Prokaryotic cells
Eukaryotic cells
Organelles:
Nucleus:
Ribosomes:
Mitochonadria:
Golgi apparatus:
Lysosomes:
Centrioles:
Microtubules:
The roles of the Rough Endoplasmic Reticulum, Golgi apparatus and vesicles in protein transport:
Cell organisation:
Multicellular organisms like humans are made of many different types of cells. Cells need to be
organised into groups to work together.
Similar cells organised into tissues: - one or more similar cells are organised together, and carry out
a particular function. E.g.: Four main tissue types in the human body: epithelial, connective, nervous
and muscle tissue.
Tissues are organised into organs: - group of different tissues working together to perform a
particular function: E.g.: the lungs are made up of: squamous epithelium tissue, fibrous connective
tissue and blood vessels.
Organs are organised into systems: - Each system has a particular function. E.g: digestive system
includes the organs: stomach, pancreas, small and large intestines.
Mitosis:
o Cell division to produce new cells for growth, repair of damaged tissues and asexual
reproduction.
o Mitosis produces two ‘daughter’ cells from one parent cell, and the two cells have the same
number of chromosomes and are genetically identical to each other and to parent.
Mitosis:
Prophase:
Metaphase :
Anaphase:
Telophase:
o Chromatids reach the opposite poles on the spindle, and are now known as
chromosomes.
o Nuclear envelope forms around each group of chromosomes
Cytokinesis:
o Cytoplasm splits, and there are now two distinct daughter cells
Core practical – observing mitosis
o Sexual reproduction is the production of a new individual resulting from the joining
of two gametes
o Each organism must inherit a single copy of every gene from each of its “parents.”
o Gametes are formed by a process that separates the two sets of genes so that each
gamete ends up with just one set – n=23 chromosomes.
o Process of reduction division in which the number of chromosomes per cell is cut in half
through the separation of homologous chromosomes in a diploid cell.
o Involves two divisions, meiosis I and meiosis II.
1. DNA replicates, so there are two identical copies of each chromosome
2. DNA condenses to form chromosomes made of two sister chromatids
3. The chromosomes arrange into homologous pairs – pairs of matching chromosomes
4. The first division happens- homologous pairs are separated and chromosome number is
halved
5. Meiosis 2 - Second division (similar to mitosis) – pairs of sister chromatids are separated
6. Four new cells (gametes) are produced that are genetically different
How does meiosis produce genetically different gametes?
o During meiosis 1, homologous pairs of chromosomes come together and pair up.
o Two of the chromatids in each homologous pair twist around each other and exchange
portions of their chromatids.
o Crossing over produces new combinations of
alleles
o This increases the genetic variation
Mammalian gametes
Sperm:
Egg cell:
Fertilisation:
Mammals:
Fertilisation in plants:
Cell differentiation:
o Stem cells are unspecialised cells that can develop into many different types of cells.
o All cells in the body are derived from stem cells. The process of cell specialisation is called
differentiation.
o There are two main types of stem cells: embryonic and adult stem cells.
o Potency refers to the differentiation potential (the potential to differentiate into different
cell types) of the stem cell. The three types are:
1. Totipotency: The ability of a stem cell to produce all cell types, this includes all
specialised cells in an organism and extra-embryonic cells (cells of the umbilical cord
and placenta). Their potential is ‘Total’. A fertilised egg is totipotent.
2. Pluripotency: The ability to produce all the specialised cells in an organism, but NOT
extra-embryonic cells.
