾ of the way with water and
place bears into cup.
– Let stand overnight.
“Do they know their gummy bears
will become inedible?”

7. • Procedure:
– Everyone gets four Gummy Bears (Worms work?)
– Measure the height and width of each bear in cm.
– Record the mass of the bear in grams.
– Label container filled ¾ of the way with water and
place bears into cup.
– Let stand overnight.
“Doesn’t matter, they already
volunteered?”

8. • Spreadsheet
Before Placed in Water After one day of soaking
Height Y____, R____, G____, O____, Height Y____, R____, G____, O____,
Width Y____, R____, G____, O_____, Width Y____, R____, G____, O_____,
Mass Y____, R____, G____ , O_____, Mass Y____, R____, G____, O_____,
Observation before Observations after
Gummy Bear work time song.
https://www.youtube.com/watch?v=astISOttCQ0

9. • What do think will happen?

10. • Optional Activity!
Osmosis and Corn
Syrup.
– Fill beak with distilled
water.
– Add corn syrup to
dialysis tubing
– Align the corn syrup
and water levels in the
beaker.
– Visit tomorrow.
Tie

11. • Activity! Osmosis and Diffusion in Gummy
Bears.

12. • Gummy Bear Lab Available Sheet.

13. • Before Procedure:
– Everyone gets four Gummy Bears (Worms work?)
– Measure the height and width of each bear in cm.
– Record the mass of the bear in grams.
– Label container filled ¾ of the way with water and
place bears into cup.
– Let stand overnight.

16. • After Procedure:
– Gently remove the Gummy Bear or worm from the
container by pouring out the liquid
• (Caution they are weak)
– Dry gently with paper towel and record the mass
in grams of each bear. (Protect balance)
– Record the height and width of each bear in cm.
– Record Observations

17. • Spreadsheet
Before Placed in Water After one day of soaking
Height Y____, R____, G____, O____, Height Y____, R____, G____, O____,
Width Y____, R____, G____, O_____, Width Y____, R____, G____, O_____,
Mass Y____, R____, G____ , O_____, Mass Y____, R____, G____, O_____,
Observation before Observations after
Gummy Bear work time song.
https://www.youtube.com/watch?v=astISOttCQ0

18. • Spreadsheet
Before Placed in Water After one day of soaking
Height ____, ____, ____, ___, Height ____, ____, ____, ___,
Width ____, ____, ____, ___, Width ____, ____, ____, ___,
Mass ____, ____, ____, ___, Mass ____, ____, ____, ___,
Observation before Observations after
Find mean / averages by add up all the numbers,
then divide by how many numbers there are.

19. • Spreadsheet
Before Placed in Water After one day of soaking
Height ____, ____, ____, ___, Height ____, ____, ____, ___,
Width ____, ____, ____, ___, Width ____, ____, ____, ___,
Mass ____, ____, ____, ___, Mass ____, ____, ____, ___,
Observation before Observations after
Find mean / averages by add up all the numbers,
then divide by how many numbers there are.
Example
4 3 3.5 5

20. • Spreadsheet
Before Placed in Water After one day of soaking
Height ____, ____, ____, ___, Height ____, ____, ____, ___,
Width ____, ____, ____, ___, Width ____, ____, ____, ___,
Mass ____, ____, ____, ___, Mass ____, ____, ____, ___,
Observation before Observations after
Find mean / averages by add up all the numbers,
then divide by how many numbers there are.
Example 4 + 3 + 3.5 + 5 =15.5 / 4 = 3.875 cm
4 3 3.5 5

21. • Spreadsheet
Before Placed in Water After one day of soaking
Height ____, ____, ____, ___, Height ____, ____, ____, ___,
Width ____, ____, ____, ___, Width ____, ____, ____, ___,
Mass ____, ____, ____, ___, Mass ____, ____, ____, ___,
Observation before Observations after
Find mean / averages by add up all the numbers,
then divide by how many numbers there are.
Example 4 + 3 + 3.5 + 5 =15.5 / 4 = 3.875 cm
4 3 3.5 5

