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A-Level Biology

  • 1 Cell structure
    1.1

    How we study cells

    Syllabus
    1. make temporary preparations of cellular material suitable for viewing with a light microscope
    2. draw cells from microscope slides and photomicrographs
    3. calculate magnifications of images and actual sizes of specimens from drawings, photomicrographs and electron micrographs (scanning and transmission)
    4. use an eyepiece graticule and stage micrometer scale to make measurements and use the appropriate units, millimetre (mm), micrometre (µm) and nanometre (nm)
    5. define resolution and magnification and explain the differences between these terms, with reference to light microscopy and electron microscopy

    Source: Cambridge International syllabus

    Cells 细胞 are very small, so you cannot see them with your eyes alone. You use a microscope 显微镜 to make a bigger picture of them. The first kind you meet is the light microscope 光学显微镜. It shines light through a thin specimen 标本 (the material you look at) and uses glass lenses to enlarge the view.

    A light microscope's light path: light from the lamp passes up through the condenser, the specimen on the slide, then the objective lens and eyepiece lens to the eye
    A light microscope: light passes up through the specimen, then two lenses (the objective and the eyepiece) magnify it

    Making a slide and drawing what you see

    To look at living material, you make a temporary preparation 临时装片. You put a small, thin piece of material on a glass slide 载玻片, add a drop of stain 染色剂 (a coloured liquid that makes parts easier to see), then lower a thin cover slip 盖玻片 on top to flatten it and keep out air.

    Three steps to make a wet mount: place the specimen on a slide, add a drop of stain, then lower a cover slip at an angle
    Making a temporary wet mount — lower the cover slip at an angle so no air bubbles are trapped

    When you draw cells from a slide or a photograph, follow simple rules:

    • use a sharp pencil and clear, single lines (no shading).
    • draw only what you can really see, with the parts in the correct sizes.
    • label the parts with straight lines that do not cross.

    Magnification and actual size

    Magnification 放大倍数 tells you how many times bigger the image is than the real object. It has no unit. You find it with one equation:

    A small object is enlarged by the microscope; magnification = image size ÷ actual size
    Magnification = image size ÷ actual size
    $$\text{magnification} = \frac{\text{size of image}}{\text{actual size of object}}$$

    You can rearrange this to find any one value from the other two:

    $$\text{actual size} = \frac{\text{size of image}}{\text{magnification}}$$

    The top and the bottom of the fraction must use the same unit. Cells are tiny, so you work in small units:

    • $1\ \text{mm} = 1000\ \text{micrometre}$ 微米 (µm)
    • $1\ \text{µm} = 1000\ \text{nanometre}$ 纳米 (nm)
    • so $1\ \text{mm} = 1\,000\,000\ \text{nm}$.

    Worked example. In a photomicrograph at magnification $5000$, a chloroplast 叶绿体 measures $25\ \text{mm}$ across. Its actual size is

    $$\frac{25\ \text{mm}}{5000} = 0.005\ \text{mm} = 5\ \text{µm}.$$

    The same equation works for drawings, photomicrographs 显微照片 (photos taken through a light microscope) and electron micrographs 电子显微照片 (the most detailed photos, explained below). Always convert to the same unit first, then divide.

    Eyepiece graticule and stage micrometer

    To measure a real cell under the microscope, you use an eyepiece graticule 目镜测微尺 — a tiny scale inside the eyepiece. Its divisions have no fixed size, so first you must calibrate 校准 them (work out what one division is worth).

    You calibrate using a stage micrometer 载物台测微尺 — a special slide with an accurate scale on it (often $1\ \text{mm}$ split into $100$ parts, so each part is $10\ \text{µm}$). You line up the two scales, count how many graticule divisions fit a known length, and divide. Once calibrated, you can swap in your specimen and measure it with the graticule.

    Two scales lined up: an eyepiece graticule marked 0 to 100 above a stage micrometer marked in micrometres below, with the calibration worked out
    Calibrate the graticule by lining it up with the stage micrometer's known scale

    Resolution and magnification

    These two words are easy to mix up. The examiner gives marks for the difference.

    • Magnification is how many times bigger the image is than the object.
    • Resolution 分辨率 is the smallest distance between two points that still lets you see them as two separate points.

    Making an image bigger does not always show more detail. Past a certain point you just get a bigger, blurry image. Resolution sets the real limit on detail.

    A light microscope has lower resolution because light has a fairly long wavelength 波长. An electron microscope 电子显微镜 uses beams of electrons 电子 instead of light. Electrons have a much shorter wavelength, so the resolution is far higher and you can see very small structures inside the cell. There are two kinds: scanning 扫描 (shows the surface in 3D) and transmission 透射 (passes electrons through a thin slice to show inside detail).

    Two points close together appear as one blurred blob under a light microscope but as two separate points under an electron microscope
    Resolution: a light microscope blurs two very close points into one; an electron microscope, with its shorter wavelength, resolves them as two
    Explore

    Microscope decision lab

    Choose the right microscopy idea from what the student wants to see.