3. Multipotency: The ability to produce a number of different cells, but is limited in its
differentiating ability
o Stem cells can potentially be used to replace damage tissues in a range of diseases.
o Scientists are researching the use of stem cells for treatments for conditions such as:
o Spinal cord injuries: stem cells can be used to repair damaged nerve tissue
o Parkinson’s sufferers: stem cells to replace the lost or faulty nerve cells that produce
dopamine.
o Obtaining stem cells from embryos by IVF raises ethical issues – viable embryos are
destructed and could have been a potential human life.
o Many people believe that life begins at conception, and it is immoral and wrong to destroy
and embryo, even to reduce suffering in existing human life.
o Scientists are ‘playing god’ and ‘messing with human life’
Society has to consider all the arguments for and against stem cell research before allowing it to go
ahead. To help society make these decisions, regulatory authorities have been established, such as
the Human Fertilisation and Embryology Authority (HFEA)
o Looking at proposals of research – this ensures that research involving embryos is carried
out for a good reason, and is not repeated elsewhere
o Licensing and monitoring centres involved in embryonic stem cell research – ensures that
only fully trained staff carry out the research, and helps to avoid unregulated research.
o Producing guidelines and codes of practice – ensures that scientists use similar methods for
comparison of results, and ensures that methods of extraction are controlled.
o Monitoring developments and advancements in research – ensures that all the guidelines
are up to date with the latest scientific understanding
o Providing information and advice to governments and professionals – helps society to
understand what’s involved and why it’s important.
o Plants have stem cells that can be found in the roots or shoots.
o All stem cells in a plant are totipotent – can grow into a whole new plant.
1. Sprinkle seeds of white mustard onto a damp sponge in a plastic tray, cover with transparent
cling film and place in warm light place to germinate. When seedlings have started to unfold
cotyledons (seed leaves) they are ready to culture
2. Cut seedlings just below the growing tip
3. Push the cut end of the plant in a growth medium, e.g. 2cm depth agar in a McCartney
bottle (agar contains nutrients and growth hormones) Make sure the cotyledons don’t touch
the agar
4. If conditions are suitable (e.g. right hormones) unspecialised cells will grow into specialised
cells.
5. Eventually the cells will grown and differentiate into an entire plant.
o Stem cells become specialised because different genes in their DNA become active (or
turned on)
o Under the right conditions, some genes are activated and other genes are inactivated
o mRNA is only transcribed from the active genes
o This is then translated into proteins
o The proteins modify the cell – they determine the cell structure and control cell
processes (including activation of more genes, which produces more proteins)
o Changes to the cell produced by these proteins cause the cell to differentiate and
become specialised.
o EXAMPLE: Red blood cells are produced from stem cells in the bone marrow, which
contain a lot of haemoglobin and have no nucleus. The stem cell produces a new cell on
which the genes for haemoglobin production are activated, and other genes such as
those involved in removing the nucleus are activated too. Many other genes are
activated or inactivated resulting in a specialised red blood cell.
Variation
Expression of phenotype is a result of interaction between genes and environment. Siamese cats
have dark coloured fur on their extremities. This is caused by an allele that controls pigment
production that only functions at the lower temperatures of those extremities. Environment
determines the phenotypic pattern of expression.
Some characteristics are only influenced by genotype e.g. blood group. Most characteristics are
influenced by both genotype and the environment e.g. weight
Plant structure
o Plasmodesmata
Channels in the cell walls that link adjacent
cells together – allow the transport of
substances and communication between cells
o Pits
Regions where cell wall is thin. Arranged in pairs, and allow for the transport of substances
between cells
o Chloroplasts
Small, flattened structure surrounded by a double
membrane and is the site of photosynthesis.
Grana – stacked up thylakoid
Stroma – matrix which contains enzymes needed for
photosynthesis
o Amyloplasts
Contains starch granules, and can convert it to glucose to release when plant requires it for
respiration
Middle lamella:
o Innermost layer – formed in some plants after the primary cell wall has fully grown
o Made up of neatly arranged cellulose microfibrils – run parallel to each other
o Lignin (woody like substance) is often deposited in the secondary cell wall – lignification. This
gives the plant extra tensile strength (only happens in some plants such as trees which are
made up of wood) – makes it impermeable
o The microfibrils are held in pectin, hemicelluloses and sometimes lignin.