22. • Spreadsheet
Before Placed in Water After one day of soaking
Height ____, ____, ____, ___, Height ____, ____, ____, ___,
Width ____, ____, ____, ___, Width ____, ____, ____, ___,
Mass ____, ____, ____, ___, Mass ____, ____, ____, ___,
Observation before Observations after
Find mean / averages by add up all the numbers,
then divide by how many numbers there are.
Example 4 + 3 + 3.5 + 5 =15.5 / 4 = 3.875 cm
4 3 3.5 5

23. • Spreadsheet
Before Placed in Water After one day of soaking
Height ____, ____, ____, ___, Height ____, ____, ____, ___,
Width ____, ____, ____, ___, Width ____, ____, ____, ___,
Mass ____, ____, ____, ___, Mass ____, ____, ____, ___,
Observation before Observations after
Find mean / averages by add up all the numbers,
then divide by how many numbers there are.
Example 4 + 3 + 3.5 + 5 =15.5 / 4 = 3.875 cm
4 3 3.5 5

24. • Spreadsheet
Before Placed in Water After one day of soaking
Height ____, ____, ____, ___, Height ____, ____, ____, ___,
Width ____, ____, ____, ___, Width ____, ____, ____, ___,
Mass ____, ____, ____, ___, Mass ____, ____, ____, ___,
Observation before Observations after
Find mean / averages by add up all the numbers,
then divide by how many numbers there are.
Example 4 + 3 + 3.5 + 5 =15.5 / 4 = 3.875 cm
4 3 3.5 5

25. • Spreadsheet
Before Placed in Water After one day of soaking
Height ____, ____, ____, ___, Height ____, ____, ____, ___,
Width ____, ____, ____, ___, Width ____, ____, ____, ___,
Mass ____, ____, ____, ___, Mass ____, ____, ____, ___,
Observation before Observations after
Find mean / averages by add up all the numbers,
then divide by how many numbers there are.
Example 4 + 3 + 3.5 + 5 =15.5 / 4 = 3.875 cm
4 3 3.5 5 3.8cm
Gummy Bear work time song.
https://www.youtube.com/watch?v=astISOttCQ0

26. • Find the following before questions.
• % Change in mass
• (After soaking mass – before soaking mass / before soaking mass x 100 = _________%
• ______________ - ______________ / _____________ x 100 = ________%
• % Change in height
• (After soaking height – before soaking height / before soaking height x 100 = _______%
• ________________ - ________________ / _________________ x 100 = _______%
• % Change in width
• (After soaking width – before soaking width / before soaking width x 100 = _______%
• ________________ - ________________ / _________________ x 100 = _______%

27. • Find the following before questions.
• % Change in mass
• (After soaking mass – before soaking mass / before soaking mass x 100 = _________%
• ______________ - ______________ / _____________ x 100 = ________%
• % Change in height
• (After soaking height – before soaking height / before soaking height x 100 = _______%
• ________________ - ________________ / _________________ x 100 = _______%
• % Change in width
• (After soaking width – before soaking width / before soaking width x 100 = _______%
• ________________ - ________________ / _________________ x 100 = _______%

28. • Find the following before questions.
• % Change in mass
• (After soaking mass – before soaking mass / before soaking mass x 100 = _________%
• ______________ - ______________ / _____________ x 100 = ________%
• % Change in height
• (After soaking height – before soaking height / before soaking height x 100 = _______%
• ________________ - ________________ / _________________ x 100 = _______%
• % Change in width
• (After soaking width – before soaking width / before soaking width x 100 = _______%
• ________________ - ________________ / _________________ x 100 = _______%

29. • Find the following before questions.
• % Change in mass
• (After soaking mass – before soaking mass / before soaking mass x 100 = _________%
• ______________ - ______________ / _____________ x 100 = ________%
• % Change in height
• (After soaking height – before soaking height / before soaking height x 100 = _______%
• ________________ - ________________ / _________________ x 100 = _______%
• % Change in width
• (After soaking width – before soaking width / before soaking width x 100 = _______%
• ________________ - ________________ / _________________ x 100 = _______%
8 grams 2 grams 2 grams

