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Redroveractivity

This activity models passive and active transport across a cell membrane through a game of "Red Rover." Students are assigned roles as molecules, ions or parts of the membrane and must move across the membrane depending on their type of transport. The game demonstrates how concentration gradients, molecule size and polarity determine transport methods. Students learn to explain passive diffusion, the need for energy in active transport, and how channel and carrier proteins facilitate movement. Playing the game provides a hands-on way for students to understand molecular processes of the cell membrane.

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288 views3 pages

Redroveractivity

This activity models passive and active transport across a cell membrane through a game of "Red Rover." Students are assigned roles as molecules, ions or parts of the membrane and must move across the membrane depending on their type of transport. The game demonstrates how concentration gradients, molecule size and polarity determine transport methods. Students learn to explain passive diffusion, the need for energy in active transport, and how channel and carrier proteins facilitate movement. Playing the game provides a hands-on way for students to understand molecular processes of the cell membrane.

Uploaded by

api-279296553
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Hands-on Activity: Active and Passive

Transport: Red Rover Send Particles Over


Contributed by: VU Bioengineering RET Program, School of Engineering, Vanderbilt
University

Summary
Students compare and contrast passive and active transport by playing a game to model this
phenomenon. Movement through cell membranes is also modeled, as well as the structure and
movement typical of the fluid mosaic model of the cell membrane. Concentration gradient, sizes, shapes
and polarity of molecules determine the method of movement through cell membranes. This activity is
associated with the Test your Mettle phase of the legacy cycle.

Learning Objectives
After this activity, students should be able to:

Act as a different particle or part of the cell membrane to model active and passive transport.

Explain how particles are transported from one side of the cell membrane to the other.

Explain why engineers use models.

Materials List
Materials needed for this activity include:

yarn (or string)

scissors

hole punch

Types of Transport Activity Page, one per student

Red Rover Game Pieces (use the hole punch and yarn to make these game cards into student
role identification placards; optional: laminate them so they are re-usable)

Cell Membrane Quiz, one per student

Introduction/Motivation
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
active transport: The movement of substances through the cell membrane that require energy.
passive
The movement of particles through the cell membrane that does not require
transport:
energy.

Procedure
Background
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

Make copies of the Cell Membrane Quiz and Types of Transport Activity Sheet, one each per
student.

Print out the game cards that illustrate ions, molecules and cell membrane members. Hole-punch
the cards on the top two corners and tie yarn through each to make placards for each student to
wear during the activity, illustrating their roles. Use the pink atoms as potassium or another ion
and write the ion element and charge on each. Have students write the charges on the sodium
and chlorine atoms. (Tip: To make these cards re-usable, copy them onto card stock and laminate
before punching the holes. Dry erase marker wipes off the laminated surface so the blank atoms
can be easily changed.)

Move aside desks and tables to clear a space to conduct the game. Or arrange to go outside or to
the gym.

Give students the activity sheet prior to the activity so they may familiarize themselves with the
various types of transport being studied. Also have students review shape and structure of
molecules to determine their polarity and method of movement into and out of the cell
membranes.

With the Students


1. Offer students the stack of game cards, face down, and have them randomly choose their roles in
the game by choosing a card. Have them place the placards around their necks so everyone
knows their roles in the game.
2. Direct students who have drawn similar cards to group together to talk about their strategy for
movement into the cell membrane. Suggest they look over the activity sheet to review what type
of transport they are able to participate in each time. Likewise, have members of the lipid bilayer
and the proteins discuss placement of their proteins within the membrane.
3. Begin the game by announcing which transport type will be illustrated. Similar to playing "Red
Rover," the particles try to enter the cell and still be aware of the dynamic equilibrium that takes
place in conjunction with the concentration gradient. Have the cell membrane hold hands so as to
be "fluid" enough for small particles such as water, carbon dioxide and oxygen gas to enter and
exit the cell at will, while charged particles must enter and exit the cell only through their specific
channel proteins. Have the channel proteins announce which specific ion they allow to enter and
exit. Have the carrier proteins also announce their specific molecule, such as glucose or amino
acids.
4. Periodically stop to discuss what the students are modeling. Transition to new games by
summarizing and discussing what happened. Restart new games, announcing different transport
types. Periodically allow students to switch roles during the game so that they gain perspective for
different parts of the process. Remind students about the concentration gradient and dynamic
equilibrium.
5. At activity end, administer the quiz.

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