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CELL 
STRUCTURES 
WFHS BIOLOGY FALL 2014
FUNCTION OF A PLASMA 
MEMBRANE 
• THE PLASMA MEMBRANE CONTROLS HOW, WHEN, 
AND HOW MUCH SUBSTANCES ENTER AND LEAVE 
THE CELLS 
• SELECTIVE PERMEABILITY OF THE PLASMA 
MEMBRANE ALLOWS SOME SUBSTANCES TO PASS 
THROUGH WHILE KEEPING OTHERS. 
• A CELL’S SURVIVAL DEPENDS ON MAINTAINING 
BALANCE, THIS IS CALLED HOMEOSTASIS. 
• THE PLASMA MEMBRANE IS THE CELL STRUCTURE 
PRIMARILY RESPONSIBLE FOR HOMEOSTASIS
STRUCTURE OF THE PLASMA 
MEMBRANE 
• LIPIDS ARE MADE OF GLYCEROL AND 3 FATTY 
ACIDS. 
• A PHOSPHOLIPID A PHOSPHATE GROUP AND 
ONLY 2 FATTY ACIDS. 
• POLAR HEAD AND 2 NONPOLAR TAILS 
• THE PLASMA MEMBRANE IS MADE UP OF TWO 
LAYERS ARRANGED TAIL-TO-TAIL 
• THIS IS CALLED A PHOSPHOLIPID BILAYER.
STRUCTURE CONT. 
• POLAR HEAD CLOSEST TO WATER BECAUSE 
WATER IS ALSO POLAR 
• POLAR SUBSTANCES WILL NOT PASS 
THROUGH THE NONPOLAR MIDDLE. 
• TRANSPORT PROTEINS MOVE NEEDED 
SUBSTANCES THROUGH THE MEMBRANE: 
SELECTIVE PERMEABILITY 
• EXAMPLES: 
• CELL MEMBRANE 
• NUCLEAR MEMBRANE 
• MEMBRANE OF ORGANELLES
FLUID MOSAIC MODEL 
• AS THE INDIVIDUAL MOLECULES MOVE AROUND, A PATTERN, 
OR MOSAIC, IS FORMED ON THE SURFACE OF THE PLASMA 
MEMBRANE
•Polysaccharides are 
Polysaccharides are 
a. unsaturated fats. 
b. carbohydrates. 
c. lipids. 
d. proteins.
CELL MEMBRANE 
• DESCRIPTION: 
• OUTSIDE COVERING OF CELL MADE OF LIPID 
BILAYER 
• FUNCTION: 
• BARRIER BETWEEN CELL AND ITS ENVIRONMENT 
• CONTROLS WHAT SUBSTANCES CAN ENTER OR 
LEAVE THE CELL 
• PROVIDES SUPPORT AND PROTECTION, 
ESPECIALLY IN CELLS WITHOUT A CELL WALL 
• ANALOGY
NUCLEAR MEMBRANE 
• DESCRIPTION: 
• DOUBLE-LAYER MEMBRANE SURROUNDING 
THE NUCLEUS 
• FUNCTION: 
• SEPARATES NUCLEOPLASM FROM 
CYTOPLASM 
• ANALOGY
CELL WALL 
• DESCRIPTION: 
• RIGID OUTER LAYER 
• OUTSIDE OF CELL MEMBRANE 
• FUNCTION: 
• SUPPORT 
• PROTECTION 
• HELPS CELL MAINTAIN ITS SHAPE 
• ANALOGY
Which of the following macromolecules is a 
prominent part of animal tissue that 
functions in insulation, helping animals 
conserve heat? 
Carbohydrates Proteins 
Nucleic acids Lipids
CYTOPLASM 
• DESCRIPTION: 
• JELLY-LIKE SUBSTANCE THAT FILLS THE CELL AND 
SURROUNDS THE ORGANELLES 
• FUNCTION: 
• FILLS SPACE BETWEEN ORGANELLES 
• CONTAINS MATERIALS NEEDED BY THE 
ORGANELLES 
• ANALOGY
WHAT IS THE CELL THEORY?
