Choose a route that helps you explain your thinking. You can change routes. Use words, a labelled sketch, a table, spoken explanation, AAC or directed card placement. A clear biological reason matters more than a polished drawing. All files and numbers are supplied teaching models.
Slot 11 · Place the boundary
Read Cards A and B. Name three features shared by Leaf L and Bacterium B and one difference in DNA organisation. Describe where a plant cell wall sits relative to its membrane. On a two-line membrane sketch, place heads and tails and explain one placement. Finish: “This model shows …; it does not tell me …”.
Slot 12 · Give a component a job
Use Card B. Explain how a channel, a glycoprotein and cholesterol contribute to this animal membrane model. Add a carrier's possible role. Correct this caption: “Every protein is a pump, and cholesterol always increases fluidity.” Keep a specific limit beside your correction.
Slot 13 · Draw a justified net arrow
Use Card C's Transport File T. For Q, R and oxygen, name the route, net direction and relevant energy statement. Explain why an arrow describes net movement. A separate ion is 10 mmol/L outside and 2 mmol/L inside; a suitable channel is open but no electrical conditions are given. Can concentration alone settle its net direction? Explain the information you still need.
Slot 14 · Which material crosses?
Use File O in Card D. State what can cross, the temperature and pressure conditions, and the initial net water direction. Give a reason without saying that solute moves by osmosis. Use Card E to distinguish V and X, explaining one feature of each sequence. Name one thing these descriptions cannot tell you about a real cell.
Slot 15 · New boundary file
Use Check E's first page when it is given to you. Keep your first response. Read the later page only after that first work is collected. Show how the new information affects your conclusion.
Slot 16 · Keep the units
Use Card F's rules. A new cube S has edge 30 µm. Calculate its surface area, volume, SA/V and face-to-centre distance. Compare it with P's 10 µm edge: does S have more total surface? More surface per unit volume? Explain both answers.
Slot 17 · Same volume, different shape
A cube is 2 × 2 × 2 units. A rectangular model is 1 × 2 × 4 units. For a rectangular box, area = 2(lw + lh + wh), volume = lwh. Calculate each area, volume and area/volume. Find each shortest centre-to-face distance. Explain how the thinner model might help exchange and name one reason geometry alone cannot predict an actual cell's exchange rate.
Slot 18 · How much has been reached?
Use Card G's geometric rule. A model cube has edge 6 mm and a layer 1 mm deep from every face at 5 minutes. For this supplied interval, the layer starts at depth d_start = 0 mm when t_start = 0 min. Average front speed = Δdepth/Δtime = (d_end − d_start)/(t_end − t_start). This is the model's interval average, not a constant future speed, intrinsic diffusion coefficient or molecular flux. Find the central edge and fraction penetrated. Separately calculate the interval-average change in depth divided by elapsed time in mm/min. Explain why those two results answer different questions. Do not extend this one-time value into a constant speed for every later time.
Slot 19 · Improve a plan
Read Card H. Name the proposed independent variable, the dependent measure, and three conditions to keep constant. Calculate both supplied means and ranges. Give a conclusion about those numbers, one limitation, and a practical improvement to the proposed measurement or repeats. State whether a learner investigation has actually occurred.
Slot 20 · New cube comparison
Use Check F's first page when it is given to you. Preserve your first calculation and claim. Read F's later page after collection. Explain which mathematical facts remain supported and which comparison needs greater caution.