    Vocabulary Train
    English Chinese Pinyin
    cell 细胞 xì bāo
    microscope 显微镜 xiǎn wēi jìng
    light microscope 光学显微镜 guāng xué xiǎn wēi jìng
    specimen 标本 biāo běn
    temporary preparation 临时装片 lín shí zhuāng piàn
    slide 载玻片 zài bō piàn
    stain 染色剂 rǎn sè jì
    cover slip 盖玻片 gài bō piàn
    magnification 放大倍数 fàng dà bèi shù
    micrometre 微米 wēi mǐ
    nanometre 纳米 nà mǐ
    chloroplast 叶绿体 yè lǜ tǐ
    photomicrograph 显微照片 xiǎn wēi zhào piān
    electron micrograph 电子显微照片 diàn zi xiǎn wēi zhào piān
    eyepiece graticule 目镜测微尺 mù jìng cè wēi chǐ
    calibrate 校准 jiào zhǔn
    stage micrometer 载物台测微尺 zài wù tái cè wēi chǐ
    resolution 分辨率 fēn biàn lǜ
    wavelength 波长 bō cháng
    electron microscope 电子显微镜 diàn zi xiǎn wēi jìng
    electron 电子 diàn zi
    scanning 扫描 sǎo miáo
    transmission 透射 tòu shè
    1.2

    Eukaryotic cells and their organelles

    Syllabus
    1. recognise organelles and other cell structures found in eukaryotic cells and outline their structures and functions, limited to: • cell surface membrane • nucleus, nuclear envelope and nucleolus • rough endoplasmic reticulum • smooth endoplasmic reticulum • Golgi body (Golgi apparatus or Golgi complex) • mitochondria (including the presence of small circular DNA) • ribosomes (80S in the cytoplasm and 70S in chloroplasts and mitochondria) • lysosomes • centrioles and microtubules • cilia • microvilli • chloroplasts (including the presence of small circular DNA) • cell wall • plasmodesmata • large permanent vacuole and tonoplast of plant cells
    2. describe and interpret photomicrographs, electron micrographs and drawings of typical plant and animal cells
    3. compare the structure of typical plant and animal cells
    4. state that cells use ATP from respiration for energy-requiring processes
    5. outline key structural features of a prokaryotic cell as found in a typical bacterium, including: • unicellular • generally 1–5 μm diameter • peptidoglycan cell walls • circular DNA • 70S ribosomes • absence of organelles surrounded by double membranes
    6. compare the structure of a prokaryotic cell as found in a typical bacterium with the structures of typical eukaryotic cells in plants and animals
    7. state that all viruses are non-cellular structures with a nucleic acid core (either DNA or RNA) and a capsid made of protein, and that some viruses have an outer envelope made of phospholipids

    Source: Cambridge International syllabus

    Plant and animal cells are eukaryotic cells 真核细胞: their DNA is kept inside a nucleus 细胞核. Inside the cell are many small parts called organelles 细胞器, each with its own job. The jelly-like fluid around them is the cytoplasm 细胞质.

    Labelled diagram of an animal cell showing the nucleus, mitochondria, endoplasmic reticulum, Golgi apparatus, ribosomes and other organelles
    A generalised animal cell and its organelles
    Labelled diagram of a plant cell showing the cell wall, chloroplasts, large central vacuole and nucleus
    A plant cell also has a cell wall, chloroplasts and a large vacuole

    In a photomicrograph or electron micrograph you identify organelles by their shape, size and position; in a drawing you show their outlines and label them.

    Organelle Structure Function
    cell surface membrane 细胞膜 thin layer around the cell controls what enters and leaves the cell
    nucleus large, surrounded by a nuclear envelope 核膜 (a double membrane with holes); contains a nucleolus 核仁 holds the DNA; controls the cell; the nucleolus makes ribosomes
    rough endoplasmic reticulum 粗面内质网 (rough ER) sheets of membrane with ribosomes on the surface makes and transports proteins 蛋白质 (for example antibodies 抗体)
    smooth endoplasmic reticulum 滑面内质网 (smooth ER) sheets of membrane, no ribosomes makes lipids 脂质
    Golgi body 高尔基体 stack of flat membrane sacs changes and packs proteins and lipids into vesicles 囊泡 for secretion 分泌
    mitochondria 线粒体 oval, with a folded inner membrane; has small circular DNA site of respiration 呼吸作用 — releases energy 能量 as ATP
    ribosomes 核糖体 very small; $80\text{S}$ in the cytoplasm, $70\text{S}$ in chloroplasts and mitochondria join amino acids 氨基酸 to synthesise 合成 proteins
    lysosomes 溶酶体 small sacs of enzymes break down old organelles and waste
    centrioles 中心粒 and microtubules 微管 small tubes made of protein help move chromosomes and form the cell's "skeleton"
    cilia 纤毛 tiny hairs on the cell surface that beat move fluid or move the cell
    microvilli 微绒毛 tiny folds of the cell surface membrane increase surface area for absorption 吸收
    chloroplasts (plants) green, with stacked membranes; has small circular DNA site of photosynthesis 光合作用
    cell wall 细胞壁 (plants) strong outer layer of cellulose 纤维素 supports and protects the cell; stops it bursting
    plasmodesmata 胞间连丝 (plants) tiny channels through the cell walls link the cytoplasm of neighbouring cells
    large permanent vacuole 液泡 (plants) big sac of watery fluid, with a membrane called the tonoplast 液泡膜 stores water and keeps the cell firm

    Cells use ATP made in respiration as their energy supply for every job that needs energy, such as making proteins, moving things and dividing.

