1. CELL THEORY ENDOSYMBIOTIC THEORY t

2. 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:

3. 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

4. ENDOSYMBIOTIC THEORY See a movie about ENDOSYMBIOTIC THEORY

7. Bacterial plasma membrane
Vesicle

8. Bacterial DNA
Bacterial ribosomes

9. Remember host cell is a eukaryote
Remember host cell is a eukaryote. Add a nucleus and host DNA How is this different from bacterial DNA?
Host Nucleus
HOST DNA

10. Add some eukaryotic host ribosomes
Add some eukaryotic host ribosomes. How are these different from bacterial ribosomes?
Host RIBOSOMES

11. Evolved to become mitochondrion

12. Bacterial cell membrane
(CRISTAE)
Evolved to become mitochondrion
Vesicle
OUTER MITOCHONDRIAL MEMBRANE

13. WHAT’s the EVIDENCE?
Look at the colors in your picture. Which parts of mitochondria/chloroplasts have a prokaryotic bacterial origin? Which have a eukaryotic host origin?
Make a list of the evidence for the ENDOSYMBIOTIC THEORY? Find these in your picture!

14. LYNN MARGULIS MITOCHONDRIA CHLOROPLASTS
CELL THEORY ENDOSYMBIOTIC THEORY 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 Explains origins of _________________ and ____________________
EVIDENCE:
MITOCHONDRIA/CHLOROPLASTS 1. are only cell parts with __________________ and ____________
2. have ____________________like bacteria 3. have _________________ in their inner membranes like bacteria 4. divide using ___________________ like bacteria 5. have a SINGLE, CIRCULAR loop of DNA like bacteria
LYNN MARGULIS
MITOCHONDRIA
CHLOROPLASTS
DOUBLE MEMBRANES
OWN DNA
RIBOSOMES
PHOSPHOLIPIDS
BINARY FISSION

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

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

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

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

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

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

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

22. How Do Cell Compare? _________> _________> _________ Plant cells
Animal cells
_________> _________> _________
Bacterial cells

23. All living things are made of _______
CELL THEORY
All living things are made of _______
2. Cells are the basic unit of structure & function in an organism. (= basic unit of ______)
3. New cells are produced from _____________cells.
CELLS
life
existing
Cell image:

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

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

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

27. 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)

28. 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.

29. 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

30. 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);

31. IMAGE BIBLIOGRAPHY
Paint image by Riedell
Paint image by Riedell

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