LIFE SCIENCE FOR NAT GR12
❖ The Ability to Reproduce
2022-2023 REVIEWER
• INTRODUCTION TO LIFE SCIENCE
❖ The Historical Development of the
Concept of Life
➢ The earliest known life forms on Earth are
believed to be fossilized microorganisms found
in hydrothermal vent precipitates, considered to
be about 3.42 billion years old.
➢ The earliest time for the origin of life on Earth is
at least 3.77 billion years ago, possibly as
early as 4.28 billion years ago—not long after
the oceans formed 4.5 billion years ago, and
after the formation of the Earth 4.54 billion
years ago.
➢ The earliest direct evidence of life on Earth is
from microfossils of microorganisms permine
ralized in 3.465-billion-year-old
Australian Apex chert rocks.
❖ The Origin of the First Life Forms
➢ a. Theory of special creation
➢ b. Cosmozoic theory / Panspermia Theory
➢ c. Theory of spontaneous generation or
‘Abiogenesis’
➢ d. Biogenesis Theory
➢ e. Oparin’s Theory
➢ f. Coacervation Theory
➢ g. J.B.S Haldane’s Hypothesis
➢ h. Urey-Miller hypothesis
➢ i. Fossils (evidence of past life, significance and
important fossils)
❖ Unifying themes in the Study of Life
➢ All groups of living organisms share several
key characteristics or functions: Cellular
organization, the ability to reproduce, growth
& development, energy use, homeostasis,
response to their environment, and the ability
to adapt. When viewed together, these eight
characteristics serve to define life.
❖ Cellular organization/ DNA
➢ Cell: The basic unit of a living organism,
consisting of a quantity of protoplasm
surrounded by a cell membrane, which is able
to synthesize proteins and replicate itself.
➢ Cells are very small and can only be seen by a
microscope. Living things can be unicellular
or multicellular.
➢ Unicellular organisms – are made of only one
cell (single-celled). Ex: bacteria, some protists
Multicellular organisms – are made of many
cells. The cells are specialized (have a specific
job) Ex: animals, plants, insects, etc.
❖ Domains of life and Types of Cells
➢ The three domains are the Archaea, the
Bacteria, and the Eukarya. Prokaryotic
organisms belong either to the domain Archaea
or the domain Bacteria; organisms with
eukaryotic cells belong to the domain Eukarya
➢ Prokaryotic: Small cells in the domains
Bacteria and Archaea that do not contain a
membrane-bound nucleus or other
membrane-bound organelles.
➢ Eukaryotic: Having complex cells in which the
genetic material is contained within
membrane-bound nuclei. (protists, fungi,
plants and animals).
➢ Reproduction – the ability to produce
offspring similar to the parent(s)
➢ Types of Reproduction
a. Asexual -needs only one parent, no genetic
variation.
sample: budding of cacti, regeneration by some
star fish, fission of bacterial cells, spore
formation of ferns.
b. Sexual- needs two parents; male and
female, with genetic variation.
sample : humans, horses, cats…
❖ Growth & Development
➢ Growth – an organism becomes larger in size
(growing as a cell or creating new cells)
➢ Development – process of change that occurs
in an organisms life to create a more complex
organism. Ex: sunflower seed turns into a
sunflower
❖ Energy Use
➢ The cells of an organism need energy in order
to grow, reproduce and to complete their job.
➢ Photosynthesis process requires energy to
produce food in the form of
starch. Respiration is the process that breaks
down food and releases energy.
➢ Photosynthesis occurs only in plants and few
photosynthetic bacteria. Respiration takes
place in both plants and animals.
➢ Photosynthesis in Chloroplasts
➢ Cellular Respiration in Mitochondria
❖ Homeostasis
➢ Different organisms balance substances in
relation to their internal and external
environment through the process of
homeostasis.
➢ Homeostasis - involves balancing of the
internal concentration of an organism
compared to external environment. Also, heat
is also balanced in relation to the
environment of an organism. The
integumentary system (e.g perspiration,
protection from external factors) and the
excretory system (urination, defecation) play
a major role in homeostasis. The circulatory
and respiratory system also helps in
homeostasis
❖ Response to their Environment
➢ Stimulus – a change in an organism’s
surroundings that causes it to react. Ex.
changes in temperature, light, sound, etc.