    Comparing plant and animal cells

    Feature Plant cell Animal cell
    cell wall present (cellulose) absent
    chloroplasts present absent
    large permanent vacuole present absent (only small, temporary ones)
    centrioles absent in most present
    shape fixed and regular rounder and more flexible

    Both have a cell surface membrane, cytoplasm, a nucleus, mitochondria, ribosomes, ER and a Golgi body.

    Explore

    Explore an animal cell

    Tap each numbered part to check you know its job — the same organelles as the table above.

    Vocabulary Train
    English Chinese Pinyin
    eukaryotic cell 真核细胞 zhēn hé xì bāo
    nucleus 细胞核 xì bāo hé
    organelle 细胞器 xì bāo qì
    cytoplasm 细胞质 xì bāo zhì
    cell surface membrane 细胞膜 xì bāo mó
    nuclear envelope 核膜 hé mó
    nucleolus 核仁 hé rén
    rough endoplasmic reticulum 粗面内质网 cū miàn nèi zhì wǎng
    protein 蛋白质 dàn bái zhì
    antibody 抗体 kàng tǐ
    smooth endoplasmic reticulum 滑面内质网 huá miàn nèi zhì wǎng
    lipid 脂质 zhī zhì
    Golgi body 高尔基体 gāo ěr jī tǐ
    vesicle 囊泡 náng pào
    secretion 分泌 fēn mì
    mitochondria 线粒体 xiàn lì tǐ
    respiration 呼吸作用 hū xī zuò yòng
    energy 能量 néng liàng
    ribosome 核糖体 hé táng tǐ
    amino acid 氨基酸 ān jī suān
    synthesise 合成 hé chéng
    lysosome 溶酶体 róng méi tǐ
    enzyme méi
    centriole 中心粒 zhōng xīn lì
    microtubule 微管 wēi guǎn
    cilia 纤毛 xiān máo
    microvilli 微绒毛 wēi róng máo
    absorption 吸收 xī shōu
    photosynthesis 光合作用 guāng hé zuò yòng
    cell wall 细胞壁 xì bāo bì
    cellulose 纤维素 xiān wéi sù
    plasmodesmata 胞间连丝 bāo jiān lián sī
    vacuole 液泡 yè pào
    tonoplast 液泡膜 yè pào mó
    1.2

    Prokaryotic cells (bacteria)

    A prokaryotic cell 原核细胞, such as a bacterium 细菌, is much smaller and simpler than a eukaryotic cell. Its key features are:

    • unicellular 单细胞 — it is a single cell.
    • generally $1$$5\ \text{µm}$ across.
    • a cell wall made of peptidoglycan 肽聚糖 (not cellulose).
    • circular DNA lying free in the cytoplasm — there is no nucleus.
    • $70\text{S}$ ribosomes (smaller than the $80\text{S}$ ones in the cytoplasm of eukaryotes).
    • no organelles surrounded by a double membrane — so no nucleus, no mitochondria and no chloroplasts.
    Labelled diagram of a prokaryotic cell showing the capsule, cell wall, plasma membrane, free circular DNA (nucleoid), plasmid, ribosomes, pili and flagellum
    A prokaryotic cell: the circular DNA (nucleoid) lies free, with no nucleus and no double-membrane organelles

    Comparing prokaryotic and eukaryotic cells

    Feature Prokaryotic cell Eukaryotic cell
    size about $1$$5\ \text{µm}$ about $10$$100\ \text{µm}$
    DNA circular, free in cytoplasm linear, inside a nucleus
    nucleus none present
    double-membrane organelles none mitochondria (and chloroplasts in plants)
    ribosomes $70\text{S}$ $80\text{S}$ (with $70\text{S}$ inside mitochondria and chloroplasts)
    cell wall peptidoglycan cellulose (plants) or none (animals)
    Explore

    Explore a bacterial cell

    A prokaryote is smaller and simpler. Tap each part — notice there is no nucleus and no double-membrane organelles.

    Vocabulary Train
    English Chinese Pinyin
    prokaryotic cell 原核细胞 yuán hé xì bāo
    bacterium 细菌 xì jūn
    unicellular 单细胞 dān xì bāo
    peptidoglycan 肽聚糖 tài jù táng
    1.2

    Viruses

    All viruses 病毒 are non-cellular 非细胞 — they are not made of cells at all. Each virus is built from just two or three parts:

    • a core of nucleic acid 核酸, which is either DNA or RNA (never both).
    • a protein coat around the core called a capsid 衣壳.
    • in some viruses, an outer envelope 包膜 made of phospholipids 磷脂.
    An electron micrograph of a bacteriophage: a rounded head on a straight tail, with a 100 nm scale bar
    A real virus, magnified hugely. The rounded head is the protein capsid wrapped around the nucleic acid core; the tail injects that nucleic acid into a bacterium. Note the scale bar — the whole virus is about 100 nm, far smaller than any cell
    Diagram of a generalised virus: a coiled nucleic acid strand inside a protein capsid, surrounded by a lipid envelope studded with glycoprotein spikes
    A generalised virus: nucleic acid inside a protein capsid, with a lipid envelope in some viruses

    A virus has no cytoplasm, no organelles and no ribosomes. It cannot respire or make its own proteins. It can only copy itself inside a living host 宿主 cell, so it sits at the edge of what we call "living".

    Explore

    Explore a virus

    A virus is non-cellular — just a few parts. Tap each one: there is no cytoplasm, no organelles and no ribosomes.

