Grade Level: 11 QUARTER 3
Subject: GENERAL BIOLOGY 1 WEEK 1
Subject Teacher: RAIZEL-JOY C. MACASADDUG Checked and Validated by: RENATO J. BERNARDEZ, MT II
Teacher II SHS Coordinator
TOPIC: CELL THEORY
LEARNING COMPETENCY: Explain the postulates of the cell theory. (STEM_BIO11/12-Ia-c-1)
LECTURE AND DISCUSSION:
Where does life come from? Religion, philosophy, and science have all wrestled with this question. One of the
oldest explanations was the theory of spontaneous generation, which can be traced back to the ancient Greeks
and was widely accepted through the middle Ages. Most biologists believe that life arose spontaneously from
inanimate matter, but the details of how this could have happened remain unknown and the time scale was long.
What is it really all about? What are the real tenets of the cell theory? That is what you are going to find out.
The Theory of Spontaneous Generation
The Greek philosopher Aristotle (384–322 BC) was one of the earliest recorded scholars to articulate
the theory of spontaneous generation, the notion that life can arise from nonliving matter. Aristotle proposed that
life arose from nonliving material if the material contained pneuma (“vital heat”). As evidence, he noted several
instances of the appearance of animals from environments previously devoid of such animals, such as the
seemingly sudden appearance of fish in a new puddle of water.
This theory persisted into the seventeenth century, when scientists undertook additional
experimentation to support or disprove it. By this time, the proponents of the theory cited how frogs simply seem
to appear along the muddy banks of the Nile River in Egypt during the annual flooding. Others observed that
mice simply appeared among grain stored in barns with thatched roofs. When the roof leaked and the grain
molded, mice appeared. Jan Baptista van Helmont, a seventeenth century Flemish scientist, proposed that mice
could arise from rags and wheat kernels left in an open container for 3 weeks. In reality, such habitats provided
ideal food sources and shelter for mouse populations to flourish.
However, one of van Helmont’s contemporaries, Italian physician Francesco Redi (1626–1697),
performed an experiment in 1668 that was one of the first to refute the idea that maggots (the larvae of flies)
spontaneously generate on meat left out in the open air. He predicted that preventing flies from having direct
contact with the meat would also prevent the appearance of maggots.
In 1745, John Needham (1713–1781) published a report of his own experiments, in which he briefly
boiled broth infused with plant or animal matter, hoping to kill all preexisting microbes. He then sealed the flasks.
After a few days, Needham observed that the broth had become cloudy and a single drop contained numerous
microscopic creatures. He argued that the new microbes must have arisen spontaneously. In reality, however, he
likely did not boil the broth enough to kill all preexisting microbes.
Lazzaro Spallanzani (1729–1799) did not agree with Needham’s conclusions, however, and performed
hundreds of carefully executed experiments using heated broth. As in Needham’s experiment, broth in sealed
jars and unsealed jars was infused with plant and animal matter. Spallanzani’s results contradicted the findings of
Needham: Heated but sealed flasks remained clear, without any signs of spontaneous growth, unless the flasks
were subsequently opened to the air. This suggested that microbes were introduced into these flasks from the
air. In response to Spallanzani’s findings, Needham argued that life originates from a “life force” that was
destroyed during Spallanzani’s extended boiling. Any subsequent sealing of the flasks then prevented new life
force from entering and causing spontaneous generation.
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Grade Level: 11 QUARTER 3
Subject: GENERAL BIOLOGY 1 WEEK 1
The debate over spontaneous generation continued well into the nineteenth century, with scientists
serving as proponents of both sides. To settle the debate, the Paris Academy of Sciences offered a prize for
resolution of the problem. Louis Pasteur, a prominent French chemist who had been studying microbial
fermentation and the causes of wine spoilage, accepted the challenge. In 1858, Pasteur filtered air through a
gun-cotton filter and, upon microscopic examination of the cotton, found it full of microorganisms, suggesting that
the exposure of a broth to air was not introducing a “life force” to the broth but rather airborne microorganisms.
Pasteur’s set of experiments irrefutably disproved the theory of spontaneous generation and earned him
the prestigious Alhumbert Prize from the Paris Academy of Sciences in 1862. In a subsequent lecture in 1864,
Pasteur articulated “Omne vivum ex vivo” (“Life only comes from life”). In this lecture, Pasteur recounted his
famous swan-neck flask experiment, stating that “life is a germ and a germ is life. Never will the doctrine of
spontaneous generation recover from the mortal blow of this simple experiment.