Xylem vessels:
Sclerenchyma fibres:
o Provide support
o Made of bundles of dead cells, and also have hollow lumen and no end walls
o Have strong secondary walls which are thickened with lignin
o They develop as the plant gets older to support the increasing weight of the plant
o Plant fibres are made of long tubes of plant cells e.g. sclerenchyma cells and xylem tissue
that are very strong.
o 2 reasons:
1. The cell wall contains cellulose microfibrils in a net-like arrangement – this gives the
plant fibres a lot of strength
2. Secondary thickening of cell walls is when a secondary cell wall grows. It’s a much
thicker layer than the primary cell wall, and the cellulose microfibrils and extra lignin
make it very strong and rigid
o Plant fibres can be used to make ropes or fabrics like hemp.
o Making products from plant fibres is more sustainable than making them from oil. This is
because crops can be re-grown to maintain the supply for future generations, and less fossil
fuel will be used up.
o Products from plant fibres are also biodegradable, unlike most oil based plastics.
o Plants are easier to grow and extracting the plant fibres is easy compared to extracting and
processing oil. E.g. natural decomposers can be used to break down the material around the
fibres – this is known as retting.
Starch:
o Found in all plants
o Some plastics can be made from plant-based materials like starch – called bioplastics
o Fuel can also be made from starch. E.g. bioethanol.
o This is more sustainable – again, because crops can be re-grown and less fossil fuel is
used up.
o Tensile strength – maximum load the fibre can take before it breaks.
1. Plant material - stinging nettles- should be left to soak in a bucket for a week to
make fibre extraction easier (retting). Or, celery can be used and should be left in
beaker of coloured water for fibres to be seen easily and pulled out.
2. Once fibres removed, measure lengths of fibres used (must all be the same length)
and then connect between two clamp stands
3. Gradually add mass in the middle until the fibre breaks, and record the mass.
4. Repeat the experiment with different samples of the same fibre – to increase
reliability.
5. Must make sure other variables are constant – temperature, size of each individual
mass used.
Safety precautions: wear goggles to protect eyes and make sure the area where
weights will fall is clear.
o Water is needed for photosynthesis, to maintain structural rigidity, transport minerals and
regulate temperature.
o Magnesium ions – Needed for the production of chlorophyll. Deficiency results in yellow
areas developing and growth slows down
o Nitrate ions – Needed for production of DNA, proteins and chlorophyll. Deficiency results in
stunted growth, poor seed and fruit production and leaves appear light green/yellow.
o Calcium ions – Important components of plant cell wall, and required for plant growth.
Deficiency results in leaves turning yellow and crinkly, and poor fruit development.
1. 9 test tubes – 9 different nutrient solutions. 2 used as a control: all nutrients present and
lacking all nutrients
2. Cover test tubes with black paper – this prevents algae growing in test tubes which will take
up the nutrients.
3. Put the nutrient solutions into the test tubes and label each one. Solutions should be filled
to the top so that the roots will be completely submerged. Label each one.
4. Cover test tubes with foil so that solutions don’t evaporate and to keep the plant stable
5. Pierce hole in the top of each one, and gently push the Mexican hat plantlets through the
holes so that it is in the solution below.
6. Put in test tube racks and on a windowsill so that leaves are exposed to sunlight and to
maximise photosynthesis.
7. Check and observe after one week to see effect of the nutrient deficiencies.
Phase 2 and 3 – double blind study design – the doctors and patients don’t know who has been
given the placebo or the drug, or in phase three the existing or new treatments. This reduces bias.
Equipment: agar plate seeded with bacteria, plant material: e.g. garlic and mint, pestle and mortar,
10cm^3 industrial denatured alcohol, sterile pipette, paper discs, sterile Petri dish, sterile forceps,
hazard tape, marker pen
1. Make plant extracts by crushing 3g of plant material with 10cm^3 alcohol and shake
occasionally for 10mins (must shake for long time to ensure there is enough active
ingredient)
2. Pipette 0.1cm^3 of the separate extracts onto sterile paper discs, and place on the sterile
Petri dish and allow it to dry. Two paper discs are controls: With water and with nothing.