RIBOSOMES 
• DESCRIPTION: 
• MADE OF PROTEIN AND RNA 
• VERY SMALL, SPHERICAL SHAPED 
• FUNCTION: 
• MAKE PROTEINS 
• ANALOGY
FLAGELLA 
• DESCRIPTION: 
• LONG, THREAD-LIKE EXTENSION OF A 
CELL 
• FUNCTION: 
• HELPS CELL MOVE 
• ANALOGY
CILIA 
• DESCRIPTION: 
• SHORT, HAIR-LIKE PROJECTION ON 
THE CELL SURFACE 
• FUNCTION: 
• USED TO SWEEP AWAY THINGS 
FROM THE CELL SURFACE OR HELP 
THE CELL MOVE THROUGH FLUID 
• ANALOGY
NUCLEUS 
• DESCRIPTION: 
• CORE, CENTRAL PORTION OF CELL 
• FUNCTION: 
• CONTAINS GENETIC INFORMATION (DNA) 
• DIRECTS CELL ACTIVITIES 
• ANALOGY
NUCLEOLUS 
• DESCRIPTION: 
• ROUND STRUCTURE WITHIN NUCLEUS 
• MADE OF PROTEIN AND RNA 
• FUNCTION: 
• MAKES RIBOSOMES 
• ANALOGY
CHLOROPLAST 
• DESCRIPTION: 
• OVAL OR BEAN SHAPED STRUCTURE WITH 
GREEN COLOR 
• FUNCTION: 
• HELPS CAPTURE SUNLIGHT TO PRODUCE 
FOOD (ENERGY) FOR PLANTS 
• ANALOGY
GOLGI APPARATUS 
• DESCRIPTION: 
• FLATTENED SACS CALLED CISTERNAE 
• FUNCTION: 
• MODIFIES AND PACKAGES MATERIALS 
CREATED IN THE CELL FOR 
TRANSPORT (INSIDE OR OUTSIDE OF 
THE CELL) 
• ANALOGY
LYSOSOME 
• DESCRIPTION: 
• SMALL SACS 
• FUNCTION: 
• USE DIGESTIVE ENZYMES TO BREAKDOWN 
OLD/WORN-OUT ORGANELLES, VIRUSES OR 
BACTERIA, AND/OR FOOD PARTICLES 
• ANALOGY
MITOCHONDRION 
• DESCRIPTION: 
• SPHERICAL OR ROD-SHAPED 
• INNER AND OUTER MEMBRANES 
• FUNCTION: 
• CONVERTS SUGARS INTO ATP (ENERGY) FOR 
THE CELL 
• ANALOGY
PLASTID 
• DESCRIPTION: 
• DOUBLE-MEMBRANE BOUND 
ORGANELLE 
• FUNCTION: 
• INVOLVED IN FOOD STORAGE; 
FUNCTION DEPENDS MOSTLY UPON 
WHICH PIGMENTS ARE PRESENT 
• ANALOGY
ROUGH ENDOPLASMIC 
RETICULUM 
• DESCRIPTION: 
• SYSTEM OF MEMBRANOUS TUBES AND SACS 
WITH RIBOSOMES ON THE SURFACE (MAKING IT 
APPEAR ROUGH) 
• FUNCTION: 
• HELPS MAKE AND TRANSPORT NEW PROTEINS 
TO GOLGI APPARATUS OR OUTSIDE OF THE CELL 
• ANALOGY
SMOOTH ENDOPLASMIC 
RETICULUM 
• DESCRIPTION: 
• SYSTEM OF MEMBRANOUS TUBES AND SACS 
• FUNCTION: 
• MAKES LIPIDS 
• CREATES AND STORES STEROIDS 
• STORES IONS THAT CELLS MIGHT NEED 
• METABOLIZES CARBOHYDRATES 
• ANALOGY
VACUOLE 
• DESCRIPTION: 
• SACS: SMALLER IN ANIMAL CELLS, LARGER IN 
PLANT CELLS 
• FUNCTION: 
• STORE A VARIETY OF THINGS SUCH AS 
WATER, NUTRIENTS, OR WASTE PRODUCTS 
• ANALOGY
VESICLE 
• DESCRIPTION: 
• SMALL SACS 
• FUNCTION: 
• STORES, TRANSPORTS, OR DIGESTS 
MATERIALS WITHIN THE CELL 
• ANALOGY
EXAMPLES FROM STARR
HISTORY OF CELLS 
• A CELL IS THE BASIC STRUCTURAL AND FUNCTIONAL UNIT OF ALL 
LIVING THINGS. 
• 1665, ROBERT HOOKE MADE THE FIRST SIMPLE MICROSCOPE 
• HOOKE USED THE MICROSCOPE TO LOOK AT A PIECE OF CORK, 
WHICH IS THE DEAD CELLS OF OAK BARK. HE SAW SMALL BOX-LIKE 
SHAPED STRUCTURES IN THE CORK, WHICH HE CALLED CELLULAE. 