30. • Find the following before questions.
• % Change in mass
• (After soaking mass – before soaking mass / before soaking mass x 100 = _________%
• ______________ - ______________ / _____________ x 100 = ________%
• % Change in height
• (After soaking height – before soaking height / before soaking height x 100 = _______%
• ________________ - ________________ / _________________ x 100 = _______%
• % Change in width
• (After soaking width – before soaking width / before soaking width x 100 = _______%
• ________________ - ________________ / _________________ x 100 = _______%
8 grams 2 grams 2 grams
6 grams / 2 grams = 3 grams

31. • Find the following before questions.
• % Change in mass
• (After soaking mass – before soaking mass / before soaking mass x 100 = _________%
• ______________ - ______________ / _____________ x 100 = ________%
• % Change in height
• (After soaking height – before soaking height / before soaking height x 100 = _______%
• ________________ - ________________ / _________________ x 100 = _______%
• % Change in width
• (After soaking width – before soaking width / before soaking width x 100 = _______%
• ________________ - ________________ / _________________ x 100 = _______%
8 grams 2 grams 2 grams
6 grams / 2 grams = 3 grams

32. • Find the following before questions.
• % Change in mass
• (After soaking mass – before soaking mass / before soaking mass x 100 = _________%
• ______________ - ______________ / _____________ x 100 = ________%
• % Change in height
• (After soaking height – before soaking height / before soaking height x 100 = _______%
• ________________ - ________________ / _________________ x 100 = _______%
• % Change in width
• (After soaking width – before soaking width / before soaking width x 100 = _______%
• ________________ - ________________ / _________________ x 100 = _______%
8 grams 2 grams 2 grams 300
6 grams / 2 grams = 3 grams Increase

33. • Question
• What happen to a gummy bear soaked in water?
– Please answer in one really strong paragraph with
supportive data (%).
• You must use the words osmosis, high, low,
concentration, diffused, juicy, lifeguard, molecules,
tragic, and Alfred in your paragraph.

34. • Alfred the juicy gummy bear drown one day at pond
with no lifeguard. The dive team was dispatched
but could not find him. After several days he was
found enlarged. The autopsy revealed a 75%
increase in width. The large gelatin molecules kept
Alfred from dissolving. The coroner described that
the high concentration of distilled water diffused
through the gelatin of the bear. This was because
Alfred had a low concentration of water in him
before drowning. Water diffused from high to low
concentrations and through a semi-permeable
membrane. The final autopsy report revealed a
tragic death by osmosis.

35. • Alfred the juicy gummy bear drown one day at pond
with no lifeguard. The dive team was dispatched
but could not find him. After several days he was
found enlarged. The autopsy revealed a 75%
increase in width. The large gelatin molecules kept
Alfred from dissolving. The coroner described that
the high concentration of distilled water diffused
through the gelatin of the bear. This was because
Alfred had a low concentration of water in him
before drowning. Water diffused from high to low
concentrations and through a semi-permeable
membrane. The final autopsy report revealed a
tragic death by osmosis.

36. • Alfred the juicy gummy bear drown one day at pond
with no lifeguard. The dive team was dispatched
but could not find him. After several days he was
found enlarged. The autopsy revealed a 75%
increase in width. The large gelatin molecules kept
Alfred from dissolving. The coroner described that
the high concentration of distilled water diffused
through the gelatin of the bear. This was because
Alfred had a low concentration of water in him
before drowning. Water diffused from high to low
concentrations and through a semi-permeable
membrane. The final autopsy report revealed a
tragic death by osmosis.

37. • Gummy bears didn’t grow in salt water
because salt water has a high concentration
of solute (the salt), making the gummy bear
hypotonic or isotonic to the salt water.

38. • Gummy bears didn’t grow in salt water
because salt water has a high concentration
of solute (the salt), making the gummy bear
hypotonic or isotonic to the salt water.
– No transfer of water should have occurred.
– The bear might have even shrunk.

39. • Which bear was placed in Saltwater?

40. • Which bear was placed in Saltwater?

41. • Which bear was placed in Saltwater?