3. Label the agar plates with the different plant extracts and split into 4 sections, 1 for each
type of extract.
4. Place the discs into each quadrant of the agar plate and close and tape with hazard tape.
5. Leave to incubate and observe zone of inhibitions.
Outcome: control discs completely covered with bacteria, and some plant extracts will have larger
inhibition zones than others which show they are more effective at lower concentration.
Must make sure surfaces, and all equipment used is STERILE, otherwise unwanted microbes will
grow on the agar plates.
Niche – the role of an organism or species within its habitat, its way of life. Includes its interactions
with other living and non-living environment.
o Every species has its own unique niche, and a niche can only be occupied by one species.
o If two species try to occupy same niche – they will compete and then only one species will
be left.
Adaptations to niche:
Natural selection: one of the processes by which evolution occurs. It explains why living organisms
change over time to have the anatomy, functions and behaviour that they have
o Species diversity: number of different species and abundance of each species in an area
o Genetic diversity: Variation of alleles within a species or population of species.
Endemism – species unique to a single place. Conservation of endemic species is very important as
they are the most vulnerable to extinction.
1. Count number of different species in an area – species richness. The higher the number of
different species, the greater the species richness. However, this gives no indication of the
abundance of each individual species.
2. Count the number of different species AND the number of individuals in each species. Then
use a biodiversity index e.g. Simpson’s Index of Diversity to calculate the species diversity.
This way takes into account abundance of each species.
Samples can be taken to make estimates on whole habitat based on the sample.
1. Choose a random area within habitat to sample – random reduces bias in results.
2. Sampling techniques:
o Plants – use a quadrat (a frame placed on ground)
o Flying insects – sweepnet
o Ground insects – pitfall trap
o Aquatic animals – net
o Then count the number of species in the sample that you’ve got.
3. Repeat, and take as many samples as possible, as it will give a better indication of the whole
habitat.
4. Use results to estimate total number of individuals or total number of different species
(species richness)
5. When sampling different habitats and comparing, the same sampling technique should be
used.
o Individuals of the same species are different because they have different alleles
o Genetic diversity is the variety of alleles in the gene pool of a species (or population). Gene
pools are the complete set of alleles in a species or population
o The greater the variety of alleles, the greater the genetic diversity.
o You can measure genetic diversity by looking at:
o Because different alleles code for slightly different versions of the same characteristics, by
looking at the different phenotypes in a population of a species, you can get an idea of the
diversity of alleles.
o The larger the number of different observable phenotypes, the greater the genetic diversity
Genotype:
Conservation of biodiversity:
o If a species becomes extinct, or there is a loss in genetic diversity, this causes an overall
reduction in global biodiversity
o There are many endangered species in the world at risk of extinction because of a low
population or a threatened habitat.
o Conservation involves the protection and management of endangered species
o Zoos and seedbanks help to conserve endangered species and genetic diversity.
Seedbanks:
Advantages:
Disadvantages:
Zoos:
o Can contribute to restoring habitats that have been lost, e.g. due to deforestation
o However, reintroducing organisms can bring new diseases to habitats, and reintroduced
animals may not behave as they would if they were raised in the wild – e.g. problems finding
food or communicating with wild members of their species.
o Educating people about endangered species and reduced biodiversity raises public
awareness and interest in conservation of biodiversity.
o Zoos allow people to get close to organisms
o Seedbanks provide training and set up local seedbanks all around the world e.g. the
millennium seed bank project aims to conserve seeds in their original country.
o Scientists can study how plant species can be successfully grown from seeds, which is useful
for reintroducing them to the wild.
o Research in zoos increases knowledge about the behaviour, physiology and nutritional needs
of animals which can contribute to conservation efforts in the wild.
o Zoos can carry out research that may not be possible in the wild e.g. nutritional and
reproductive studies
o However animals in captivity may act differently to those in the wild.