Edexcel IAL Biology A Level

Topic 3: Cell Structure, Reproduction and

Development
Notes
 Cells
3.1 know that all living organisms are made of cells, sharing some common features

All living organisms are made of cells, there are 2 types of cell – eukaryotic and prokaryotic cells.
Bacteria cells are prokaryotic whereas human cells are eukaryotic. Eukaryotic cells contain a
nucleus and membrane-bound organelles whereas prokaryotic cells don’t. Most eukaryotic cells
have the same internal organelles, but cell specialisation means cells often differ in number and
sometimes types of organelle present, for instance red blood cells have no nucleus so they have
more room for transporting oxygen.

3.2 understand how the cells of multicellular organisms are organised into tissues, tissues into organs
and organs into organ systems

Groups of cells that carry out a common function are known as a tissue, groups of tissues that work
together to carry out a common function form an organ and groups of organs that carry out a
common function form an organ system.

For example, groups of cells in the stomach make up the muscular tissue, this tissue along with the
epithelium tissue make up the stomach organ, and the stomach and various other organs, such as
the pancreas and small intestines make up the digestive system. Many organs are part of more
than one organ system, like the pancreas which carries out various functions for both the
endocrine system and the digestive system.

3.3 (i) know the ultrastructure of eukaryotic cells, including nucleus, nucleolus, ribosomes, rough
and smooth endoplasmic reticulum, mitochondria, centrioles, lysosomes and Golgi apparatus
(ii) understand the function of the organelles listed in (i)

3.4 understand the role of the rough endoplasmic reticulum (rER) and the Golgi apparatus in
protein transport within cells, including their role in the formation of extracellular enzymes

Ultrastructure of eukaryotic cells:

● Nucleus - surrounded by a double membrane called the envelope containing pores which
enable molecules to enter and leave the nucleus. The nucleus also contains chromatin and a
nucleolus which is the site of ribosome production.

● Rough endoplasmic reticulum (RER) - a series of flattened sacs enclosed by a membrane with
ribosomes on the surface. RER folds and processes proteins made on the ribosomes.

● Smooth endoplasmic reticulum - a system of membrane bound sacs. SER produces and
processes lipids.

● Golgi apparatus - a series of fluid filled, flattened & curved sacs with vesicles surrounding the
edges. Golgi apparatus processes and packages proteins and lipids. It also produces lysosomes.

● Mitochondria - usually oval shaped, bound by a double membrane called the envelope. The
inner membrane is folded to form projections called cristae with a matrix on the inside,
containing all the enzymes needed for respiration.
 ● Centrioles - hollow cylinders containing a ring of microtubules arranged at right angles to each
other. Centrioles are involved in cell division.

● Ribosomes - these are composed of two subunits and are the site of protein production.

● Lysosome - a vesicle containing digestive enzymes bound by a single membrane.

3.5 (i) know the ultrastructure of prokaryotic cells, including cell wall, capsule, plasmid,
flagellum, pili, ribosomes and circular DNA
(ii) knderstand the function of the structures listed in (i)

Prokaryotic cells such as bacteria contain:

● Cell wall – Rigid outer covering

made of peptidoglycan

● Capsule – Protective slimy

layer which helps the cell to
retain moisture and adhere to
surfaces

● Plasmid –Circular piece of

extra DNA

● Flagellum- a tail like structure which rotates to move the cell

● Pili- Hair-like structures which attach to other bacterial cells

● Ribosomes- Site of protein production

● Mesosomes- Infoldings of the inner membrane which contain enzymes required for
Respiration

Extracellular enzymes

Extracellular enzymes are enzymes secreted by cells into their external environment; enzymes
are proteins so are synthesised in ribosomes free in the cytoplasm or attached to the rough
endoplasmic reticulum. The polypeptide gets sent to the Golgi apparatus, where it is folded into its
3D shape, it is then packaged in a Golgi vesicle which can then fuse with the cell surface
membrane to release the enzymes outside of the cell. These vesicles are important to ensuring the
enzymes only catalyse reactions, such as the breakdown of biological molecules, where required, in
this case outside of the cell.
3.6 be able to recognise the organelles in 3.3 from electron microscope (EM) images
3.7 (i) know how magnification and resolution can be achieved using light and EM
(ii) understand the importance of staining specimens in microscopy

In order to understand the functioning of cells and their organelles, scientists must first be able to look
inside and study the cells, using microscopes. How useful a microscope is for studying cells depends on its
resolution, magnification power and ease of use.

Resolution is the degree to which it is possible to distinguish between 2 points that are close
together.

