Hands-on Activity: Active and Passive Transport: Red Rover Send Particles Over
Educational Standards :
Learning Objectives (Return to Contents)
After this activity, students should be able to:
Materials List (Return to Contents)
Materials needed for this activity include:
Introduction/Motivation (Return to Contents)
Today you are all going to participate in a cell membrane game called "Red Rover- Send Particles Over." This kinesthetic learning allows you to model and explore relationships within the cell involving the cell membrane. Active learning helps you to model what is happening on a molecular level so you can better understand processes that you are unable to visualize. You should have a chemical and biological understanding of the fluid mosaic model of the cell membrane and be familiar with the structure and polarity of molecules that will transport across the membrane. The act of modeling processes is a tool used by many engineers as they follow the steps of the design process in to solves problems and find good solutions.
Let's review passive and active transport:
Passive transport is the movement of substances across the membrane without any input of energy from the cell. Osmosis and diffusion (the focus of the previous lesson) are two examples of passive transport.
Active transport refers to movement of materials from an area of lower concentration to an area of higher concentration, against the concentration gradient. To do this, energy is required, usually from ATP. Cell membrane pumps, endocytosis and exocytosis (the focus of the previous lesson) all aid in active transport.
In the red rover game, you will physically "move" your body through a cell with either ease or constraints, depending on the type of transport specified.
Vocabulary/Definitions (Return to Contents)
Procedure (Return to Contents)
Before starting the game, students review the activity sheet to familiarize themselves with the transport types and related topics. The teacher serves as the game facilitator, announcing the type of transport and summing up what has happened at the end of each session. During the activity, remind students about the concentration gradient and dynamic equilibrium.
Before the Activity
With the Students
Attachments (Return to Contents)
Assessment (Return to Contents)
Quiz: At activity end, administer the Cell Membrane Quiz. Review students' answers to gauge their comprehension of the concepts.
ContributorsMelinda M. Higgins
Copyright© 2013 by Regents of the University of Colorado; original © 2010 Vanderbilt University
Supporting Program (Return to Contents)VU Bioengineering RET Program, School of Engineering, Vanderbilt University
Acknowledgements (Return to Contents)
The contents of this digital library curriculum were developed under National Science Foundation RET grant nos. 0338092 and 0742871. However, these contents do not necessarily represent the policies of the National Science Foundation, and you should not assume endorsement by the federal government.