➢ Response – an action or change in behavior
that is a reaction to a stimulus. Ex: Stimulus –
loud bang; Response – jump
❖ The Ability to Adapt
➢ Adaptation - is defined a heritable
behavioral, morphological, or physiological
trait that has evolved through the process of
natural selection, and maintains or increases
the fitness of an organism under a given set of
environmental conditions. This concept is
central to ecology: the study of adaptation is
the study of the evolutionary relationship
between organisms and their environment.

• BIOENERGETICS
❖ The Cell as the Basic Unit of Life
➢ A cell is the smallest unit of a living thing. A
living thing, whether made of one cell (like
bacteria) or many cells (like a human), is
called an organism. Thus, cells are the basic
building blocks of all organisms. Several cells
of one kind that interconnect with each other
and perform a shared function form tissue;
several tissues combine to form an organ (your
stomach, heart, or brain); and several organs
make up an organ system (such as the digestive
system, circulatory system, or nervous system).
Several systems that function together form an
organism (like a human being). There are many
types of cells all grouped into one of two broad
categories: prokaryotic and eukaryotic. For
example, both animal and plant cells are
classified as eukaryotic cells, whereas bacterial
cells are classified as prokaryotic.
❖ How photosynthetic organisms capture
light energy to form sugar molecules
➢ The light-dependent reaction takes place
within the thylakoid membrane and requires a
steady stream of sunlight, hence the name
light-dependent reaction. The chlorophyll
absorbs energy from the light waves, which is
converted into chemical energy in the form of
the molecules ATP and NADPH
➢ ATP - Adenosine triphosphate (ATP) is an
organic compound that provides energy to
drive many processes in living cells, such as
muscle contraction, nerve impulse
propagation, condensate dissolution, and
chemical synthesis. (aka ENERGY)
➢ NADPH -Nicotinamide adenine dinucleotide
phosphate
➢ NADH participates in cellular respiration.
➢ NADPH participates in photosynthesis
❖ How organisms obtain and utilize energy
➢ NUTRITIONAL RELATIONSHIPS
➢ AUTOTROPHS or PRODUCERS – are
organisms that can synthesize organic
molecules from inorganic molecules; also
called producers; can be either photosynthetic
or chemosynthetic (plants)
➢ HETEROTROPHS – are organisms that
cannot manufacture organic molecules. They
are the “consumers”; (animals)
➢ DECOMPOSERS – They 'recycle' dead
organisms and waste (feces) into non-living
elements by reducing these feces into
chemicals such as nitrogen and carbon. Those
chemicals become part of the soil and those
nutrients can then be used by living plants
and the animals that consume them. (e.g.
Fungi)
• PERPETUATION OF LIFE
➢ GMO-Genetically Modified Organisms
➢ 1. What are the positive impacts of GMOs?
➢ 2. What are the negative impacts of GMOs?
➢ 3. What are the industries use GMOs?
➢ 4. Is there a biological reason in resisting the
use of GMO?
➢ 5. What are possible reasons not to allow
GMOs in a country?
➢ 6. As a country with a history of economic,
political, psychological dependence and
subservience to other countries, do you think
the use of GMO will be more beneficial or
detrimental?
➢ 7. Barring biological use of GMOs, how is
the use of GMO in the country a symptom of
political and economic dependency to other
countries?
➢ 8. How can the benefits of GMOs outweigh
its negative effects
❖ Most GMO plants are used to make
ingredients that are then used in other food
products. For example, cornstarch can be
made with GMO corn and sugar can be made
with GMO sugar beets.
➢ Corn:
➢ Corn is the most commonly grown crop in the
United States, and most of it is GMO. Most
GMO corn is created to resist insect pests or
tolerate herbicides. Bacillus thuringiensis (Bt)
corn is a GMO corn that produces proteins
that are toxic to certain insect pests but not to
humans, pets, livestock, or other animals.
These are the same types of proteins that
organic farmers use to control insect pests,
and they do not harm beneficial insects, such
as ladybugs. GMO Bt corn reduces the need
for spraying insecticides while still preventing
insect damage. While a lot of GMO corn goes
into processed foods and drinks, most of it is
used to feed livestock, like cows, and poultry,
like chickens.
➢ Soybean:
➢ Most soy grown in the United States is GMO
soy. Most GMO soy is used for food for
animals, predominantly poultry and
livestock, and making soybean oil. It is also
used as ingredients (lecithin, emulsifiers, and
proteins) in processed foods.