    Vocabulary Train
    English Chinese Pinyin
    virus 病毒 bìng dú
    non-cellular 非细胞 fēi xì bāo
    nucleic acid 核酸 hé suān
    capsid 衣壳 yī ké
    envelope 包膜 bāo mó
    phospholipid 磷脂 lín zhī
    host 宿主 sù zhǔ
    1.2

    Exam tips

    • Magnification $=$ image size $\div$ actual size — convert units first ($\text{mm} \leftrightarrow \mu\text{m} \leftrightarrow \text{nm}$), then rearrange for whichever is unknown.
    • Distinguish magnification (how many times larger) from resolution (smallest distance still seen as two points); electron microscopes resolve more because electrons have a shorter wavelength.
    • Give each organelle a structure + function pair (e.g. mitochondrion: folded inner membrane → aerobic respiration).
    • State the prokaryote vs eukaryote differences exactly: no nucleus, smaller (70S) ribosomes, no membrane-bound organelles, circular DNA.
    • Viruses are non-living — describe them only by capsid, genetic material and (sometimes) an envelope.
  • 2 Biological molecules
    2.1

    Testing for biological molecules

    Syllabus
    1. describe and carry out the Benedict’s test for reducing sugars, the iodine test for starch, the emulsion test for lipids and the biuret test for proteins
    2. describe and carry out a semi-quantitative Benedict’s test on a reducing sugar solution by standardising the test and using the results (time to first colour change or comparison to colour standards) to estimate the concentration
    3. describe and carry out a test to identify the presence of non-reducing sugars, using acid hydrolysis and Benedict’s solution

    Source: Cambridge International syllabus

    Living things are built from four main kinds of large molecule 分子: carbohydrates 碳水化合物, lipids 脂质, proteins 蛋白质 and nucleic acids 核酸. You can use simple chemical tests to find out which kinds are present in a sample.

    A row of test tubes from blue through green and orange to brick-red
    Benedict's test: blue turns green, then orange, then brick-red as more reducing sugar is present
    Test What it finds Method Positive result
    Benedict's test reducing sugar 还原糖 add Benedict's solution and heat in a water bath blue changes to green, yellow, orange, then brick-red precipitate 沉淀
    iodine test starch 淀粉 add orange-brown iodine solution colour changes to blue-black
    emulsion test lipid mix sample with ethanol, then pour into water a white, cloudy emulsion 乳浊液 forms
    biuret 双缩脲 test protein add biuret solution at room temperature blue changes to purple

    Semi-quantitative Benedict's test

    The normal Benedict's test only tells you "yes or no". A semi-quantitative 半定量 test gives a rough amount. First you standardise 标准化 the test: you run it on solutions of known concentration 浓度 and record the result for each. Then you can estimate an unknown by either:

    • the time to the first colour change (more sugar changes colour faster), or
    • comparing the final colour to your set of colour standards.

    Testing for non-reducing sugars

    Some sugars, such as sucrose, are non-reducing sugar 非还原糖: they give a negative Benedict's test. To detect them:

    1. Do a normal Benedict's test first. It stays blue (no reducing sugar).
    2. Take a fresh sample and add dilute hydrochloric acid 盐酸, then heat. This acid hydrolysis breaks the sugar into smaller reducing sugars.
    3. Cool, then neutralise 中和 the acid with sodium hydrogencarbonate.
    4. Now do the Benedict's test again. A brick-red colour shows a non-reducing sugar was present.
    A four-step flow: a first Benedict's test stays blue, then acid and heat hydrolyse the sugar, the acid is neutralised, and a second Benedict's test turns brick-red
    Testing for a non-reducing sugar: hydrolyse it with acid first, then the second Benedict's test turns red

    Worked example. A solution gives a negative Benedict's test. It is then boiled with dilute hydrochloric acid, neutralised with sodium hydrogencarbonate, and re-tested with Benedict's - now it turns brick-red. What was present, and why is each step needed? The first negative result rules out a reducing sugar. Boiling with acid hydrolyses the glycosidic bond, splitting a non-reducing sugar such as sucrose into its reducing monosaccharides. The neutralising step is essential because Benedict's only works in alkaline conditions - skip it and the test fails even when sugar is present. The positive re-test therefore shows a non-reducing sugar was there all along. Quote the first, negative test as part of the answer: without it, the final red colour cannot tell a non-reducing sugar from a reducing one.

    Explore

    Testing for a non-reducing sugar

    Step through the trick: a non-reducing sugar stays blue, so you hydrolyse it with acid, neutralise, then re-test.

    Vocabulary Train
    English Chinese Pinyin
    molecule 分子 fèn zǐ
    carbohydrate 碳水化合物 tàn shuǐ huà hé wù
    lipid 脂质 zhī zhì
    protein 蛋白质 dàn bái zhì
    nucleic acid 核酸 hé suān
    reducing sugar 还原糖 huán yuán táng
    precipitate 沉淀 chén diàn
    starch 淀粉 diàn fěn
    iodine diǎn
    emulsion 乳浊液 rǔ zhuó yè
    biuret 双缩脲 shuāng suō niào
    semi-quantitative 半定量 bàn dìng liàng
    standardise 标准化 biāo zhǔn huà
    concentration 浓度 nóng dù
    non-reducing sugar 非还原糖 fēi huán yuán táng
    hydrochloric acid 盐酸 yán suān
    neutralise 中和 zhōng hé
    2.2