42. • Which bear was placed in Saltwater?

43. • Which bear was placed in Saltwater?

44. • Which bear was placed in Saltwater?

45. • Which bear was placed in Saltwater?

46. • Which bear was placed in Saltwater?

47. • Which bear was placed in Saltwater?

48. • Which bear was placed in Saltwater?

49. • You can now complete this question.

51.  Important prefixes

52.  Important prefixes
Hypo = Low

53.  Important prefixes
Hypo = Low

54.  Important prefixes
Hypo = Low
Hyper = High

55.  Important prefixes
Hypo = Low
Hyper = High

56.  Important prefixes
Hypo = Low
Hyper = High
Iso = Equal

57.  Important prefixes
Hypo = Low
Hyper = High
Iso = Equal

58.  Hypotonic Solution:
Copyright © 2010 Ryan P. Murphy
Cell

59.  Hypotonic Solution: The cell has a higher
concentration in it than in the area surrounding
it.
 -
Copyright © 2010 Ryan P. Murphy
Cell

60.  Hypotonic Solution: The cell has a higher
concentration in it than in the area surrounding
it.
 -
Copyright © 2010 Ryan P. Murphy
Cell

61.  Hypotonic Solution: The cell has a higher
concentration in it than in the area surrounding
it.
 Water moves into the cell to equal out
concentrations.
Copyright © 2010 Ryan P. Murphy
Cell

62.  Hypotonic Solution: The cell has a higher
concentration in it than in the area surrounding
it.
 Water moves into the cell to equal out
concentrations. The cell swells
Copyright © 2010 Ryan P. Murphy
Cell

63.  Hypotonic Solution: The cell has a higher
concentration in it than in the area surrounding
it.
 Water moves into the cell to equal out
concentrations. The cell swells
Copyright © 2010 Ryan P. Murphy
Cell

64.  Hypotonic Solution: The cell has a higher
concentration in it than in the area surrounding
it.
 Water moves into the cell to equal out
concentrations. The cell swells
Copyright © 2010 Ryan P. Murphy
Cell

65.  Hypotonic Solution: The cell has a higher
concentration in it than in the area surrounding
it.
 Water moves into the cell to equal out
concentrations. The cell swells
Copyright © 2010 Ryan P. Murphy
Cell

66.  Hypotonic Solution: The cell has a higher
concentration in it than in the area surrounding
it.
 Water moves into the cell to equal out
concentrations. The cell swells
Copyright © 2010 Ryan P. Murphy
CellAnimal cells
may
eventually
burst (lysis)

67. • Organisms that die in the water will
experience some swelling of the cells.
– Gases from decomposition will often cause the
animal to float for some time.
– Flies and other decomposers will eventually
create punctures and the animal may sink.
Copyright © 2010 Ryan P. Murphy

68. • Organisms that die in the water will
experience some swelling of the cells.
– Gases from decomposition will often cause the
animal to float for several days.
– Flies and other decomposers will eventually
create punctures and the animal may sink.
Copyright © 2010 Ryan P. Murphy

77.  Hypertonic Solution:
Copyright © 2010 Ryan P. Murphy
Cell

78.  Hypertonic Solution: Concentration of the
cell is less than outside of the cell.
Copyright © 2010 Ryan P. Murphy
Cell

79.  Hypertonic Solution: Concentration of the
cell is less than outside of the cell.
Copyright © 2010 Ryan P. Murphy
Cell

80.  Hypertonic Solution: Concentration of the
cell is less than outside of the cell.
Copyright © 2010 Ryan P. Murphy
Cell

81.  Hypertonic Solution: Concentration of the
cell is less than outside of the cell.
Copyright © 2010 Ryan P. Murphy
Cell

82.  Hypertonic Solution: Concentration of the
cell is less than outside of the cell.
Copyright © 2010 Ryan P. Murphy
Cell

83.  Hypertonic Solution: Concentration of the
cell is less than outside of the cell.
 Water moves out of the cell to try to even out
the concentration.
Copyright © 2010 Ryan P. Murphy
Cell