➢ Cotton:
➢ GMO cotton was created to be resistant to
bollworms and helped revive the Alabama
cotton industry. GMO cotton not only
provides a reliable source of cotton for the
textile industry, it is also used to make
cottonseed oil, which is used in packaged
foods and in many restaurants for frying.
GMO cottonseed meal and hulls are also used
in food for animals.
➢ Potato:
➢ Some GMO potatoes were developed to resist
insect pests and disease. In addition, some
GMO potato varieties have been developed to
resist bruising and browning that can occur
when potatoes are packaged, stored, and
transported, or even cut in your kitchen.
While browning does not change the quality
of the potato, it often leads to food being
unnecessarily thrown away because people
mistakenly believe browned food is spoiled.
➢ Papaya:
➢ By the 1990s, ringspot virus disease had
nearly wiped-out Hawaii’s papaya crop, and
in the process almost destroyed the papaya
industry in Hawaii. A GMO papaya, named
the Rainbow papaya, was created to resist
ringspot virus. This GMO saved papaya
farming on the Hawaiian Islands.
➢ Summer Squash:
➢ GMO summer squash is resistant to some
plant viruses. Squash was one of the first
GMOs on the market, but it is not widely
grown.
➢ Canola:
➢ GMO canola is used mostly to make cooking
oil and margarine. Canola seed meal can also
be used in food for animals. Canola oil is used
in many packaged foods to improve food
consistency. Most GMO canola is resistant to
herbicides and helps farmers to more easily
control weeds in their fields.
➢ Alfalfa:
➢ GMO alfalfa is primarily used to feed cattle—
mostly dairy cows. Most GMO alfalfa is
resistant to herbicides, allowing farmers to
spray the crops to protect them against
destructive weeds that can reduce alfalfa
production and lower the nutritional quality
of the hay.
➢ Apple:
➢ A few varieties of GMO apples were developed
to resist browning after being cut. This helps
cut down on food waste, as many consumers
think brown apples are spoiled.
➢ Pink Pineapple:
➢ The GMO pink pineapple was developed to have
pink flesh by increasing the levels of lycopene.
Lycopene is naturally found in pineapples,
and it is the pigment that makes tomatoes red
and watermelons pink.
➢ Sugar Beet:
➢ Sugar beets are used to make granulated
sugar. More than half the granulated sugar
packaged for grocery store shelves is made
from GMO sugar beets. Because GMO sugar
beets are resistant to herbicides, growing
GMO sugar beets helps farmers control weeds
in their fields.
• HOW ANIMALS SURVIVE
➢ 1. nutrition: getting food to cells
➢ 2. gas exchange with the environment
➢ 3. circulation: the internal transport system
➢ 4. the need for homeostasis
➢ 5. salt and water balance and waste removal
➢ 6. the immune system: defense from disease
➢ 7. how hormones govern body activities
➢ 8. the nervous system
➢ 9. the body in motion
• HOW PLANTS SURVIVE
➢ 1. plant form and function
➢ 2. plant growth and development
• Plant form and Function
➢ The basic parts of most land plants are roots,
stems, leaves, flowers, fruits, and seeds.
➢ Roots - anchor the plants in the soil and
absorb nutrients and water that are needed by
the rest of the plant.
➢ Stems - support the upper part of the plant
and act as a transport system for nutrients,
water, sugar, and starches. Photosynthesis
can occur in the stem of some plants such as:
cacti, celery, asparagus, and bananas.
➢ Leaves - are the parts of the plant where
photosynthesis usually occurs—where food
for the plant is made. The green substance,
chlorophyll, captures light energy and uses it
to convert water and carbon dioxide into
plant food and oxygen.
➢ Flowers - are the reproductive part of plants.
They often have showy petals and fragrances
to attract pollinators such as birds, bees, and
other insects.
➢ Most flowers have four main parts: petals,
stamen (anther and filament), pistil (stigma,
style and ovary), and sepals. After flowers are
pollinated and fertilized, they produce seeds
in the ovary of the flower.
➢ Fruits - are the fleshy substances that usually
surround seeds. They protect the seeds and
attract animals to eat them. This helps in seed
dispersal.
➢ Seeds - contain plant material that can
develop into another plant. This plant
material is called an embryo. Seeds are
covered with a protective seed coat and have
one or two cotyledons.
