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Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class? What doesn’t work for you? What should we do less of? 3. What are your thoughts on the labs so far (good / bad / indifferent)? 4. How could the class be improved for the rest of the term? What about for next term? 1

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Page 1: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Informal Class Evaluation

1. What do you like about the class? What works well for you? What should we do more of?

2. What do you not like about the class? What doesn’t work for you? What should we do less of?

3. What are your thoughts on the labs so far (good / bad / indifferent)?

4. How could the class be improved for the rest of the term? What about for next term?

1

Page 2: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Lab Debriefing

Why did the potato extract turn brown as it sat out on the desk?

What would you observe if the reaction was proceeding quickly? slowly?

Was the potato the enzyme? What was the substrate?

Page 3: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Enzyme Concentration

3

Time (min)

Page 4: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Substrate Concentration

4

Time (min)

Page 5: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Salt Concentration

5

Time (min)

Page 6: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Cell Structure and Compartments

Page 7: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

The Cell Is the Basic Unit of Life

All living things are made of cell(s) (characteristic of life)

Page 8: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Cells

An organism can be unicellular or multicellular Range from one to

billions of cells Humans have over

200 types of cells

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Page 9: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Cells

An organism can be unicellular or multicellular Range from one to

billions of cells Humans have over

200 types of cells

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Page 10: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

History of Cell Discoveries

1590’s: Hans and Zacharias Janssen Lens grinders First compound microscope

Page 11: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

History of Cell Discoveries

1665: Robert Hooke Observed thin slice of

cork through microscope Tiny, hollow, roomlike

structures = “cells” (what monks live in)

Only saw outer walls because cork is dead

Page 12: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

History of Cell Discoveries1680’s: Anton van

Leeuwenhoek Blood, rainwater,

scrapings from teeth, etc “Animalcules” =

unicellular organisms, bacteria?

Page 13: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

History of Cell Discoveries1838-9: Schleiden and

Schwann Schleiden - plant parts

are made of cells Schwann - animal parts

are made of cells

Page 14: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

CELL THEORY

1. Cells are the basic units of structure and function in all living things

2. All living things are made of cells

3. All cells come from pre-existing cells

Page 15: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

How do we study cells?

Light Microscope Electron Microscope

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Page 16: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Light Microscopes (LM) Passes visible light through a specimen Can study living cells Can magnify only about 1,000 times Can resolve objects as small as 2 m

Page 17: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Light Microscope Pictures

Page 18: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Electron Microscope (EM)

Greater magnification than LM Uses a beam of electrons rather than light Has much greater resolution than LM (2

nm) Can magnify up to 100,000 times Cannot be used with living specimens

Page 19: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Scanning Electron Microscope (SEM) Studies detailed architecture of cell

surfaces

Page 20: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

SEM PicturesPOLLEN

BLOOD CELLS

FISH GILLS

Page 21: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Transmission Electron Microscope (TEM) Details of internal cell structure

Page 22: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

TEM Pictures

MELANOCYTE

NEURON

Page 23: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

BACTERIA

BACTERIAE. coli400X

2m = 0.002 mm

Page 24: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

BACTERIA

BACTERIAE. coliElectron microscope

Page 25: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

ANIMAL CELL

HUMAN CHEEK CELLHomo sapiens400X

60m = 0.06 mm

Page 26: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

ANIMAL CELL

HUMAN CHEEK CELLHomo sapiens600X

Page 27: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

PLANT CELL

ELODEA LEAF CELLSElodea canadensis400X

Estimate size?

50 - 150 m = 0.05 - 0.15 mm

Page 28: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

PLANT CELL

ELODEA LEAF CELLSElodea canadensis600X

Page 29: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Cell Types

Which two types of cells are more similar? Which type is more different?

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Page 30: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Prokaryotes and Eukaryotes Prokaryotes

Little internal organizationMuch smaller than

eukaryotes

Page 31: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Figure 5.2

Prokaryotes and Eukaryotes

EukaryotesDNA contained in

nucleus Membrane bound

organelles - internal compartments for special functions

Page 32: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Origin of Eukaryotes

ENDOSYMBIOSIS Large cells engulfed

smaller cells, but didn’t digest them

Page 33: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Origin of Eukaryotes

ENDOSYMBIOSIS Large cells engulfed

smaller cells, but didn’t digest them

MEMBRANE INFOLDING Cells folded membrane

in from outside of cell to increase surface area

Page 34: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Cell Size

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Page 35: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Cell Size

Most cells are microscopic

Some aren’t.

Page 36: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Cells Vary in Size

Minimum size = total size of all the molecules required for cellular activity

Page 37: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Cell Size

Minimum size = total size of all the molecules required for cellular activity

Maximum is limited by the need for sufficient surface area to carry out functions

Page 38: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Surface area to Volume Ratio A small cell has a greater ratio of surface area

to volume than a large cell of the same shape

Page 39: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Surface area to Volume Ratio

The microscopic size of most cells ensures a sufficient surface area across which nutrients and wastes can move to service the cell

Page 40: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Surface area to Volume Ratio

Microvilli in the small intestine

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Page 41: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Prokaryotes and Eukaryotes

Page 42: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Functions performed by an organism

Page 43: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Functions performed by an organism

Page 44: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Prokaryotes Unicellular The cell must perform

ALL functions Unspecialized

Page 45: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Eukaryotes Unicellular Multicellular Cells can be

specialized to perform one function

Cells interact together

Page 46: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Biological Hierarchy

Molecule Cell Tissue Organ Organ System Organism

Page 47: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Parts of the Cell

Cell ORGANELLES: Parts of the cell that perform a specialized function just like an organ in the body

Page 48: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?
Page 49: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Function #1: Keeping your insides inside