NOW WE KNOW THEM AS CELLS. 
• 1838, MATTHIAS SCHLEIDEN DETERMINED THAT ALL PLANTS ARE 
COMPOSED OF CELLS. 
• THEODOR SCHWANN DETERMINED ALL ANIMAL TISSUES WERE MADE 
OF CELLS
PRINCIPLES OF CELL THEORY 
• 1. ALL LIVING ORGANISMS ARE MADE UP OF ONE OR MORE 
CELLS. AN ORGANISM CAN HAVE ONE OR MANY CELLS. MOST 
PLANTS AND ANIMALS HAVE MANY CELLS. 
• 2. THE CELL IS THE BASIC UNIT OF ORGANIZATION IN LIVING 
ORGANISMS. EVEN IN COMPLEX ORGANISMS SUCH AS 
HUMANS, THE CELL IS THE BASIC UNIT OF LIFE. 
• 3. ALL CELLS COME FROM LIVING CELLS. CELLS PASS COPIES 
OF THEIR GENETIC MATERIAL ON TO THEIR DAUGHTER CELLS. 
CELLS CONTAIN HEREDITARY INFORMATION THAT PASSES 
FROM CELL TO CELL DURING CELL DIVISION.

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Mr. V. WFHS Bio Cell notes

  • 1. CELL STRUCTURES WFHS BIOLOGY FALL 2014
  • 2. FUNCTION OF A PLASMA MEMBRANE • THE PLASMA MEMBRANE CONTROLS HOW, WHEN, AND HOW MUCH SUBSTANCES ENTER AND LEAVE THE CELLS • SELECTIVE PERMEABILITY OF THE PLASMA MEMBRANE ALLOWS SOME SUBSTANCES TO PASS THROUGH WHILE KEEPING OTHERS. • A CELL’S SURVIVAL DEPENDS ON MAINTAINING BALANCE, THIS IS CALLED HOMEOSTASIS. • THE PLASMA MEMBRANE IS THE CELL STRUCTURE PRIMARILY RESPONSIBLE FOR HOMEOSTASIS
  • 3. STRUCTURE OF THE PLASMA MEMBRANE • LIPIDS ARE MADE OF GLYCEROL AND 3 FATTY ACIDS. • A PHOSPHOLIPID A PHOSPHATE GROUP AND ONLY 2 FATTY ACIDS. • POLAR HEAD AND 2 NONPOLAR TAILS • THE PLASMA MEMBRANE IS MADE UP OF TWO LAYERS ARRANGED TAIL-TO-TAIL • THIS IS CALLED A PHOSPHOLIPID BILAYER.
  • 4. STRUCTURE CONT. • POLAR HEAD CLOSEST TO WATER BECAUSE WATER IS ALSO POLAR • POLAR SUBSTANCES WILL NOT PASS THROUGH THE NONPOLAR MIDDLE. • TRANSPORT PROTEINS MOVE NEEDED SUBSTANCES THROUGH THE MEMBRANE: SELECTIVE PERMEABILITY • EXAMPLES: • CELL MEMBRANE • NUCLEAR MEMBRANE • MEMBRANE OF ORGANELLES
  • 5. FLUID MOSAIC MODEL • AS THE INDIVIDUAL MOLECULES MOVE AROUND, A PATTERN, OR MOSAIC, IS FORMED ON THE SURFACE OF THE PLASMA MEMBRANE
  • 6. •Polysaccharides are Polysaccharides are a. unsaturated fats. b. carbohydrates. c. lipids. d. proteins.
  • 7. CELL MEMBRANE • DESCRIPTION: • OUTSIDE COVERING OF CELL MADE OF LIPID BILAYER • FUNCTION: • BARRIER BETWEEN CELL AND ITS ENVIRONMENT • CONTROLS WHAT SUBSTANCES CAN ENTER OR LEAVE THE CELL • PROVIDES SUPPORT AND PROTECTION, ESPECIALLY IN CELLS WITHOUT A CELL WALL • ANALOGY
  • 8. NUCLEAR MEMBRANE • DESCRIPTION: • DOUBLE-LAYER MEMBRANE SURROUNDING THE NUCLEUS • FUNCTION: • SEPARATES NUCLEOPLASM FROM CYTOPLASM • ANALOGY
  • 9. CELL WALL • DESCRIPTION: • RIGID OUTER LAYER • OUTSIDE OF CELL MEMBRANE • FUNCTION: • SUPPORT • PROTECTION • HELPS CELL MAINTAIN ITS SHAPE • ANALOGY
  • 10. Which of the following macromolecules is a prominent part of animal tissue that functions in insulation, helping animals conserve heat? Carbohydrates Proteins Nucleic acids Lipids
  • 11. CYTOPLASM • DESCRIPTION: • JELLY-LIKE SUBSTANCE THAT FILLS THE CELL AND SURROUNDS THE ORGANELLES • FUNCTION: • FILLS SPACE BETWEEN ORGANELLES • CONTAINS MATERIALS NEEDED BY THE ORGANELLES • ANALOGY
  • 12. WHAT IS THE CELL THEORY?