➢ Cotyledons - are the food for the baby plant
until it can make its own food from light and
are often the first embryonic leaves of the
plant.
• Plant growth and Development
❖ STAGES OF PLANT GROWTH
➢ Plant life cycles consist of five stages: seed,
seed germination, seedling, adult plant, and
pollination and fertilization.
➢ Plants are vital to all life on Earth. They are
important because plants take in carbon
dioxide from the atmosphere and produce
oxygen. In addition, plants make up the base
of the food web by producing their own food
using light, water, carbon dioxide, and other
chemicals.
➢ Plant Growth and Development
involves study of the control and coordination
of processes in cells, organs, and/or whole
plants, including, for example, changes in gene
expression in response to environmental
conditions such as climate change.
• THE PROCESS OF EVOLUTION
➢ 1. the evidence for evolution
➢ 2. the origin and extinction of species
• Evidence for evolution comes from many
different areas of biology:
➢ Anatomy - Species may share similar physical
features because the feature was present in a
common ancestor (homologous structures).
➢ Molecular biology - DNA and the genetic code
reflect the shared ancestry of life. DNA
comparisons can show how related species
are.
➢ Biogeography - The global distribution of
organisms and the unique features of island
species reflect evolution and geological
change.
➢ Fossils - Fossils document the existence of
now-extinct past species that are related to
present-day species.
➢ Direct observation - We can directly observe
small-scale evolution in organisms with short
lifecycles (e.g., pesticide-resistant insects).
 • Evolutionary events :
➢ a. First evidence of life (3,850 ma)
➢ b. Photosynthesizing bacteria (3,700 ma)
➢ c. Oldest fossils (3,500 ma)
➢ d. First Eukaryotes (2,700 ma)
➢ e. Ediacaran Fauna (600 ma)
➢ f. The Cambrian Explosion (530 ma)
➢ g. First land plants and fish (480 ma)
➢ h. Arthropods on land (420 ma)
➢ i. First insects (407 ma)
➢ j. First amphibians land vertebrates (375 ma)
➢ k. First dinosaurs (220 ma)
➢ l. Early mammals (220 ma)
➢ m. First birds (150 ma)
➢ n. First flowering plants (130 ma)
➢ o. Early Primates 60 ma
➢ p. First hominids (5.2 ma)
➢ q. Modern humans (0.2 ma)
• Extinction
❖ Changes in the environment
➢ What happened to cause such widespread
devastation 65 million years ago? Scientists
agree that species go extinct primarily as a
result of changes in their environment. The
extinction of many species around the world
at one time reflects large-scale changes in the
global environment.
➢ To explain what caused this mass extinction,
scientists have focused on events that would
have altered our planet's climate in dramatic,
powerful ways. The leading theory is that a
huge asteroid or comet slammed into Earth
65 million years ago, blocking sunlight,
changing the climate and setting off global
wildfires. In recent years, however,
researchers have also been investigating
whether other forces, including massive
volcanic eruptions and changes in sea level,
may have contributed to the general
environmental decline.
➢ Mass extinctions—when at least half of all
species die out in a relatively short time—
have happened a handful of times over the
course of our planet's history. The largest
mass extinction event occurred around 250
million years ago, when perhaps 95 percent of
all species went extinct.
❖ Top five extinctions
➢ a. End Ordovician – 25% of marine
vertebrates families and 57% of genera
became extinct (443 ma)
➢ b. Devonian – 50 -55% of marine invertebrate
genera and 70-80 % of species go extinct (364
ma)
➢ c. Permian – greatest extinction event; 90%
of all species became extinct (250 ma)
➢ d. End Cretaceous – extinction of the
Dinosaurs; 60-80% of all species became
extinct (65 ma)
➢ e. Late Pleistocene – nearly all large
mammals and birds (>45 pounds) became
extinct (.01 ma)
• Geologic Events :
➢ a. Formation of the great oceans (4,200 ma)
➢ b. Oxygen Levels reach 3% of the Atmosphere
(1.9 ma)
➢ c. Protective Ozone in place (600 ma)
➢ d. Gondwana forms (500 ma)
➢ e. Oxygen nears present day concentration (400
ma)
➢ f. Formation of Pangaea supercontinent (280
ma)
➢ g. Pangaea supercontinent breaks up (200 ma)
➢ h. Continents near present-day positions (40 ma)
➢ i. Initiation of Seafloor Spreading of South
China Sea (32 ma)
➢ j. Initiation of the Philippine Fault (4 ma)
➢ k. Global ice ages begin (2 ma)
• INTERACTION AND
INTERDEPENDENCE
❖ ECOSYSTEMS
➢ 1. The ecosystem is the structural and
functional unit that is studied in ecology.