    Carbohydrates

    Syllabus
    1. describe and draw the ring forms of α-glucose and β-glucose
    2. define the terms monomer, polymer, macromolecule, monosaccharide, disaccharide and polysaccharide
    3. state the role of covalent bonds in joining smaller molecules together to form polymers
    4. state that glucose, fructose and maltose are reducing sugars and that sucrose is a non-reducing sugar
    5. describe the formation of a glycosidic bond by condensation, with reference to disaccharides, including sucrose, and polysaccharides
    6. describe the breakage of a glycosidic bond in polysaccharides and disaccharides by hydrolysis, with reference to the non-reducing sugar test
    7. describe the molecular structure of the polysaccharides starch (amylose and amylopectin) and glycogen and relate their structures to their functions in living organisms
    8. describe the molecular structure of the polysaccharide cellulose and outline how the arrangement of cellulose molecules contributes to the function of plant cell walls
    9. state that triglycerides are non-polar hydrophobic molecules and describe the molecular structure of triglycerides with reference to fatty acids (saturated and unsaturated), glycerol and the formation of ester bonds
    10. relate the molecular structure of triglycerides to their functions in living organisms
    11. describe the molecular structure of phospholipids with reference to their hydrophilic (polar) phosphate heads and hydrophobic (non-polar) fatty acid tails

    Source: Cambridge International syllabus

    Monomers, polymers and macromolecules

    • a monomer 单体 is a small molecule that is a single unit.
    • a polymer 聚合物 is a long molecule made of many monomers joined together.
    • a macromolecule 大分子 is any very large molecule.

    Sugars come in three sizes:

    • a monosaccharide 单糖 is a single sugar unit, such as glucose 葡萄糖 and fructose.
    • a disaccharide 二糖 is two units joined, such as maltose and sucrose.
    • a polysaccharide 多糖 is many units joined into a polymer.

    Glucose, fructose 果糖 and maltose 麦芽糖 are reducing sugars. Sucrose 蔗糖 is a non-reducing sugar.

    Two ring forms of glucose

    Glucose has six carbon atoms and forms a ring. There are two ring forms. They differ only at carbon 1:

    • in α-glucose, the –OH group on carbon 1 points down, below the ring.
    • in β-glucose, the –OH group on carbon 1 points up, above the ring.

    This small difference decides which polysaccharide the glucose can build.

    Two simplified glucose ring diagrams side by side; in alpha-glucose the hydroxyl on carbon 1 points down, in beta-glucose it points up
    The two ring forms differ only at carbon 1: the –OH points down in α, up in β

    Joining and breaking sugars

    Monomers are joined by strong covalent bonds 共价键. When two sugars join, a glycosidic bond 糖苷键 forms between them. This happens by condensation 缩合: a molecule of water is removed each time a bond forms.

    The reverse is hydrolysis 水解: a water molecule is added to break a glycosidic bond. This is why the non-reducing sugar test needs acid and heat — they hydrolyse sucrose into glucose and fructose.

    Two monomers joining by condensation to form a polymer linked by a glycosidic bond, releasing water; the reverse reaction is hydrolysis adding water
    Condensation removes water to join monomers; hydrolysis adds water to split them

    Storage polysaccharides: starch and glycogen

    Starch is the energy 能量 store in plants. It is made of two polymers of α-glucose:

    • amylose 直链淀粉 — a long, unbranched chain that coils into a spiral.
    • amylopectin 支链淀粉 — a chain with many side branches.

    Glycogen 糖原 is the energy store in animals. It is like amylopectin but has even more branches, so it can be broken down quickly when energy is needed.

    These stores suit their job well: they are compact, they are insoluble 不溶 (so they do not leave the cell), and they do not change the water potential 水势 of the cell (so they do not pull water in by osmosis 渗透). The many branches give many ends, so glucose can be added or removed fast.

    Many rounded starch grains from a potato seen under a microscope, stained brown by iodine, with a scale bar showing 0.1 mm
    Real starch grains inside a potato, stained by iodine. Each grain is a dense, insoluble package of amylose and amylopectin — note the scale: the largest are only about 0.1 mm across

    Cellulose

    Cellulose 纤维素 is made of β-glucose. Because of the β form, every other glucose is flipped over, so the chains are long and straight. Many straight chains lie side by side and are held together by hydrogen bonds 氢键 into strong bundles called microfibrils 微纤丝. These give the plant cell wall 细胞壁 its strength and stop the cell bursting.

    Four glucose polymers compared: amylose is a coiled chain, amylopectin is branched, glycogen is more heavily branched, and cellulose is straight chains held side by side
    The shape fits the job: amylose coils and amylopectin/glycogen branch (for compact stores), while straight cellulose chains pack into strong fibres
    Explore

    Condensation and hydrolysis

    Step through how two sugars join. Condensation removes one water to make the bond; hydrolysis is the reverse — adding water splits it again.