Little is much: Understanding the Cork
The discovery of cells was made possible by the development of the microscope in the 17 th century. In
1665, an English scientist, Robert Hooke, examined a thin slice of cork under the microscope. He observed that
the piece of cork was composed of many tiny compartments which resembled little rooms with surrounding wall.
Hooke named these compartments cells. The cells that Hooke observed were not living. He concentrated his
study only on the structure, particularly on the cell wall, and did not pursue his investigation of the cell content.
In 1674, the Dutch inventor Antoine Van Leuwenhoek observed red blood cells, sperms and a myriad of
single-celled organisms in pond water. He discovered free cells and observed the nucleus within some red blood
cells. Leuwenhoek was a contemporary of Robert Hooke. He had more success in living cells in action despite
his smaller, simpler, handled microscopes.
Over the next 200 years after Hooke, another scientist, a Scottish botanist named Robert Brown, made
a general conclusion in 1831. He discovered the nucleus and theorized that this structure is a fundamental and a
constant component of the cell.
In 1835, a French biologist, Felix Dujardin found out that living cells contained an internal substance.
Not knowing exactly what this substance was, Dujardin gave it the name sarcode. It was a Bohemian
physiologist, Jan Evangelista Purkinje, who made a thorough investigation of this internal material. He gave it the
name protoplasm, a term coined for the colloidal substance in the cell which is currently known as cytoplasm.
In 1838, Matthias Schleiden, a German botanist, stated that all plants are composed of cells. After him,
in 1839, Theodore Schwann, a German zoologist, concluded that all animals are composed of cells. Jointly,
Schleiden and Schwann came out with the theory that all living things are composed of cells. Twenty years later,
in 1858, a German biologist, Rudolph Virchow, theorized that all living cells come from pre-existing living cells.
His conclusion arose from observing dividing cells while he was at work.
These observations became the major components of the cell theory.
The cell theory states that:
1. All living things are composed of one or more cells and cell products.
2. All living cells come from other living cells by the process of cell division.
3. Cells are the basic units of structure and function on organism
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Grade Level: 11 QUARTER 3
Subject: GENERAL BIOLOGY 1 WEEK 1
ENHANCEMENT ACTIVITY/ OUTCOME:
Activity 1: Time After Time!
Directions: Create a time line using recyclable materials consisting of people and events who worked for the
development of the cell theory. Refer to the rubrics below.
Criteria Exceeds Expectation Meets Expectation Below Expectation
10 8 6
Design
Timeline is attractive in layout, design and
neatness . It includes a focal point and all
necessary elements.
Illustrations
Components are chosen carefully to relate to
the topic.
Content
There is one clear, well-focused topic. Main
idea stands out and is supported by detailed
information.
TOPIC: CELL STRUCTURE AND FUNCTIONS
LEARNING COMPETENCY: Describe the structure and function of major and subcellular organelles.
(STEM_BIO11/12-Ia-c-2)
LECTURE AND DISCUSSION:
Let’s check the details of the cellular parts and function below:
The principal parts of a cell are:
1. Cell membrane
2. Cytoplasm
3. Nucleus++++---
The nucleus is covered with a membrane that allows materials to pass in and out. It’s often called the “control
center” of the cell because it contains DNA. The nucleolus is where the ribosomes are formed and this structure
can be found both in plants and animals.
The cell membrane is a semi-permeable membrane that facilitate the movement of molecules inside and outside
the plant or animal cell. It allows only chosen substances to enter or leave cell which can protect the cell from
harmful substances.
The cell membrane is often pictured as fluid mosaic model. Fluidity becomes its characteristic because its
molecules are constantly moving. The phospholipid molecules move sideways within the membrane. Since the
plasma membrane is fluid, it can seal itself if it is damaged or broken.
The cytoplasm is a viscous fluid or jelly like material where organelles are embedded. Its jelly like feature secures
the organelles in plants and animals so that they remain in place.
The Mitochondria are called the “powerhouses” of cells. They produce much of the energy a plant or animal cell
needs to carry out its functions. They are the centers of cellular respiration, a process in which energy-rich ATP
(Adenosine Triphosphate) that functions in energy storage and transfer is produced.
A vacuole is the storage area of the cell. Vacuoles store water, food, and waste. Animals have a very small
vacuole while plants as the producers through the process of photosynthesis have a big central vacuole.
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Grade Level: 11 QUARTER 3
Subject: GENERAL BIOLOGY 1 WEEK 1
The endoplasmic reticulum (ER) is a series of tunnels throughout the cytoplasm.