84.  Hypertonic Solution: Concentration of the
cell is less than outside of the cell.
 Water moves out of the cell to try to even out
the concentration. Cell Shrinks
Copyright © 2010 Ryan P. Murphy
Cell

85.  Hypertonic Solution: Concentration of the
cell is less than outside of the cell.
 Water moves out of the cell to try to even out
the concentration. Cell Shrinks (Plasmolysis)
Copyright © 2010 Ryan P. Murphy
Cell
Plant Cell

93.  Isotonic Solution: The cell has an equal
proportion of concentration with the area
surrounding.
 -
Copyright © 2010 Ryan P. Murphy
Cell

94.  Isotonic Solution: The cell has an equal
proportion of concentration with the area
surrounding.
 Water continually flows in and out to keep
concentration even.
Copyright © 2010 Ryan P. Murphy
Cell

95.  Isotonic Solution: The cell has an equal
proportion of concentration with the area
surrounding.
 Water continually flows in and out to keep
concentration even. (Happy Animal Cell)
Copyright © 2010 Ryan P. Murphy
Cell

96.  Concentrations will eventually reach an
equilibrium or equal amounts.
Copyright © 2010 Ryan P. Murphy

97. • Optional Activity!
Osmosis and Corn
Syrup.
– Fill beak with distilled
water.
– Add corn syrup to
dialysis tubing
– Align the corn syrup
and water levels in the
beaker.
– Visit tomorrow.
– What happened?
Tie

98. • Optional Activity!
Osmosis and Corn
Syrup.
– Fill beak with distilled
water.
– Add corn syrup to
dialysis tubing
– Align the corn syrup
and water levels in the
beaker.
– Visit tomorrow.
– What happened?
Tie

99. • Optional Activity!
Osmosis and Corn
Syrup.
– The corn syrup was
hypertonic (more
solute). Water was
hypotonic. The water
moved into the
dialysis tubing to
equal the
concentrations
(isotonic).
– The fluid in the tubing
rose.
Tie

100. • Optional Activity!
Osmosis and Corn
Syrup.
– The corn syrup was
hypertonic (more
solute). Water was
hypotonic. The water
moved into the
dialysis tubing to
equal the
concentrations
(isotonic).
– The fluid in the tubing
rose.
Tie

101. • Optional Activity!
Osmosis and Corn
Syrup.
– The corn syrup was
hypertonic (more
solute). Water was
hypotonic. The water
moved into the
dialysis tubing to
equal the
concentrations
(isotonic).
– The fluid in the tubing
rose.
Tie

102. • Optional Activity!
Osmosis and Corn
Syrup.
– The corn syrup was
hypertonic (more
solute). Water was
hypotonic. The water
moved into the
dialysis tubing to
equal the
concentrations
(isotonic).
– The fluid in the tubing
rose.
Tie

103. • Optional Activity!
Osmosis and Corn
Syrup.
– The corn syrup was
hypertonic (more
solute). Water was
hypotonic. The water
moved into the
dialysis tubing to
equal the
concentrations
(isotonic).
– The fluid in the tubing
rose.
Tie

104. • Optional Activity!
Osmosis and Corn
Syrup.
– The corn syrup was
hypertonic (more
solute). Water was
hypotonic. The water
moved into the
dialysis tubing to
equal the
concentrations
(isotonic).
– The fluid in the tubing
rose.
Tie

105. • Optional Activity!
Osmosis and Corn
Syrup.
– The corn syrup was
hypertonic (more
solute). Water was
hypotonic. The water
moved into the
dialysis tubing to
equal the
concentrations
(isotonic).
– The fluid in the tubing
rose.
Tie

106. • Cell Transport Available Sheet

107. • Quiz Wiz – Is the cell in a Hypotonic,
Hypertonic, or Isotonic Solution
Copyright © 2010 Ryan P. Murphy

114. • Is this hypotonic, hypertonic, or isotonic?

115. • Is this hypotonic, hypertonic, or isotonic?
• Equal concentrations.

116. 1

117. 2

118. 3

119. 4

121. 6

122. 7 8 9

123. 10

124. • Bonus: Who is that?

