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

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Presentation on theme: "Cell PEOPLE, Cell Size, and Cell Specialization Chap 7-1 & 7-4"— Presentation transcript:

1 Cell PEOPLE, Cell Size, and Cell Specialization Chap 7-1 & 7-4
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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 1970- American Biologist _____________________
provides evidence for the idea that certain organelles within cells were once free-living cells themselves. = _________________________ Lynn Margulis ENDOSYMBIOTIC THEORY

9 ENDOSYMBIOTIC THEORY See a movie about ENDOSYMBIOTIC THEORY

10 Evidence for Endosymbiotic theory
Mitochondia and chloroplasts have circular_______ similar to bacteria. 2. Mitochondria and chloroplasts have ______________ whose size and structure resemble bacterial ribosomes. 3. Mitochondria and chloroplasts replicated using _________________ like bacteria. 4. _______________________ of mitochondria and chloroplasts have a composition similar to bacterial membranes. DNA RIBOSOMES Binary fission INNER MEMBRANES

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 ( µ ) ? 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

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