    Vocabulary Train
    English Chinese Pinyin
    monomer 单体 dān tǐ
    polymer 聚合物 jù hé wù
    macromolecule 大分子 dà fēn zi
    monosaccharide 单糖 dān táng
    glucose 葡萄糖 pú táo táng
    disaccharide 二糖 èr táng
    polysaccharide 多糖 duō táng
    fructose 果糖 guǒ táng
    maltose 麦芽糖 mài yá táng
    sucrose 蔗糖 zhè táng
    covalent bond 共价键 gòng jià jiàn
    glycosidic bond 糖苷键 táng gān jiàn
    condensation 缩合 suō hé
    hydrolysis 水解 shuǐ jiě
    energy 能量 néng liàng
    amylose 直链淀粉 zhí liàn diàn fěn
    amylopectin 支链淀粉 zhī liàn diàn fěn
    glycogen 糖原 táng yuán
    insoluble 不溶 bù róng
    water potential 水势 shuǐ shì
    osmosis 渗透 shèn tòu
    cellulose 纤维素 xiān wéi sù
    hydrogen bond 氢键 qīng jiàn
    microfibril 微纤丝 wēi xiān sī
    cell wall 细胞壁 xì bāo bì
    2.2

    Lipids

    Triglycerides

    A triglyceride 甘油三酯 is the main fat or oil. It is non-polar 非极性 and hydrophobic 疏水 (it does not mix with water). It is made from one glycerol 甘油 molecule joined to three fatty acids 脂肪酸 by ester bonds 酯键. Each ester bond forms by condensation, so three water molecules are removed.

    A triglyceride: a glycerol backbone on the left joined to three fatty acid chains by ester bonds; two chains are straight (saturated) and one has a kink (unsaturated)
    One glycerol plus three fatty acid tails; a straight tail is saturated, a kinked one unsaturated

    Fatty acids are of two kinds:

    • saturated 饱和 — no carbon–carbon double bonds 双键; these fats are usually solid.
    • unsaturated 不饱和 — one or more double bonds; these oils are usually liquid.

    Triglycerides make a good long-term energy store: they release about twice as much energy per gram as carbohydrates, they are insoluble, and they store little extra mass because they hold no water. Under the skin they also give insulation 隔热 and protect the organs.

    Phospholipids

    A phospholipid 磷脂 is like a triglyceride, but one fatty acid is replaced by a phosphate 磷酸 group. This gives the molecule two ends with different behaviour:

    • a hydrophilic 亲水 ("water-loving") polar 极性 phosphate head.
    • two hydrophobic ("water-fearing") fatty acid tails.

    This split personality is why phospholipids form the membranes around cells.

    A single phospholipid drawn as a head with two tails, and many of them arranged into a bilayer with heads facing the water on both sides and tails meeting in the middle
    The hydrophilic heads face the water; the hydrophobic tails hide inside, forming a bilayer
    Explore

    Building a triglyceride

    Watch one glycerol join three fatty acids. Each ester bond forms by condensation, removing one water — three bonds, three waters.

    Vocabulary Train
    English Chinese Pinyin
    triglyceride 甘油三酯 gān yóu sān zhǐ
    non-polar 非极性 fēi jí xìng
    hydrophobic 疏水 shū shuǐ
    glycerol 甘油 gān yóu
    fatty acid 脂肪酸 zhī fáng suān
    ester bond 酯键 zhǐ jiàn
    saturated 饱和 bǎo hé
    double bond 双键 shuāng jiàn
    unsaturated 不饱和 bù bǎo hé
    insulation 隔热 gé rè
    phospholipid 磷脂 lín zhī
    phosphate 磷酸 lín suān
    hydrophilic 亲水 qīn shuǐ
    polar 极性 jí xìng
    2.3

    Proteins

    Syllabus
    1. describe and draw the general structure of an amino acid and the formation and breakage of a peptide bond
    2. explain the meaning of the terms primary structure, secondary structure, tertiary structure and quaternary structure of proteins
    3. describe the types of interaction that hold protein molecules in shape: • hydrophobic interactionshydrogen bondingionic bondingcovalent bonding, including disulfide bonds
    4. state that globular proteins are generally soluble and have physiological roles and fibrous proteins are generally insoluble and have structural roles
    5. describe the structure of a molecule of haemoglobin as an example of a globular protein, including the formation of its quaternary structure from two alpha (α) chains (α–globin), two beta (β) chains (β–globin) and a haem group
    6. relate the structure of haemoglobin to its function, including the importance of iron in the haem group
    7. describe the structure of a molecule of collagen as an example of a fibrous protein, and the arrangement of collagen molecules to form collagen fibres
    8. relate the structures of collagen molecules and collagen fibres to their function

    Source: Cambridge International syllabus

    Amino acids and the peptide bond

    Proteins are polymers of amino acids 氨基酸. Every amino acid has the same general structure around a central carbon atom: an amino group 氨基 (–NH₂), a carboxyl group 羧基 (–COOH), a hydrogen atom, and a variable side chain 侧链 (the R group). The R group is different in each amino acid.

    Two amino acids join by condensation. The bond formed between the amino group of one and the carboxyl group of the next is a peptide bond 肽键, and a water molecule is removed. Many amino acids joined this way make a polypeptide 多肽. Adding water (hydrolysis) breaks a peptide bond.

    The general structure of an amino acid with a central carbon bonded to an amino group, a carboxyl group, a hydrogen and an R side chain; below, two amino acids join by a peptide bond and release water
    Every amino acid has an amino group, a carboxyl group and an R group; two join by a peptide bond

    Four levels of protein structure

    Level What it means
    primary structure 一级结构 the order of amino acids in the chain
    secondary structure 二级结构 local shapes — the α-helix 螺旋 and the β-pleated sheet 折叠片 — held by hydrogen bonds
    tertiary structure 三级结构 the whole chain folded into a precise 3-D shape
    quaternary structure 四级结构 two or more polypeptide chains joined into one protein
    Four panels showing the levels of protein structure: a bead chain (primary), an alpha-helix and beta-sheet (secondary), a folded shape (tertiary) and several folded chains together (quaternary)
    The four levels: primary → secondary → tertiary → quaternary structure

    The folded shape is held together by four kinds of interaction between R groups:

    • hydrophobic interactions 疏水作用 (non-polar R groups cluster away from water).
    • hydrogen bonding.
    • ionic bonds 离子键 (between charged R groups).
    • covalent bonding, including strong disulfide bonds 二硫键.