125. • Answers: 1-10
Copyright © 2010 Ryan P. Murphy

126. 1

127. 1
H2O
H2O

128. 1
H2O
H2O
Cell was
hypertonic

129. 2

130. 2
H2O

131. 2
H2O
Cell was
hypertonic

132. 2
H2O
Cell was
hypertonic
Cell didn’t lysis
because of cell walls

133. 2
H2O
Cell was
hypertonic
Cell didn’t lysis
because of cell walls

134. 3

135. 3
H2O
H2O
H2O
H2O
H2O H2O

136. 3
H2O
H2O
H2O
H2O
H2O H2O

137. 3
H2O
H2O
H2O
H2O
H2O H2O

138. 3
H2O
H2O
H2O
H2O
H2O H2O

139. 3
H2O
H2O
H2O
H2O
H2O H2O

140. 4

141. 4

148. 6

149. 6

150. 7 8 9

151. 7 8 9

152. 7 8 9

153. 7 8 9

154. 10

155. 10

156. • Bonus: Who is that?

157. • Bonus: Who is that? The Cheshire Cat

158. • Bonus: Who is that? The Cheshire Cat

159. • Cell Transport Available Sheet

160. • If stuck on a raft in a survival situation,
should you drink the saltwater to stay alive?
– Why?
Copyright © 2010 Ryan P. Murphy

161. • Student volunteer needed to read.

162. • Answer! Humans can't drink salt water because
the kidneys can only make urine that is less salty
than salt water.
Copyright © 2010 Ryan P. Murphy

163. • Answer! Humans can't drink salt water because
the kidneys can only make urine that is less salty
than salt water. Therefore, to get rid of all the
excess salt taken in by drinking salt water, you
have to urinate more water than you drank,
Copyright © 2010 Ryan P. Murphy

164. • Answer! Humans can't drink salt water because
the kidneys can only make urine that is less salty
than salt water. Therefore, to get rid of all the
excess salt taken in by drinking salt water, you
have to urinate more water than you drank, so
you die of dehydration.
Copyright © 2010 Ryan P. Murphy

165. • Activity! Revisiting our egg days later.

166. • Activity! Revisiting the egg in vinegar.
– Weigh the egg.
– Draw and describe the eggs properties.
– How has it changed?
– Why has it changed?

167. • Which one the choices below represents
what occurred in the egg?
– Why did you make your choice?
Copyright © 2010 Ryan P. Murphy

168. Copyright © 2010 Ryan P. Murphy

169. Copyright © 2010 Ryan P. Murphy

170. Copyright © 2010 Ryan P. Murphy

171. Copyright © 2010 Ryan P. Murphy

172. Copyright © 2010 Ryan P. Murphy

173. Copyright © 2010 Ryan P. Murphy

174. Copyright © 2010 Ryan P. Murphy

175. Copyright © 2010 Ryan P. Murphy

176. Copyright © 2010 Ryan P. Murphy

177. • Answer! The egg increased in size which
represents hypotonic.
Copyright © 2010 Ryan P. Murphy

178. • The vinegar soaked egg..
– The acid wore away the shell.
– Egg increased in size.
– Water in vinegar passed through eggs
membrane, from high concentration in vinegar to
low concentration in egg.
– Denaturation of proteins causes egg to become
rubbery.
Copyright © 2010 Ryan P. Murphy

179. • Cell Transport PowerPoint Review Game

180. http://sciencepowerpoint.com/Website Link:

181. • This PowerPoint is one part of my Cellular Biology
Unit. This unit includes…
• A 3 Part 1,800 Slide PowerPoint slideshow
• 11 page bundled homework package that
chronologically follows the PowerPoint slideshow
• 16 pages of unit notes with visuals for students
who need assistance and support staff
• Video and activity links, PowerPoint review game,
answers keys, rubrics, and much more.
• http://sciencepowerpoint.com/Cellular_Biology_Uni
t.html