  • 13. RIBOSOMES • DESCRIPTION: • MADE OF PROTEIN AND RNA • VERY SMALL, SPHERICAL SHAPED • FUNCTION: • MAKE PROTEINS • ANALOGY
  • 14. FLAGELLA • DESCRIPTION: • LONG, THREAD-LIKE EXTENSION OF A CELL • FUNCTION: • HELPS CELL MOVE • ANALOGY
  • 15. CILIA • DESCRIPTION: • SHORT, HAIR-LIKE PROJECTION ON THE CELL SURFACE • FUNCTION: • USED TO SWEEP AWAY THINGS FROM THE CELL SURFACE OR HELP THE CELL MOVE THROUGH FLUID • ANALOGY
  • 16. NUCLEUS • DESCRIPTION: • CORE, CENTRAL PORTION OF CELL • FUNCTION: • CONTAINS GENETIC INFORMATION (DNA) • DIRECTS CELL ACTIVITIES • ANALOGY
  • 17. NUCLEOLUS • DESCRIPTION: • ROUND STRUCTURE WITHIN NUCLEUS • MADE OF PROTEIN AND RNA • FUNCTION: • MAKES RIBOSOMES • ANALOGY
  • 18.
  • 19. CHLOROPLAST • DESCRIPTION: • OVAL OR BEAN SHAPED STRUCTURE WITH GREEN COLOR • FUNCTION: • HELPS CAPTURE SUNLIGHT TO PRODUCE FOOD (ENERGY) FOR PLANTS • ANALOGY
  • 20.
  • 21. GOLGI APPARATUS • DESCRIPTION: • FLATTENED SACS CALLED CISTERNAE • FUNCTION: • MODIFIES AND PACKAGES MATERIALS CREATED IN THE CELL FOR TRANSPORT (INSIDE OR OUTSIDE OF THE CELL) • ANALOGY
  • 22.
  • 23. LYSOSOME • DESCRIPTION: • SMALL SACS • FUNCTION: • USE DIGESTIVE ENZYMES TO BREAKDOWN OLD/WORN-OUT ORGANELLES, VIRUSES OR BACTERIA, AND/OR FOOD PARTICLES • ANALOGY
  • 24. MITOCHONDRION • DESCRIPTION: • SPHERICAL OR ROD-SHAPED • INNER AND OUTER MEMBRANES • FUNCTION: • CONVERTS SUGARS INTO ATP (ENERGY) FOR THE CELL • ANALOGY
  • 25.
  • 26. PLASTID • DESCRIPTION: • DOUBLE-MEMBRANE BOUND ORGANELLE • FUNCTION: • INVOLVED IN FOOD STORAGE; FUNCTION DEPENDS MOSTLY UPON WHICH PIGMENTS ARE PRESENT • ANALOGY
  • 27. ROUGH ENDOPLASMIC RETICULUM • DESCRIPTION: • SYSTEM OF MEMBRANOUS TUBES AND SACS WITH RIBOSOMES ON THE SURFACE (MAKING IT APPEAR ROUGH) • FUNCTION: • HELPS MAKE AND TRANSPORT NEW PROTEINS TO GOLGI APPARATUS OR OUTSIDE OF THE CELL • ANALOGY
  • 28. SMOOTH ENDOPLASMIC RETICULUM • DESCRIPTION: • SYSTEM OF MEMBRANOUS TUBES AND SACS • FUNCTION: • MAKES LIPIDS • CREATES AND STORES STEROIDS • STORES IONS THAT CELLS MIGHT NEED • METABOLIZES CARBOHYDRATES • ANALOGY
  • 29. VACUOLE • DESCRIPTION: • SACS: SMALLER IN ANIMAL CELLS, LARGER IN PLANT CELLS • FUNCTION: • STORE A VARIETY OF THINGS SUCH AS WATER, NUTRIENTS, OR WASTE PRODUCTS • ANALOGY
  • 30. VESICLE • DESCRIPTION: • SMALL SACS • FUNCTION: • STORES, TRANSPORTS, OR DIGESTS MATERIALS WITHIN THE CELL • ANALOGY
  • 32. HISTORY OF CELLS • A CELL IS THE BASIC STRUCTURAL AND FUNCTIONAL UNIT OF ALL LIVING THINGS. • 1665, ROBERT HOOKE MADE THE FIRST SIMPLE MICROSCOPE • HOOKE USED THE MICROSCOPE TO LOOK AT A PIECE OF CORK, WHICH IS THE DEAD CELLS OF OAK BARK. HE SAW SMALL BOX-LIKE SHAPED STRUCTURES IN THE CORK, WHICH HE CALLED CELLULAE. NOW WE KNOW THEM AS CELLS. • 1838, MATTHIAS SCHLEIDEN DETERMINED THAT ALL PLANTS ARE COMPOSED OF CELLS. • THEODOR SCHWANN DETERMINED ALL ANIMAL TISSUES WERE MADE OF CELLS
  • 33. PRINCIPLES OF CELL THEORY • 1. ALL LIVING ORGANISMS ARE MADE UP OF ONE OR MORE CELLS. AN ORGANISM CAN HAVE ONE OR MANY CELLS. MOST PLANTS AND ANIMALS HAVE MANY CELLS. • 2. THE CELL IS THE BASIC UNIT OF ORGANIZATION IN LIVING ORGANISMS. EVEN IN COMPLEX ORGANISMS SUCH AS HUMANS, THE CELL IS THE BASIC UNIT OF LIFE. • 3. ALL CELLS COME FROM LIVING CELLS. CELLS PASS COPIES OF THEIR GENETIC MATERIAL ON TO THEIR DAUGHTER CELLS. CELLS CONTAIN HEREDITARY INFORMATION THAT PASSES FROM CELL TO CELL DURING CELL DIVISION.

Editor's Notes

  1. You will notice on each slide there is an “Analogy” bullet. With each class, discuss and choose analogies that are helpful to your particular group of students. Each student does not necessarily have to have the same analogy; it should be meaningful to them. Due to variations in graphics, you may wish to refer to the research materials your students used for graphics or use large diagrams/posters displayed in the classroom to point out the major structures.