    Globular and fibrous proteins

    • globular proteins 球状蛋白质 fold into a rounded shape, are usually soluble 可溶, and do jobs in the body (for example enzymes and haemoglobin).
    • fibrous proteins 纤维状蛋白质 form long strands, are usually insoluble, and give structure and support (for example collagen).

    Haemoglobin — a globular protein

    Haemoglobin 血红蛋白 carries oxygen 氧气 in red blood cells. It has a quaternary structure made of four polypeptide chains: two alpha (α-globin) chains and two beta (β-globin) chains. Each chain holds a haem group 血红素. At the centre of each haem group is an iron atom, and this is where one oxygen molecule binds. Four chains mean one haemoglobin molecule can carry four oxygen molecules.

    A model of one haemoglobin molecule: two red chains and two blue chains coiled into helices, each chain holding a green haem group
    A real haemoglobin molecule, worked out from X-ray data. Count them: two alpha chains (red), two beta chains (blue), and one green haem group held in each — so four oxygen molecules in total

    Collagen — a fibrous protein

    Collagen 胶原蛋白 gives strength to skin, tendons 肌腱, bone and blood vessel walls. One collagen molecule is three polypeptide chains wound tightly around each other in a triple strand, held by hydrogen bonds. Many of these molecules lie side by side, slightly staggered, and are cross-linked into thick fibres 纤维. The staggered, cross-linked arrangement makes collagen very strong when pulled.

    Explore

    The four levels of protein structure

    Build a protein up one level at a time: sequence → local shapes → a folded 3-D shape → several chains joined.

    Vocabulary Train
    English Chinese Pinyin
    amino acid 氨基酸 ān jī suān
    amino group 氨基 ān jī
    carboxyl group 羧基 suō jī
    side chain 侧链 cè liàn
    peptide bond 肽键 tài jiàn
    polypeptide 多肽 duō tài
    primary structure 一级结构 yī jí jié gòu
    secondary structure 二级结构 èr jí jié gòu
    helix 螺旋 luó xuán
    pleated sheet 折叠片 zhé dié piàn
    tertiary structure 三级结构 sān jí jié gòu
    quaternary structure 四级结构 sì jí jié gòu
    hydrophobic interactions 疏水作用 shū shuǐ zuò yòng
    ionic bond 离子键 lí zi jiàn
    disulfide bond 二硫键 èr liú jiàn
    globular protein 球状蛋白质 qiú zhuàng dàn bái zhì
    soluble 可溶 kě róng
    fibrous protein 纤维状蛋白质 xiān wéi zhuàng dàn bái zhì
    haemoglobin 血红蛋白 xuè hóng dàn bái
    oxygen 氧气 yǎng qì
    haem group 血红素 xuè hóng sù
    iron tiě
    collagen 胶原蛋白 jiāo yuán dàn bái
    tendon 肌腱 jī jiàn
    fibre 纤维 xiān wéi
    2.4

    Water

    Syllabus
    1. explain how hydrogen bonding occurs between water molecules and relate the properties of water to its roles in living organisms, limited to solvent action, high specific heat capacity and latent heat of vaporisation

    Source: Cambridge International syllabus

    Water is a small molecule, but its two O–H bonds are polar: the oxygen end is slightly negative and the hydrogen ends are slightly positive. So one water molecule attracts its neighbours, forming weak hydrogen bonds between them. These hydrogen bonds explain water's useful properties:

    • solvent action — water is a good solvent 溶剂, so many substances dissolve in it. This lets reactions happen and lets substances be carried around the body.
    • high specific heat capacity 比热容 — water needs a lot of energy to warm up, so its temperature stays steady. This protects living things from quick temperature changes.
    • latent heat of vaporisation 汽化潜热 — water needs a lot of energy to evaporate 蒸发. So when water evaporates (for example as sweat dries), it carries away a lot of heat and cools the body.
    Three water molecules, each with a slightly negative oxygen and slightly positive hydrogens; dashed hydrogen bonds link the hydrogen of one molecule to the oxygen of the next
    Water is polar (δ− oxygen, δ+ hydrogens), so its molecules attract each other by hydrogen bonds — the reason for all the properties above
    Explore

    Why water is polar

    Tap each part. Oxygen pulls the shared electrons closer, so it is slightly negative and the hydrogens slightly positive — and these opposite charges form hydrogen bonds.