Magnification is the degree to which an image of an object is larger than the object itself.
You can calculate image size, actual size and the magnification using this formula, as long as the units on
image and actual size are the same: Image size = actual size X magnification

Optical microscopes are what you’ll have used in school, but these can rarely make out organelles
except the nucleus; so electron microscopes are more commonly used, of which there are 2 types -
scanning electron microscope (SEM) and transmission electron microscope (TEM). The 3
different microscopes each have advantages and disadvantages:

1. Optical microscope
This microscope uses light to form an image, light has a longer wavelength than electrons, so
this microscope has a lower resolution than the electron microscopes.
Advantages:
● Easy to use Disadvantages:
● Slides are easy to prepare ● Lowest resolution
● Can view live specimens ● Lowest maximum magnification
● Only large organelles are visible
2. Scanning electron microscope
This microscope scans a beam of electrons across the sample which knocks off electrons
which then form an image.
Advantages: ● Can be used on thick specimens
 Higher resolution than optical microscope
● Higher magnification than optical microscope Disadvantages:
● Forms 3D images ● Lower resolution than TEMs

3. Transmission electron microscope

This microscope passes electrons through a thin specimen; denser regions absorb more
electrons so less pass through creating a darker area on the image.
Advantages:
● Highest resolution
● Highest magnification
● Can see internal structures of organelles
Disadvantages:
● Needs very thin specimen and slides are hard to prepare
Staining in microscopy: Stains and dyes are applied to tissue samples and bind to organelles
making them easier to view. Staining increases the contrast in the image formed, this can make it
easier to see apart 2 objects that are close together, so increase resolution.

Reproduction
3.9 (i) know that a locus is the location of genes on a chromosome (ii) understand the linkage of
genes on a chromosome

Chromosomes
Every cell, except sex cells, has two of each chromosome; one inherited from the mother, one
inherited from the father, this pair is known as a homologous pair. A locus (plural: loci) is the
position of a gene on a chromosome. Homologous chromosomes have the same genes and
loci, however the alleles possessed is different on each chromosome.

3.10 understand the role of meiosis in ensuring genetic variation through the production of non-
identical gametes as a consequence of independent assortment of chromosomes in metaphase I
and crossing over of alleles between chromatids in prophase I

Key words:

● Chromatid – When DNA replicates it forms chromosomes made of two identical sister
chromatids, each containing the same copy of genes for that chromosome.
● Gamete – A haploid sex cell
● Zygote – The diploid cell formed when two gametes fuse
● Haploid – Describes a cell containing half the usual amount of DNA (for instance sex
cells in humans that contain two chromosomes instead of 46)
● Diploid – Describes a cell containing a complete set of DNA

Variation between organisms that reproduce sexually arises through features of meiosis and
random fertilisation. Meiosis is a type of cell division that gives rise to genetic variation, its role
is to produce haploid gamete cells, which then randomly fuse during fertilization to form a
zygote with an equal mix of chromosomes from each parent. When the cell is not dividing the DNA
is found as uncondensed strands known as chromatin. Steps:

1. Prophase I – The chromatin begins to condense and shorten, forming chromosomes.

The nuclear envelope surrounding the DNA breaks down so the chromosomes are free in
the cytoplasm. Also, spindles (protein strands that move the chromosomes) are made by
the centrioles.
2. Metaphase I – The chromosomes are pushed to the centre of the cell by spindle fibres
and line up in homologous pairs.
3. Anaphase I – The spindle fibers contract and shorten and move the chromosomes to
opposite poles of the cell so one chromosome from each pair is at either end.
4. Telophase I – two nuclear envelopes form around each set of chromosomes.
5. Cytokinesis – the cytoplasm divides to form two cells.

The process then repeats, this is known as meiosis II. However, during metaphase II there is only
one chromosome from each pair (instead of two in metaphase I) so the chromosomes line up on
their own, and in anaphase II the chromatids of each chromosome are separated. This results
in 4 non-identical, haploid daughter cells.
Genetic Variation
 Two features of meiosis contribute to genetic variation in addition the variation created by random
fertilisation of two unique gametes from different parents.

● Independent assortment – occurs during metaphase I – the order the chromosomes line
up in (i.e. which side the maternal and paternal chromosomes line up in) in their pairs is
random, meaning the combinations of chromosomes going into the daughter cells is
random.

● Crossing over – occurs during prophase I – The relatively rare process whereby
homologous chromosomes swap portions of their chromatids, which results in mixing of
the parental genetic information in offspring chromosomes and new allele combinations.
The structure formed by the homologous chromosomes formed during crossing over is
known as a bivalent.