They transport proteins from one part of the cell to another that is why they are called as the transport center of
the cell.
E.R in plants and animals form a network of tiny canals through the cell. These canals are formed by
two parallel membranes. They connect the nuclear membrane and the plasma membrane thus serving as
passageway for food substances.
Two types of Endoplasmic Reticulum:
Smooth- ribosome free and functions in detoxification of lipids.
Rough - contains ribosomes and releases newly made protein from the cell.
Ribosomes are the protein factories of the cell. These are very essential since all the functions and processes in
plant and animal cell requires protein. Even all the organelles inside the cell are made up of proteins making
ribosomes very important.
Golgi bodies receive proteins and other compounds from the ER. They package these materials and distribute
them to the plant and animal parts of the cell.
Lysosomes contain hydrolytic enzymes that can break things down. Lysosomes pick up bacteria, food, and old
organelles in plant and animal cell and break them into small pieces that can be reused.
The cytoskeleton is a series of fibers made from proteins. It provides structure to the cell and gives it its shape.
Components of cytoskeleton
• Microtubules- absent in plant cell, it provide pathways for certain cellular molecules to move about just
as tracks are provided for railroad cars or trains. It is also found in structures like the cilia and flagella
which both aid in movement. For examples, the cells that line your windpipe use cilia to sweep foreign
materials from the lungs. Sperm cells use flagella to move. It is also involve in cell division as a mitotic
spindle.
Intermediate filaments- these are absent in plants. Since they are the most stable component of the
cytoskeleton, they are found in durable structures such as hair, scales and fingernails. They also help
provide structure to the nuclear envelope.
Microfilaments- pipe-like structures and help provide shape and movement for the cells. Examples of
microfilaments are found in muscle cells.
Cell wall is a rigid organelle composed of cellulose that gives plant cell its box-like shape. The cell wall consist of
several distinct layers. The primary cell wall is the outer layer, it expands as the cell grows. As the plant reaches
its full size, a secondary cell wall develops inside the primary cell wall. This new layer adds strength to the wall.
Two primary cell walls of adjacent cells are separated by another layer, the middle lamella which is composed of
a jelly like polysaccharide called pectin. Both the primary and secondary walls are composed mainly of
polysaccharide cellulose which is commercially important as the main component of paper and cotton. Aside for
cellulose, the secondary walls usually contain lignin, a complex organic compound that adds hardness and
rigidity to cell walls.
Plastids are double membrane bound organelles found in plants. It is basically the storage of their pigments.
Types of Plastids include the Leucoplasts which are colorless organelles that store starch and Chromoplasts
which contain colored pigments like chloroplast.
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Grade Level: 11 QUARTER 3
Subject: GENERAL BIOLOGY 1 WEEK 1
Centrioles are paired organelles found only in animal cell. They are located together near the nucleus, at right
angles to each other. They are essential in building cilia and flagella and also as spindle fiber during cell division.
School as an Analogy for Cell Structure and Function
The parts of the school are like the parts of the cell, keep reading and see how their functions are almost the
same!
Security guard- cell membrane because the guard chooses who can enter or leave the school,
only those with student I.D can enter.
School perimeter- cytoplasm because it is where all the parts and processes of the school can
be found
Principal- nucleus because the principal is the person in authority inside the school especially
in terms of management and decision making.
DepEd- nucleolus because they are the ones responsible for hiring and producing teachers like
how nucleolus produces the ribosomes.
Teachers- Ribosomes because they are the ones active in making the students the best
person that they can be.
Classrooms- Golgi Body because it is where the students are taught and package physically,
mentally, socially and spiritually.
Canteen- Mitochondria because the food served in the canteen gives energy to the students
and teachers.
Janitor/Maintenance Team-Lysosome because lie lysosome they get rid of trashes by cleaning
the school premises.
Hallways and corridor- endoplasmic reticulum because they are the passageway that could be
used to transport services, materials and processes involve in the teaching and learning process.
Cabinets- Vacuole because it stores books, papers and other stocks needed by the school
ENHANCEMENT ACTIVITY/ OUTCOME:
Activity 2: Complete it!
Directions: Compare and contrast plant and animal cell by completing the Venn diagram below:
BOTH
ORGANELLES
ORGANELLES
PLANTS
FOUND IN ANIMAL FOUND IN PLANT
AND
CELL ONLY CELL ONLY
ANIMALS
POST ASSESSMENT:
Multiple Choice. Read the sentences or questions carefully. Choose the letter of the correct answer. Write the
letter of your choice in a separate sheet of paper.