CELL MEMBRANE PROKARYOTES EUKARYOTES

Page 50: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Function 1b: Food, Waste, Gas Exchange

CELL MEMBRANEControls what

enters and leaves the cell

Page 51: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Function #2: Passing on your traitsGENETIC MATERIAL -

DNA

Page 52: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Function #2: Passing on your traitsGENETIC MATERIAL -

DNA PROKARYOTES

Circular Small

Page 53: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Function #2: Passing on your traitsGENETIC MATERIAL - DNA PROKARYOTES

Circular Small

EUKARYOTES Linear Large Enclosed in Nucleus

Page 54: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Function #3: Making Proteins

FUNCTIONS• Structures

– EX: red blood cells contain hemoglobin protein that carries oxygen

• Enzymes– EX: lactase digests

lactose sugar

Page 55: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Function #3: Making Proteins

PROKARYOTES: DNA contains

instructions to make proteins

Ribosomes assemble proteins

Page 56: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Function #3: Making Proteins

EUKARYOTES Contains different

organelles involved in protein synthesis

Page 57: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Function #3: Making Proteins

1. NUCLEUS Only Eukaryotes Contains DNA

Page 58: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Function #3: Making Proteins

1. NUCLEUS Surrounded by

“nuclear envelope” (membrane made of phospholipids)

Membrane contains “nuclear pores” that allow things in and out

Page 59: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Function #3: Making Proteins

2. RIBOSOMES All cells Assemble amino

acids to make a protein using the information from the nucleus

Page 60: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Function #3: Making Proteins

2a. FREE RIBOSOMES

Floating in cytoplasm Make proteins that will

be used in cytoplasm (hemoglobin)

Page 61: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Function #3: Making Proteins

2b. ATTACHED RIBOSOMES

Attached to Endoplasmic Reticulum

Make proteins that will be transported out of the cell

Page 62: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Function #3: Making Proteins

3a. ROUGH ENDOPLASMIC RETICULUM

Only Eukaryotes Site of protein

manufacturing and transport

Made of membrane

Page 63: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Function #3: Making Proteins3b. SMOOTH

ENDOPLASMIC RETICULUM

Synthesis of lipids to make vesicles (membrane sacks) that transport proteins to other organelles

Detoxification of drugs and poisons

Made of membrane

Page 64: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Function #3: Making Proteins

4. GOLGI APPARATUS Only Eukaryotes Sorts and tags proteins,

then packages them in vesicles for transport to final destination

Made of membrane Animation: Cain Ch 5

05

Page 65: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

End-Product = Protein (EX: Hemoglobin) Used inside red

blood cells

Page 66: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Prokaryotes vs Eukaryotes

Which organelles involved in the eukaryotic process of protein synthesis are MISSING from prokaryotes?

Page 67: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Function #4: Getting rid of waste / recycling

PROKARYOTES Why did the surface

area to volume ratio have to be small?

Cell Membrane

Page 68: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Function #4: Getting rid of waste / recycling

5. LYSOSOME Only Eukaryotes Contain enzymes

that break down macromolecules

Made of membrane (stuff shipped in vesicles)

Page 69: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Function #5: Storing Extra Stuff

6. VACUOLE PLANTS – 1 large

vacuole Stores extra water

and nutrients

Page 70: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Function #5: Storing Extra Stuff

6. VACUOLE ANIMALS –

several smaller vacuoles

Stores mostly nutrients

Page 71: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Function #6: Moving

PROKARYOTES Flagella

Page 72: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Function #6: Moving

EUKARYOTES Flagella Cilia Pseudopods

Page 73: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Function #6: Moving

8. CILIA Small hairs

Page 74: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Function #6: Moving

8. CILIA Small hairs

9. FLAGELLA Whiplike tails

Page 75: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?
Page 76: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Function #6: Moving

Made of MICROTUBULES

Page 77: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Function #6b: Movement WITHIN the cell

7. CYTOSKELETON All cells Made of different

types of protein (recall how proteins are produced)

Page 78: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Function #6b: Movement WITHIN the cell

7a.MICROTUBULES Shape of cell Position organelles Vesicle guides

Page 79: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Function #6b: Movement WITHIN the cell

7a.MICROTUBULES Shape of cell Position organelles Vesicle guides

Page 80: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Function #6b: Movement WITHIN the cell

7b.INTERMEDIATE FILAMENTS

Structural reinforcement

Page 81: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Function #6b: Movement WITHIN the cell

7b.INTERMEDIATE FILAMENTS

Structural reinforcement

Flagella / cilia

Page 82: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?
Page 83: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

All of these processes require…

Page 84: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Function #7: Making Energy10. CHLOROPLAST

Plants onlyCaptures energy from

sunlight and stores it as chemical energy in sugar (Photosynthesis

Chlorophyll = green pigment that captures energy

Some bacteria can do photosynthesis

Page 85: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Function #7: Making Energy11. MITOCHONDRIA

– Only Eukaryotes– Transform energy

stored in sugar into ATP

Page 86: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Function #7: Making Energy

PROKARYOTES Some can perform

photosynthesis All can perform

cellular respiration Lack chloroplasts

and mitochondria

Page 87: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Function #8: Protection, Support

13. CELL WALLPlants and BacteriaSupport and

protection for cell

Page 88: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Inside an Animal Cell

88

Page 89: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Inside a Plant Cell

89

Page 90: Informal Class Evaluation 1. What do you like about the class? What works well for you? What should we do more of? 2. What do you not like about the class?

Cell Parts Activity

1. Label the parts of the animal and plant cell.

2. Identify which is which (and how you can tell)

3. Fill in the table with functions of cell parts and analogies (CELL PART is like a WHATEVER because …)


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