183. Areas of Focus within the Cellular Biology Unit
What is SPONCH?, Biologically Important Molecules, % of SPONCH in
Living Things, What does it mean to be living?, Characteristics of Living
Things, Needs of Living Things, Cellular Biology, History of Cellular
Biology, Modern Cell Theory, Types of Cells, Prokaryotic Cells, Eukaryotic
Cells, Cellular Organelles, Cell Wall, Plasma Membrane, Passive
Transport, Diffusion, Osmosis, Active Transport, The Nucleus, DNA,
Chromatin / Chromosomes, Nucleolus, Transcription, Translation Nuclear
Membrane, Rough Endoplasmic Reticulum, Smooth Endoplasmic
Reticulum, Ribosomes, Protein Synthesis, Golgi Apparatus, Lysosomes,
Cytoskeleton / Microtubules / Microfilaments, Centrioles, Plastid,
Mitochondria, Vacuoles, Organelles by real images, and much more.
Full unit can be found at…
http://sciencepowerpoint.com/Cellular_Biology_Unit.html

188. • Please visit the links below to learn more
about each of the units in this curriculum
– These units take me about four years to complete
with my students in grades 5-10.
Earth Science Units Extended Tour Link and Curriculum Guide
Geology Topics Unit http://sciencepowerpoint.com/Geology_Unit.html
Astronomy Topics Unit http://sciencepowerpoint.com/Astronomy_Unit.html
Weather and Climate Unit http://sciencepowerpoint.com/Weather_Climate_Unit.html
Soil Science, Weathering, More http://sciencepowerpoint.com/Soil_and_Glaciers_Unit.html
Water Unit http://sciencepowerpoint.com/Water_Molecule_Unit.html
Rivers Unit http://sciencepowerpoint.com/River_and_Water_Quality_Unit.html
= Easier = More Difficult = Most Difficult
5th – 7th grade 6th – 8th grade 8th – 10th grade

189. Physical Science Units Extended Tour Link and Curriculum Guide
Science Skills Unit http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Metric_Methods.
html
Motion and Machines Unit http://sciencepowerpoint.com/Newtons_Laws_Motion_Machines_Unit.html
Matter, Energy, Envs. Unit http://sciencepowerpoint.com/Energy_Topics_Unit.html
Atoms and Periodic Table Unit http://sciencepowerpoint.com/Atoms_Periodic_Table_of_Elements_Unit.html
Life Science Units Extended Tour Link and Curriculum Guide
Human Body / Health Topics
http://sciencepowerpoint.com/Human_Body_Systems_and_Health_Topics_Unit.html
DNA and Genetics Unit http://sciencepowerpoint.com/DNA_Genetics_Unit.html
Cell Biology Unit http://sciencepowerpoint.com/Cellular_Biology_Unit.html
Infectious Diseases Unit http://sciencepowerpoint.com/Infectious_Diseases_Unit.html
Taxonomy and Classification Unit http://sciencepowerpoint.com/Taxonomy_Classification_Unit.html
Evolution / Natural Selection Unit http://sciencepowerpoint.com/Evolution_Natural_Selection_Unit.html
Botany Topics Unit http://sciencepowerpoint.com/Plant_Botany_Unit.html
Ecology Feeding Levels Unit http://sciencepowerpoint.com/Ecology_Feeding_Levels_Unit.htm
Ecology Interactions Unit http://sciencepowerpoint.com/Ecology_Interactions_Unit.html
Ecology Abiotic Factors Unit http://sciencepowerpoint.com/Ecology_Abiotic_Factors_Unit.html

190. • Thank you for your time and interest in this
curriculum tour. Please visit the welcome / guide on
how a unit works and link to the many unit previews
to see the PowerPoint slideshows, bundled
homework, review games, unit notes, and much
more. Thank you for your interest and please feel
free to contact me with any questions you may have.
Best wishes.
• Sincerely,
• Ryan Murphy M.Ed
• ryemurf@gmail.com

191. • The entire four year curriculum can be found at...
http://sciencepowerpoint.com/ Please feel free to
contact me with any questions you may have.
Thank you for your interest in this curriculum.
Sincerely,
Ryan Murphy M.Ed
www.sciencepowerpoint@gmail.com