➢ 2. They involve important interactions
between biotic and abiotic factors.
➢ 3. An ecosystem can support itself and is
stable (not much change) when three
conditions are met:
➢ There must be a constant supply of energy
(the sun is this source for all life on earth).
➢ There must be living organisms that can
convert the energy into organic compounds
(plants--autotrophs-- photosynthesis).
➢ There must be a recycling of materials between
organisms and the environment.
❖ Levels of Organization
➢ 1. Population - includes all the members of a
species in a given area. Example: All toads
(including tadpoles) in a pond is a population.
➢ 2. Community - All populations in a given
area. Example: Toads, tilapia, guppies (fish),
water lilies, Hydrilla, and other populations in
the pond.
➢ 3. Ecosystem – composed of the living (biotic)
community and the nonliving (abiotic)
physical environment functioning together is
an ecosystem.
➢ 4. Biosphere - is the portion of the earth in
which LIFE exists and is is made up of many
complex ecosystems. All ecosystems together
make up the biosphere.
❖ SPECIAL NUTRITIONAL
RELATIONSHIPS - SYMBIOSIS and
PARASITISM
➢ SYMBIOSIS - an interaction among different
species in an ecosystem that where they live in
a close association with each other where at
least one member of the association benefits
(gains) by the association.
➢ 1. Mutualism - a symbiotic relationship in
which BOTH organisms benefit from the
association. Example: Termites and its intestinal
parasite; giant clams and its symbiotic algae;
nitrogen fixing bacteria that live in nodes on the
roots of legumes; shrimp and goby (fish).
➢ 2. Commensalism –a symbiotic relationship
where one organism benefits (+) and the
other organism is not harmed (0). Example, a
remora attaches itself to the underside of a shark
– The remora gets a free ride and free food
(from eating shark’s food scraps) while the
shark does not get any benefits and harmed.
➢ PARASITISM – One organism, the parasite,
benefits (+), while the host is harmed (-).
Example: tapeworm in the intestine of pigs; ticks
on dogs and others.
 ❖ Terrestrial and Aquatic ecosystems
➢ Marine ecosystems are found in a body of
water whereas
➢ Terrestrial ecosystems are ecosystems that are
found only on landforms. Generally, the
marine ecosystems are biologically more
diversified than their equivalent terrestrial
ecosystems.
❖ AQUATIC BIOMES
➢ 1. Ecologists distinguish between freshwater
biomes and marine biomes on the basis of
physical and chemical differences.
➢ 2. Since oceans comprise about 75% of the
Earth’s surface, oceans have an enormous
impact on the biosphere.
➢ 3. Aquatic Biomes:
➢ The evaporation of seawater provides most of
the Earth’s rainfall;
➢ Ocean temperatures have a major effect on
world climate and wind patterns;
➢ Marine plants and algae, and photosynthetic
bacteria supply a significant portion of the
world’s oxygen and consume large amounts
of carbon dioxide; and
➢ Freshwater biomes are closely linked to the
soils and biotic components of terrestrial
biomes.
➢ 4. Characteristics of aquatic biomes is based
on the Vertical stratification of physical and
chemical variables:
➢ a. Photic vs Aphotic zone
➢ i. Photic zone – Sufficient sunlight is available
for photosynthesis and is the basis of the food
chain;
➢ ii. Aphotic zone – Sunlight cannot penetrate
and food chain is based on non-
photosynthetic activities.
➢ b. Temperature
➢ i. Surface waters are usually distinctly
warmer than deeper waters. Between these
layers, is a layer wherein water temperature
rapidly changes (called THERMOCLINE).
➢ 5. At the bottom of all aquatic biomes is the
BENTHIC ZONE that can be made up of the
sediment that can be composed of
sand/silt/clay and organic/inorganic
materials. Animals living in the benthic zone
are called BENTHOS
❖ FRESHWATER BIOMES
➢ LAKES
➢ 1. Zonation
➢ Littoral zone – Shallow, well-lit waters close
to the shore
➢ Limnetic zone – Well-lit, open surface waters
farther from the shore
➢ Profundal zone – Aphotic region of the water
column.