Gene linkage

If two genes are located on the same chromosome, then they will be
inherited together, as during meiosis, one whole chromosome is
passed to the gamete (except in the case of crossing over during
meiosis), this is known as chromosome linkage.

For instance, if a dog has the genes for hair length and hair colour
on the same chromosome; and one of its homologous
chromosomes contains the alleles for long and brown hair, and the
second chromosome contains the alleles for short and blond hair,
then the only allele combinations it can pass on to offspring are still
long and brown, or short and brown - as one chromosome
containing both is passed on to each haploid gamete cell.

Mammalian gametes and fertilisation

3.11 understand how mammalian gametes are specialised for their functions (including the
acrosome in sperm and the zona pellucida in the egg cell)

Egg cell:
● It contains zona pellucida which is a
protective coating which the sperm have to
penetrate in order for fertilisation to occur, the
main purpose of zona pellucida is to stop
more than one sperm fertilising the egg.
● It contains a haploid nucleus so that a full
set of chromosomes is restored at
fertilisation
● Cortical granules are organelles that release
substances which cause the zona pellucida
to harden.
● Follicle cells form a protective coating around the egg.

Sperm cell:
 ● Sperm cells contain a lot of mitochondria to
provide the energy for rotation of the
flagellum which enables it to move and swim
towards the egg.
● Acrosome contains digestive enzymes which
break down the zona pellucida and allow
sperm to penetrate the egg.

3.12 know the process of fertilisation in mammals, including the acrosome reaction, the
cortical reaction and the fusion of nuclei

Fertilisation in mammals occurs as following:

1. The sperm head meets the protective jellylayer around the egg cell called the zona
pellucida and acrosome reaction occurs – enzymes digest the zona pellucida in order to
enable sperm to reach the egg.
2. The sperm head fuses with the cell membrane of the egg cell thus allowing the sperm
nucleus to enter the egg cell.
3. Cortical reaction occurs which causes the zona pellucida to harden therefore preventing
other sperm from entering the egg cell.
4. The nuclei fuse and a full set of chromosomes is restored thus creating a diploid zygote.

3.13 know the process of fertilisation in flowering plants, starting with the growth of a pollen tube
and ending with the fusion of nuclei

Flowering plants

The image above illustrates a generalised flower structure. The stamen is the male part of the
plant consisting of a long filament with anthers at the end, which are involved in the production
of male gametes in the form of pollen grains. The carpel is the female part of the plant which is
the site of ovule development.

The process in which pollen grains produced by anthers are transferred to female reproductive
organs of a plant in the form of stigma is known as pollination. Pollination can either occur
with the help of wind or insects. The product of fertilisation is the seed which then develops
into a fruit.

Double fertilisation
 Plant fertilisation occurs as following:

1. Pollen grain composed of the pollen tube cell and the generative cell adheres to the
stigma, where it subsequently germinates to produce a pollen tube.

2. The pollen tube grows down the stigma, secreting digestive enzyme which digest the
surrounding tissue and use it as a source of nutrients.

3. The pollen tube grows through a gap between the integuments, known as the microphyle,
into the embryo sac.

4. The generative cell of the pollen divides to produce two sperm cells which enter the
embryo sac.

5. One of the male gametes fuses with the female nucleus to form a zygote.

6. The other male gamete fuses with two polar nuclei to form an endospermnucleus
which serves as a source of nutrients for the embryo.

7. The fertilised ovule divides by mitosis to form the embryo consisting of the developing
shoot known as the plumule, developing root known as the radicle and one or two
cotyledons. The integuments become the seed coat, the ovule becomes the seed and
ovary becomes the fruit.

3.14 understand the role of mitosis and the cell cycle in producing genetically identical daughter cells
for growth and asexual reproduction
Mitosis
Mitosis is the asexual process by which all somatic cells (non-sex cells) divide to produce new
cells, so that organisms can grow and repair and replace damaged cells. Mitosis occurs by
the same stages as meiosis:

1. Prophase – The chromatin begins to condense and shorten, forming chromosomes. The
nuclear envelope surrounding the DNA breaks down so the chromosomes are free in the
cytoplasm. Also, spindles (protein strands that move the chromosomes) are made by the
centrioles.
2. Metaphase – The chromosomes are pushed to the centre of the cell by spindle fibres
and line up on their own.
3. Anaphase – The spindle fibres contract and shorten and move the chromosomes to
opposite poles of the cell so one chromosome from each pair is at either end.
4. Telophase – two nuclear envelopes form around each set of chromosomes.
5. Cytokinesis – the cytoplasm divides to form two cells.

