1. Cell PEOPLE, Cell Size, and Cell Specialization Chap 7-1 & 7-4 t

2. Robert Hooke 1665- ______________________
used a microscope to examine a thin slice of cork and saw “little boxes”
Robert Hooke
He called them “CELLS” because they looked like the small rooms that monks lived in called Cells
Microscope image: Cork image:
Hooke image:

3. Anton van Leeuwenhoek 1673- ___________________________________
a Dutch microscope maker was the first to see LIVING ORGANISMS.
Anton van Leeuwenhoek
Microscope/Leeuwenhoek image: Animation from:

4. 1838- German botanist __________________________concluded that
ALL PLANTS
are made of cells
Matthias Schleiden
Plant image: Schleiden image:

5. Theodor Schwann 1839- German zoologist
_________________________concluded that
Theodor Schwann
ALL ANIMALS ARE MADE OF CELLS
Schwann image:
Animals image:

6. Rudolph Virchow 1855- German medical doctor _____________________
saw dividing cells
in the microscope
and reasoned that
cells come from
other cells
Rudolph Virchow
Virchow:
Mitosis:

7. CELL THEORY 1. All living things are ________________________.
MADE OF CELLS
2. Cells are the basic unit of
____________ & _____________ in an organism.
(cell = basic unit of _____________)
STRUCTURE FUNCTION
life
3. Cells come from the reproduction
of ____________ cells
existing
Cell image:

8. Lynn Margulis Endosymbiotic Theory 1970-
American Biologist _____________________
Provided evidence for
the idea that ancestors of
____________ + _____________ were at one time free-living prokaryotes that were engulfed by other cells and stayed to live symbiotically inside
= _________________________
Lynn Margulis
Mitochondria chloroplasts
Endosymbiotic Theory

9. ENDOSYMBIOTIC THEORY See a movie about ENDOSYMBIOTIC THEORY

10. Evidence for Endosymbiotic theory
Mitochondria and chloroplasts are ONLY ORGANELLES with ____________________ + ______________
Mitochondria, chloroplasts, and Bacteria
~ ALL have one circular _______ loop
~ ALL have ____________ with similar structure that are different from Eukaryotic ribosomes
~ ALL reproduce using _________________
~ ALL have similar membrane _________________
DOUBLE MEMBRANES OWN DNA
DNA
ribosomes
binary fission
lipids

11. All living things made of cells BUT… organisms can be very different.
Image from:
UNICELLULAR
MULTICELLULAR

12. CELL SIZE
Typical cells range from: 5 – 50 micrometers (microns) in diameter

13. How big is a micron ( µm ) ? 1 cm = 10,000 microns 1” = 25,000 microns
1 cm = 10,000 microns ” = 25,000 microns

14. MULTICELLULAR ORGANISM don’t just contain MANY CELLS.
They have different kinds of cells
doing different jobs
Image from:

15. Cells in a multi-cellular organism become SPECIALIZED by turning different genes on and off
Image from:
Cell Specialization =DIFFERENTIATION

16. SPECIALIZED ANIMAL CELLS
Muscle cells
Red blood cells
Cheek cells

17. Specialized Plant cells
Guard cells
Xylem cells
Pollen
Guard cells:
Xylem:
Pollen:

18. ________ __________  ___________ ATOMS
MOLECULES
ORGANELLES
________ __________  ___________
ATOMS
IMAGE SOURCES: see last slide

19. ____________  ____________ 
CELLS
TISSUES
____________  ____________ 
Similar cells working together
IMAGE SOURCES: see last slide

20. ___________  __________ ___________
ORGAN SYSTEMS
ORGANS
ORGANISM
___________  __________ ___________
Different tissues working together
Different organs working together
IMAGE SOURCES: see last slide

21. 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)

22. NATURE OF SCIENCE:
Indicator 1: Understand the nature and origin of scientific knowledge.
9-12.N 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.

23. 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

24. 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);

25. IMAGE BIBLIOGRAPHY
Paint image by Riedell
Paint image by Riedell

26. http://bioweb. wku. edu/courses/BIOL115/Wyatt/Biochem/Carbos/Carb_poly