General Biology 1: Quarter 1 - Module 1: Title: Cell Theory
General Biology 1: Quarter 1 - Module 1: Title: Cell Theory
General Biology 1: Quarter 1 - Module 1: Title: Cell Theory
General Biology 1
Quarter 1 – Module 1:
Title: Cell Theory
General Biology 1 – Grade 12
Alternative Delivery Mode
Quarter 1 – Module 1: Cell Theory
First Edition, 2020
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General Biology 1
Quarter 1 – Module 1:
Cell Theory
Introductory Message
For the facilitator:
Welcome to the General Biology 1-Grade 12 Alternative Delivery Mode (ADM)
Module on Cell Theory!
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:
As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them
to manage their own learning. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the module.
For the learner:
Welcome to the General Biology 1 Alternative Delivery Mode (ADM) Module
on Cell Theory!
The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an
active learner.
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
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the module.
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4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
This module was designed and written with you in mind. It is here to help
you master the cell theory. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with
the textbook you are now using.
What I Know
Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. He discovered that all plants were made of cells, which contributed to the
development of the cell theory:
A. Anton van Leeuwenhoek
B. Robert Hooke
C. Theodor Schwann
D. Matthias Schleiden
2. He advanced the cell theory with his conclusion that cells could only come
from other cells:
A. Anton van Leeuwenhoek
B. Rudolph Virchow
C. Theodor Schwann
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D. Robert Hooke
3. Which of the following is NOT one of the main components of the cell theory?
A. cells must contain DNA
B. all living things are made of cells
C. cells can only come from other cells
D. cells are the basic unit of life
5. Which technology was essential for the development of the cell theory?
A. Telescopes
B. Antiseptics
C. Microwaves
D. Microscopes
9. Which scientist designed a special flask that allowed air in but kept microbes
out and once and for all disproved spontaneous generation?
A. Redi
B. Needham
C. Spallanzani
D. Pasteur
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11. 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
12. 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
13. The first part of the cell theory states: “What happens in cell theory, stay in
Cell Theory”
A. True
B. False
C. Sometimes true
D. Sometimes false
15. Which of the following scientists concluded that all ANIMALS are made up
of cells?
A. Rudolf Virchow
B. Matthias Schleiden
C. Robert Hooke
D. Theodor Schwann
Lesson
1 Cell Theory
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What’s In
What’s New
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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. Redi left meat in each of six containers (Figure
1). Two were open to the air, two were covered with gauze, and two were
tightly sealed. His hypothesis was supported when maggots developed in the
uncovered jars, but no maggots appeared in either the gauze-covered or the
tightly sealed jars. He concluded that maggots could only form when flies
were allowed to lay eggs in the meat, and that the maggots were the offspring
of flies, not the product of spontaneous generation.
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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 (Figure 2).
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doctrine of spontaneous generation recover from the mortal blow of this
simple experiment.
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What is It
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What’s More
2.
3.
4.
5.
Direction: The table below indicates events that led to the cell theory.
Complete the table by filling in the blank spaces.
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What I Have Learned
1. The theory of spontaneous generation states that life arose from nonliving
matter. It was a long-held belief dating back to Aristotle and the ancient
Greeks.
2. Experimentation by Francesco Redi in the seventeenth century presented
the first significant evidence refuting spontaneous generation by showing
that flies must have access to meat for maggots to develop on the meat.
Prominent scientists designed experiments and argued both in support of
(John Needham) and against (Lazzaro Spallanzani) spontaneous generation.
4. The postulates of the cell theory was made possible through the invention
of the microscope.
What I Can Do
REFLECTIVE WRITING
Write a short paragraph discussing why is it necessary for a student
like you to understand and to look back on the history of the development of
the cell theory. Make your answer brief and concise, express your answer
using 5-10 sentences only.
Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. This term means life comes from non-life
a. Abiotic
b. Biotic
c. Abiogenesis
d. Biogenesis
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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
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
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
b. all living things are made of cells
c. cells can only come from other cells
d. cells are the basic unit of life
9. Which technology was essential for the development of the cell theory?
a. Telescopes c. Microwaves
b. Antiseptics d. Microscopes
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
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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
Additional Activities
Make a timeline consisting of people and events who worked for the
development of the cell theory. Use the template below in completing your
timeline.
3 Points Exit
Three concepts I learned:
1. ________________________________________________
2. ________________________________________________
3. ________________________________________________
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Answer Key
WHAT I KNOW
Pre-test C
A15. D
1. D 9. D D14. C
2. B 10. C B13. A
3. A 11. C
References:
5. D
B12. B
4. C 12. B 4. E
B11. D
5. D 13. B 3. B
C10. D
K. 6. DZwier.14. B "Aristotle on Spontaneous Generation."
2. A
C9. D
7. A 15. D 1. C
http://www.sju.edu/int/academics/cas/resources/gppc/pdf/Karen%20R.
8. C MATCHING TYPE
(POST-TEST)
%20Zwier.pdf
ASSESSMENT
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