Mitosis ends after one division so that the two resulting daughter cells are diploid. Since the
resulting cells have no mixing or combining of genetic information, they are genetically
identical to each other and the parent cell, making mitosis the ideal process for normal growth
in organisms.

The cell cycle

The cell cycle is the series of stages a cell goes through in its lifetime and consists of 4 main
stages, with cells spending around 10% of the cycle in mitosis, the other 90% in the other
stages that make up interphase:
● Growth 1 – The cell grows, synthesises proteins and carries out its function.

● S phase – The cell carries out its usual function as well as replicates its DNA in
preparation for mitosis.
● Growth 2 – The cell continues to grow and synthesise proteins, as well as making
proteins needed for cell division such as spindle fibres.
● Mitosis – The cell divides.

3.16 be able to calculate mitotic indices

Mitotic index is a measure of the proportion of cells that are dividing in a tissue sample and is
calculated when observing cells under a light or electron microscope. Cells such as those in skin,
which replace cells quickly, have a high mitotic index.

It is calculated using the following formula:

Number of cells with visible chromosomes ÷ total number of cells observed.

3.17 (i) understand what is meant by the terms stem cell, pluripotent and totipotent, morula and
blastocyst (ii) be able to discuss the ways in which society uses scientific knowledge to make
decisions about the use of stem cells in medical therapies

Stem cells
Stem cells are undifferentiated cells which can keep dividing to give rise to other cell types
in a process known as specialisation. There are 4 types of stem cell - totipotent, pluripotent,
multipotent and unipotent stem cells.

Totipotent cells can give rise to all types of specialised cells including placental cells and
pluripotent cells are able to give rise to many types of specialised cells apart from placental cells.
During development, totipotent cells translate only part of their DNA, resulting in cell
specialisation.

A morula is an early-stage embryo formed 3-4 days after fertilisation. It consists of 16 cells only
and contains totipotent cells that can differentiate into all cells including the placental cells. By 4-
5 days after fertilisation the morula has developed into a blastocyst - a mass of 200-300 cells that
contains an inner cell mass which develops into the embryo. Cells present in the blastocyst are
pluripotent.

Totipotent cells only occur in the morula stage in mammalian embryos whereas other type of
stem cells such as pluripotent, multipotent and unipotent cells are found in mature mammals.
Pluripotent stem cells are commonly used in treating human disorders by replacing damaged
tissue.
Unipotent cells, such as cardiomyocytes can only differentiate into one cell type. Potency of
cells tends to decrease with age - when you are older, you have fewer pluripotent and
multipotent stem cells.
Sources and uses
Sources of stem cells include embryonic stem cells, adult stem cells and fused cells. Stem
cells can be used to treat a variety of diseases such as diabetes, multiple sclerosis andParkinson’s
disease. They can also be used to replace damaged tissues such as nerve tissue in spinal cord injuries.

Ethical issues

However, there are many ethical issues related to the use of stem cells, stem cells could save
many lives and improve the quality of life of many people, however many people believe it’s
unethical as embryos are killed in the process of stem cell extraction. Moreover, there’s a risk
of infection when cells are transplanted and they could also become cancerous.

Cell specialisation
3.18 understand how cells become specialised through differential gene expression, producing
active mRNA, leading to the synthesis of proteins which, in turn, control cell processes or determine
cell structure in animals and plants

3.19 understand how one gene can give rise to more than one protein through post-transcriptional
changes to messenger RNA (mRNA)

Stem cells can develop into all the different cells in the body - from long neurones to biconcave
red blood cells. All specialised cells have different features, functions and structures, yet they all
have the same genetic information within them and it is the process of cell specialisation that
produces all the different cells. The process is as follows:

1. Certain genes within the genome are activated under the correct conditions - when certain
proteins and chemicals are present.
2. Other genes are unactivated.
3. The genes activated are transcribed to form mRNA which moves to the ribosome to be
translated into polypeptides.
4. The proteins produced change the cell; changing its structure and controlling its
processes.
5. These changes and protein production are what makes the cell specialised. The changes
are virtually irreversible - a specialised cell can not revert back to a stem cell.

Epigenetics

3.20 (i) understand how phenotype is the result of an interaction between genotype and
the environment (ii) know how epigenetic modification, including DNA methylation and
 histone modification, can alter the activation of certain genes (iii) understand how
epigenetic modifications can be passed on following cell division

Epigenetics is the study of changes of gene expression due to the environment, without a
change in the bases of DNA, but by the addition of chemical groups that affect how easy it is
to transcribe genes.

