Transcript Cell theory/Endosymbiotic theory

CELL THEORY
ENDOSYMBIOTIC THEORY
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http://www.ncu.edu.tw/~ls/graph/faculty_pictures/whole_time/SLC/SLC_lab-1.jpg
CELL THEORY
1. All living things are ________________________.
MADE OF CELLS
2. Cells are the basic unit of
STRUCTURE & _____________
FUNCTION
____________
in an organism.
life
(cell = basic unit of _____________)
3. Cells come from the reproduction
of ____________
cells
existing
Cell image: http://waynesword.palomar.edu/lmexer1a.htm
1970American Biologist
_____________________
Lynn Margulis
Provided evidence for
the idea that ancestors of
____________
Mitochondria + _____________
chloroplasts
were at one time free-living
prokaryotes that were engulfed
by other cells and stayed to live
symbiotically inside
= _________________________
Endosymbiotic Theory
http://en.wikipedia.org/wiki/Lynn_Margulis
ENDOSYMBIOTIC THEORY
See a movie about
ENDOSYMBIOTIC THEORY
http://www.mun.ca/biology/scarr/Endosymbiosis_theory.gif
CELL THEORY
ENDOSYMBIOTIC THEORY
LYNN MARGULIS
ENDOSYMBIOTIC THEORY Proposed by ______________________
Ancient prokaryotes were taken in by eukaryotic cells and stayed to
live inside them in a symbiotic relationship; eventually lead to
mitochondria and chloroplast organelles
MITOCHONDRIA and ____________________
CHLOROPLASTS
Explains origins of _________________
EVIDENCE:
MITOCHONDRIA/CHLOROPLASTS
OWN DNA
1. are only cell parts with DOUBLE
__________________
MEMBRANES and ____________
RIBOSOMES
2. have ____________________like
bacteria
PHOSPHOLIPIDS
3. have _________________
in their inner membranes like bacteria
BINARY FISSION like bacteria
4. divide using ___________________
5. have a SINGLE, CIRCULAR loop of DNA like bacteria
All living things made of cells
BUT… organisms can be very
different.
Image from: http://www.agen.ufl.edu/~chyn/age2062/lect/lect_06/bacsiz.GIF
UNICELLULAR
MULTICELLULAR
http://www.angelbabygifts.com/
http://www.inclusive.co.uk/downloads/images/pics2/tree.gif
CELL SIZE
http://facstaff.bloomu.edu/gdavis/links%20100.htm
Typical cells range from:
5 – 50 micrometers (microns) in diameter
How big is a micron ( µm ) ?
http://www.talentteacher.com/pics/005cb.jpg
1 cm = 10,000 microns
1” = 25,000 microns
MULTICELLULAR ORGANISM don’t
just contain MANY CELLS.
They have different kinds of cells
doing different jobs
Image from: http://www.isscr.org/images/ES-cell-Fig-2.jpg
Cells in a multi-cellular organism
become SPECIALIZED by
turning different genes on and
off
Image from: http://www.ncu.edu.tw/~ls/graph/faculty_pictures/whole_time/SLC/SLC_lab-1.jpg
Cell Specialization =DIFFERENTIATION
SPECIALIZED ANIMAL CELLS
Muscle cells
Red blood cells
http://www.biologycorner.com/bio3/images/bloodcells3D.jpg
Cheek cells
http://www.mlms.logan.k12.ut.us/~ajohnson/Cells.html
Specialized Plant cells
Guard cells
Xylem cells
Pollen
Guard cells: http://botit.botany.wisc.edu/courses/img/Botany_130/Diversity/Bryophytes/Anthoceros/Guard_cells.jpg
Xylem: http://botit.botany.wisc.edu/images/130/Secondary_Growth/Woody_Stems/Tilia_Stem/Secondary_Growth/One_Year_Stem/Primary_xylem_MC.j
Pollen: http://www.uic.edu/classes/bios/bios100/labs/pollen.jpg
ATOMS
________
MOLECULES
__________
ORGANELLES
 ___________
IMAGE SOURCES: see last slide
CELLS
TISSUES
____________
 ____________

Similar cells
working together
IMAGE SOURCES: see last slide
ORGAN
ORGANS
SYSTEMS
___________  __________
Different tissues
working together
ORGANISM
___________
Different organs
working together
IMAGE SOURCES: see last slide
SOUTH DAKOTA SCIENCE
STANDARDS
Students will be able to:
• explain the process of specialization 9-12.L.1.3.A (ADVANCED)
• describe the relationships between the levels of organization in
multi-cellular organisms (cells, tissues, organs, organ systems, and
organism) (PROFICIENT)
• explain how gene expression regulates cell growth and
differentiation 9-12.L.1.3.A (Tissue formation, development of new
cells from original stem cells (ADVANCED)
NATURE OF SCIENCE:
Indicator 1: Understand the nature and origin of
scientific knowledge.
9-12.N.1.1. Students are able to evaluate a
scientific discovery to determine and
describe how societal, cultural, and personal
beliefs influence scientific investigations and
interpretations.
• Recognize scientific knowledge is not merely a
set of static facts but is dynamic and affords the
best current explanations.
SOUTH DAKOTA
ADVANCED SCIENCE STANDARDS
9-12.L.1.3A. Students are able to explain how gene
expression regulates cell growth and differentiation.
Examples:
Tissue formation
Development of new cells from original stem cells
Core High School Life Science
Performance Descriptors
High school students
performing at the
PROFICIENT level:
Describe the relationship between structure and function
(cells, tissues, organs, organ systems, and organisms);
IMAGE BIBLIOGRAPHY
http://www.uic.edu/classes/bios/bios100/summer2004/lect02.htm
Paint image by Riedell
Paint image by Riedell
http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookCHEM2.html#Organic%20molecules
http://evolution.berkeley.edu/evosite/evo101/images/dna_bases.gif
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