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Grade Level: 11 QUARTER 3
Subject: GENERAL BIOLOGY 1 WEEK 1
1. This term means life comes from non-life
a. Abiotic c. Abiogenesis
b. Biotic d. Biogenesis
2. Which of the following statements is NOT part of the cell theory?
a. Cells are the basic unit of structure and function in all living things.
b. All cells are produced from other cells.
c. Only animal cells are composed of cells.
d. All living things are composed of cells
3. It is one way in which all living things on Earth are alike.
a. All living things have hair
b. All living things are made of cells and come from other cells
c. The cells of all living things have chloroplast
d. All living things can move
4. The first part of the cell theory states: “What happens in cell theory, stay in Cell Theory”
a. True c. Sometimes true
b. False d. Sometimes false
5. Why are microscopes important when studying most cells?
a. Most cells are very large c. Most cells move very quickly
b. Most cells are very small d. Most cells are dead
6. Which of the following scientists concluded that all ANIMALS are made up of cells?
a. Rudolf Virchow c. Robert Hooke
b. Matthias Schleiden d. Theodor Schwann
7. Which of the following is NOT one of the main components of the cell theory?
a. cells must contain DNA c. cells can only come from other cells
b. all living things are made of cells d. cells are the basic unit of life
8. Rudolph Virchow's observations helped to disprove was commonly held belief of the time?
a. evolution c. spontaneous generation
b. the existence of molecules d. atomic models
9. Which technology was essential for the development of the cell theory?
a. Telescopes c. Microwaves
b. Antiseptics d. Microscopes
10. Which of the following is a key difference between Needham's and Spallanzani's experiments testing the
idea of spontaneous generation?
a. Needham heated his broth while Spallanzani did not.
b. Spallanzani heated his broth while Needham did not
c. Needham sealed his flasks tightly while Spallanzani did not.
d. Spallanzani sealed his flasks tightly while Needham did not.
11. He discovered that all plants were made of cells, which contributed to the development of the cell theory:
a. Anton van Leeuwenhoek c. Theodor Schwann
b. Robert Hooke d. Matthias Schleiden
12. He advanced the cell theory with his conclusion that cells could only come from other cells:
a. Anton van Leeuwenhoek c. Theodor Schwann
b. Rudolph Virchow d. Robert Hooke
13. Which scientist disproved spontaneous generation of large organisms by showing maggots came from
flies not from rotting meat?
a. Redi c. Spallanzani
b. Needham d. Pasteur
14. Who stated that cell comes from pre-existing cell?
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Grade Level: 11 QUARTER 3
Subject: GENERAL BIOLOGY 1 WEEK 1
a. Matthias Schleiden c. Rudolf Virchow
b. Theodor Schwann d. John Needham
15. Which scientist designed a special flask that allowed air in but kept microbes out and once and for all
disproved spontaneous generation?
a. Redi c. Spallanzani
b. Needham d. Pasteur
16. Its structure is basically thick and rigid layer that surrounds the plant cell and provides support and structure.
a. Chloroplast c. Lysosome
b. Cell wall d. nucleus
17. The best feature of this organelle is its energy producing ability
a. Cytoplasm c. Mitochondria
b. Cell wall d. Golgi body
18. What role(s) does the cytoskeleton play in a living cell?
a. Maintaining cell shape c. Contraction
b. Movement d. All of the above
19. This organelle serves as a primary packaging area for molecules that will be distributed throughout the cell?
a. Mitochondrion c. Cytoskeleton
b. Vacuole d. Golgi body
20. What is the term for the jellylike substance that is contained inside the cell membrane?
a. DNA c. organelle
b. cytoplasm d. Nucleus
21. Which organelle breaks down organelles that are no longer useful?
a. Golgi body c. Endoplasmic reticulum
b. Lysosome d. Mitochondrion
22. Which structure makes proteins using coded instructions that come from the nucleus?
a. Golgi body c. Vacuole
b. Mitochondrion d. Ribosome
23. The most important feature within the structure of the cell membrane which helps it in carrying its task
is_______.
a. viscous fluid flowing around it
b. series of fibers within it
c. semi-permeable phospholipid bilayer
d. paired genetic materials within it
24. This is the primary reason why plant cell have larger vacuole than animal cell.
a. Plants have thicker cell walls
b. Plants have active storing units
c. Plants can directly make their own food
d. Plants depend on animals for food.
25. Located within the nucleus, it is responsible for producing ribosomes
a. centrosome c. lysosome
b. nucleolus d. Endoplasmic reticulum
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