Methylation of DNA

Methylation is adding methyl groups (CH3), a type of epigenetic marker, to DNA. The methyl
group is added between the bases guanine and cytosine on DNA and makes it harder for RNA
polymerase to bind, so the gene is transcribed less and therefore translated less, effectively
turning it off. Hypermethylation (adding too many methyl groups) turns genes off, whereas
hypomethylation (too few methyl groups attached) activates genes.

DNA methylation always silences a gene or a sequence of genes.

The methyl group changes the arrangement of the DNA molecule and prevents
transcription from taking place.

DNA methylation is important in processes such as embryonic development and X

chromosome inactivation.

DNA demethylation : The removal of the methyl group enables the genes to become active
so they can be transcribed.

 Associated with diseases such as cancer. (they can be a factor for the growth of a
tumor in some cancers. )

HISTONE MODIFICATION

Acetylation of histones

Histones are proteins that DNA associates with to coil and condense into chromosomes. In
order for a gene to be transcribed the DNA must be uncondensed so the transcription
enzymes can bind to it, the addition or removal of acetyl groups - a type of epigenetic marker -
affects how easily the DNA can unravel and be transcribed. The more that attach, the more the
chromatin unravels, so the easier it is for genes to be transcribed.

Heterochromatin: When the chromatin is densely super coiled and condensed, the genes
are not available to be copied to make proteins.

An active chromatin is more loosely available for transcription so that new proteins can
be made.--> this is one way in which cells of different types are produced.
Histone modification include:

1) Histone acetylation: an acetyl group is added (-COCH3) to one of the lysines in the
histone structure.
This opens up the structure and activates the chromatin allowing genes in that area to
be transcribed. If you remove the acetyl group then this produces a heterochromatin
again.
2) Histone mythelation: a methyl group is added ( -CH3) to the lysine in the histone.
Depending on the position if the lysine methylation may cause inactivation of the DNA
or activation of a region.
 Methylation is linked to the silencing of a gene or even whole chromosome. Ex:
Histone methylation plays a role in the silencing of one of the X chromosomes in every
cell in female mammals.

Non-Coding RNA

We know that the human genome is transcribed into mRNA. However, only 2% of thiose
RNA molecules code for proteins. Much of the rest of the non-coding RNA ( ncRNA)
affects theh transcription of the DNA code or modifies the products of transcription.

-Both genes and whole chromosomes can be silenced by ncRNAs. EX: in female
mammals, one of the X chromosomes in inactiviated at randome due to the the presence
of ncRNA called X-inactive. Specific transcript ( Xist) which is produced by the active Xist
gene on the inactive chromosome.
-The ncRNA coats one of the X chromosomes in female cells and deactivates it.

Epigenetic changes across generations

Epigenetic changes can be passed onto offspring. Most epigenetic markers are removed during
meiosis, but some remain, meaning environmental changes in grandparent’s lives can affect their
offspring’s expression of genes. Reprogramming is the process of removing the epigenome and
occurs at various points in a species lifetime, however 1% of genes evade the reprogramming,
meaning some epigenetic markers remain.

Learning tip on page 208

3.21 understand how some phenotypes are affected by multiple alleles for the same gene, or by
polygenic inheritance, as well as the environment, and how polygenic inheritance can give rise to
phenotypes that show continuous variation

Phenotype

The phenotype is the characteristics expressed due to genetics and the environment. Certain
things are only affected by genetics, for instance the colour of your eyes, but a lot of things are
affected by a combination of the 2, such as skin colour - your genes dictate the natural colour of
your skin, but exposure to sunlight can darken it. Another example is how tall a plant has the
potential to grow, yet it is the environment (nutrient and water availability, sunlight and space) that
dictates how tall a plant actually grows
Polygenic inheritance

Polygenic inheritance is where features of the phenotype are controlled by several different
genes and often the environment too. For instance, it is thought that height is controlled by over
400 genes and also the environment dictates how tall an organism actually grows, due to factors
like availability of nutrients.

Polygenic inheritance leads to continuous variation. When considering the effects of 1 gene we
often look at the outcome of different alleles. Very simple - such as whether a labrador’s coat will
be black or brown, when in reality there is a whole spectrum of colours and different shades the
coat could be, this is continuous variation. Height again varies across organisms across an entire
range, a person is not simple ‘short’ or ‘tall’ and this is due to the interactions of multiple genes.
Multiple alleles

Phenotypes are also affected by multiple alleles, this is where there are at least 3 different
alleles for a gene - as opposed to just 1 dominant and 1 recessive allele for each gene. A
common example of this is the alleles for blood groups - I A , IB, and I O , with the O allele being
recessive, and A and B being codominant, resulting in 4 possible phenotypes - blood group A, B,
AB and O.