Grade 10 · Week 06 · U1
Essential question: Why can a cell not simply grow forever?
Open monday Deep Lesson · Model, Worked Example & Practice
Small cubes exchange material faster relative to volume than large cubes.
Build an initial model and explanation for: Why can a cell not simply grow forever?
Record observations, questions, an initial model, and one claim that could be tested. Use these concepts where relevant: selective permeability; diffusion; osmosis; active transport; SA:V.
Open tuesday Deep Lesson · Model, Worked Example & Practice
Study and explain the week's core ideas: selective permeability; diffusion; osmosis; active transport; SA:V
Open text on membrane transport and cell-size constraints.
Revise Monday's model. Add two evidence-backed annotations and explain one limitation or uncertainty.
Open wednesday Deep Lesson · Model, Worked Example & Practice
Calculate surface-area-to-volume ratios and percent diffusion.
Show units, setup, calculation or graph reasoning, then write what the quantitative evidence can and cannot establish about: Why can a cell not simply grow forever?
Open thursday Deep Lesson · Model, Worked Example & Practice
Agar-cube simulation if supervised, or paper/computational diffusion model.
Use the course safety charter. If supervision, facilities, materials, or conditions are not appropriate, use the supplied-data/simulation alternative rather than improvising hazardous procedures.
Record variables or design constraints, procedure/model, observations/data, and one revision you would make after reviewing the evidence.
Open friday Deep Lesson · Model, Worked Example & Practice
Answer the essential question: Why can a cell not simply grow forever?
Submit a claim, at least two specific pieces of evidence, reasoning that connects them, one limitation/counterclaim, and a correction note for any essential concept below 80%.
Select one artifact from this week and explain why it is trustworthy evidence of growth.