➢ 2. Classification according to production of
organic matter
➢ Eutrophic - Having waters rich in
phosphates, nitrates, and organic nutrients
that promote a proliferation of plant life,
especially algae. Some lakes and bodies of
water can become eutrophic through high
nutrient input from domestic and
agricultural sources.
➢ Oligotrophic - has low nutrient
concentrations and low plant growth.
❖ RIVERS AND STREAMS
➢ 1. These are bodies of flowing water moving in
one direction.
➢ 2. They get their starts at headwaters, which
may be springs, snowmelt or even lakes, and
then travel all the way to their mouths,
usually another water channel or the ocean.
➢ 3. The characteristics of a river or stream
change during the journey from the source to
the mouth.
➢ Source: Water is clearer with high oxygen
levels and its temperature is cooler
➢ Towards the middle part, the width increases,
as does species diversity — numerous aquatic
green plants and algae can be found.
➢ Toward the mouth, the water becomes murky
from all the sediments that it has picked up
upstream, decreasing the amount of light that
can penetrate through the water. Since there
is less light, there is less diversity of flora, and
oxygen levels are lower.
❖ WETLANDS
➢ 1. Defined – an area with water that supports
aquatic plants; range from periodically
flooded regions to soil that is permanently
saturated during the growing season.
➢ 2. Wetlands range from marshes to swamps to
bog that develop in:
➢ Basin wetlands – develop in shallow basins,
ranging from upland depressions to filled-in
lakes and ponds;
➢ Riverine wetlands – develop along shallow
and periodically flooded banks of rivers and
streams;
➢ Fringe wetlands - occur along coasts of large
lakes and seas, where water flows back and
forth because of rising lake levels or tidal
action.
❖ MARINE BIOMES
➢ Marine regions cover about three-fourths of
the Earth’s surface and include deep
sea/oceanic communities, nearshore
communities (coral reefs, seagrass beds, algal
[kelp/Sargassum] beds, mangrove forests)
and estuaries. Produces in marine biomes
contribute to the supply of the world’s oxygen
supply and like terrestrial vegetation, take in
a huge amount of atmospheric carbon
dioxide. As a huge water reservoir,
evaporation of the seawater provides
rainwater for the terrestrial biomes.
 ❖ How human activities affect the natural
ecosystem
❖ The following are the list of most common
human activities that will trigger and hasten
the occurrence of landslides.
➢ a. Removal of vegetation
➢ b. Interference with, or changes to the natural
drainage
➢ c. Leaking pipes such as water and sewer
➢ d. Modification of slopes by construction of
roads, railways, buildings, subdivisions
➢ e. Overloading slopes
➢ f. Mining and quarrying activities
➢ g. Vibration from heavy traffic, blasting during
road constructions of nearby mining activities
➢ h. Excavation of rocks

❖ Eukaryotic Cell Organelles

Organelle Cell Type Function
Stores genetic
Nucleus Eukaryotic information
Makes
Nucleolus Eukaryotic ribosomes
Contains the
Cytoplasm All cells contents of the
cell
Gel-like matrix
Cytosol All cells that holds water
and nutrients
Structure,
Cytoskeleton Eukaryotic support and
transport
Ribosome All Cells Makes protein
Rough Makes proteins
Endoplasmic Eukaryotic for the
Reticulum endomembrane
system
Smooth Detoxifies the
Endoplasmic Eukaryotic cell and makes
Reticulum lipids
Golgi Eukaryotic Sorts and ships
Apparatus proteins
Mitochondria Eukaryotic Makes energy
Removes
Lysosome Eukaryotic, unwanted
animal cells material and
only waste
Regulate
biochemical
Peroxisome Eukaryotic pathways that
involve
oxidation
Vacuoles Eukaryotic Store water and
nutrients
Transport
Vesicles Eukaryotic materials
around the cell
A thin flexible
barrier that
Cell All separates the
Membrane cell from its
environment
Plants, fungi Rigid barrier
Cell Wall and prokaryotes that protects the
cell
Large Central Stores water
Vacuole Plants only and regulates
turgor pressure
Makes food
Chloroplasts Plants only using the
process of
photosynthesis