  2. Allow the selected student/group to report first, then share the information on the slide with students. Make sure they know they can add to or modify information on their charts if needed.
  3. Allow the selected student/group to report first, then share the information on the slide with students. Make sure they know they can add to or modify information on their charts if needed.
  4. Allow the selected student/group to report first, then share the information on the slide with students. Make sure they know they can add to or modify information on their charts if needed.
  5. Allow the selected student/group to report first, then share the information on the slide with students. Make sure they know they can add to or modify information on their charts if needed.
  6. Allow the selected student/group to report first, then share the information on the slide with students. Make sure they know they can add to or modify information on their charts if needed.
  7. Allow the selected student/group to report first, then share the information on the slide with students. Make sure they know they can add to or modify information on their charts if needed.
  8. Allow the selected student/group to report first, then share the information on the slide with students. Make sure they know they can add to or modify information on their charts if needed.
  9. Allow the selected student/group to report first, then share the information on the slide with students. Make sure they know they can add to or modify information on their charts if needed.
  10. Allow the selected student/group to report first, then share the information on the slide with students. Make sure they know they can add to or modify information on their charts if needed.
  11. Allow the selected student/group to report first, then share the information on the slide with students. Make sure they know they can add to or modify information on their charts if needed.
  12. Allow the selected student/group to report first, then share the information on the slide with students. Make sure they know they can add to or modify information on their charts if needed.
  13. Allow the selected student/group to report first, then share the information on the slide with students. Make sure they know they can add to or modify information on their charts if needed.
  14. Allow the selected student/group to report first, then share the information on the slide with students. Make sure they know they can add to or modify information on their charts if needed.
  15. Allow the selected student/group to report first, then share the information on the slide with students. Make sure they know they can add to or modify information on their charts if needed.
  16. Allow the selected student/group to report first, then share the information on the slide with students. Make sure they know they can add to or modify information on their charts if needed.
  17. Allow the selected student/group to report first, then share the information on the slide with students. Make sure they know they can add to or modify information on their charts if needed.
  18. Allow the selected student/group to report first, then share the information on the slide with students. Make sure they know they can add to or modify information on their charts if needed.
  19. Allow the selected student/group to report first, then share the information on the slide with students. Make sure they know they can add to or modify information on their charts if needed.