    Vocabulary Train
    English Chinese Pinyin
    solvent 溶剂 róng jì
    specific heat capacity 比热容 bǐ rè róng
    latent heat of vaporisation 汽化潜热 qì huà qián rè
    evaporate 蒸发 zhēng fā
    2.4

    Exam tips

    • Learn each food test as reagent + positive result + colour change (Benedict's → brick-red; iodine → blue-black; biuret → purple; emulsion → white).
    • Benedict's detects reducing sugars; for a non-reducing sugar you must hydrolyse with acid first, then re-test.
    • Name the bond precisely: glycosidic (carbohydrates), ester (lipids), peptide (proteins) — all made by condensation (water removed).
    • Link structure to function: cellulose (straight chains, H-bonds → strong), glycogen/starch (branched/coiled → compact store).
    • For proteins, name the bond at each level: primary (peptide), secondary (hydrogen), tertiary (R-group interactions), quaternary.
  • 3 Enzymes
    3.1

    What enzymes are

    Syllabus
    1. state that enzymes are globular proteins that catalyse reactions inside cells (intracellular enzymes) or are secreted to catalyse reactions outside cells (extracellular enzymes)
    2. explain the mode of action of enzymes in terms of an active site, enzyme–substrate complex, lowering of activation energy and enzyme specificity, including the lock-and-key hypothesis and the induced-fit hypothesis
    3. investigate the progress of enzyme-catalysed reactions by measuring rates of formation of products using catalase and rates of disappearance of substrate using amylase
    4. outline the use of a colorimeter for measuring the progress of enzyme-catalysed reactions that involve colour changes

    Source: Cambridge International syllabus

    Enzyme action: lock and key

    Enzymes are globular proteins 球状蛋白质 — a type of protein 蛋白质 with a rounded, soluble shape. They are biological catalysts: they catalyse 催化 (speed up) the chemical reactions in living things, and they are not used up, so each enzyme works again and again.

    Enzymes work in two places:

    • intracellular 细胞内 enzymes work inside the cell 细胞 that made them. An example is catalase 过氧化氢酶, which breaks down harmful hydrogen peroxide.
    • extracellular 细胞外 enzymes are secreted 分泌 (sent out) to work outside the cell. An example is amylase 淀粉酶, which is released into the gut to digest 消化 starch 淀粉.
    Frothy, actively fermenting yeast giving off carbon dioxide
    Yeast enzymes ferment sugar, giving off bubbles of carbon dioxide
    Vocabulary Train
    English Chinese Pinyin
    enzyme méi
    globular protein 球状蛋白质 qiú zhuàng dàn bái zhì
    protein 蛋白质 dàn bái zhì
    catalyse 催化 cuī huà
    intracellular 细胞内 xì bāo nèi
    cell 细胞 xì bāo
    catalase 过氧化氢酶 guò yǎng huà qīng méi
    extracellular 细胞外 xì bāo wài
    secrete 分泌 fēn mì
    amylase 淀粉酶 diàn fěn méi
    digest 消化 xiāo huà
    starch 淀粉 diàn fěn
    3.1

    How enzymes work

    Each enzyme has a special pocket called the active site 活性位点. The molecule it acts on is its substrate 底物. The substrate fits into the active site to form an enzyme–substrate complex 酶底物复合物. The reaction then happens, and the products 产物 leave, freeing the active site for the next substrate.

    Specificity

    An enzyme is specific: it usually works on only one substrate. This is because the shape of the active site is complementary 互补 to (fits) the shape of that substrate and no other. We call this specificity 专一性.

    Two ideas explain how the substrate fits:

    • the lock-and-key hypothesis 锁钥学说 — the active site is a fixed shape, and only a substrate with the matching shape fits, like a key in a lock.
    • the induced-fit hypothesis 诱导契合学说 — the active site is not quite the right shape at first. When the substrate binds, the active site changes shape a little to wrap around it tightly. This idea fits the evidence better.
    Two diagrams: in lock-and-key a triangular substrate fits a rigid notch; in induced fit the enzyme moulds around a rounded substrate
    Lock-and-key: a fixed active site. Induced fit: the active site changes shape to grip the substrate

    Lowering activation energy

    Every reaction needs a small "push" of energy to start, called the activation energy 活化能. An enzyme lowers the activation energy. This lets the reaction go quickly at the cell's normal temperature 温度, instead of needing high heat.

    An energy profile with two humps: a high hump without enzyme and a lower hump with enzyme, both joining the same reactants and products
    The enzyme route has a lower activation energy ($E_A$), so more molecules can react
    Explore

    The catalytic cycle

    Step through the cycle. The enzyme binds its substrate, the reaction happens, the products leave — and the same enzyme is free to go again.

    Vocabulary Train
    English Chinese Pinyin
    active site 活性位点 huó xìng wèi diǎn
    substrate 底物 dǐ wù
    enzyme–substrate complex 酶底物复合物 méi dǐ wù fù hé wù
    product 产物 chǎn wù
    complementary 互补 hù bǔ
    specificity 专一性 zhuān yī xìng
    lock-and-key hypothesis 锁钥学说 suǒ yuè xué shuō
    induced-fit hypothesis 诱导契合学说 yòu dǎo qì hé xué shuō
    activation energy 活化能 huó huà néng
    temperature 温度 wēn dù
    3.1

    Measuring the rate of a reaction

    You can follow an enzyme reaction in two ways:

    • measure how fast product is made. With catalase, oxygen gas is a product, so you collect the gas and measure its volume over time.
    • measure how fast substrate disappears. With amylase, you remove samples and use the iodine test; the blue-black colour fades as the starch is used up.

    A colorimeter 比色计 makes this exact. It shines light through the tube and measures how much light is absorbed, so a colour change becomes a number you can plot.

    The rate of reaction 反应速率 is steepest at the start (most substrate present), so the initial rate (the slope at time zero) is the fairest value to compare.

    A curve of product formed against time that is steepest at the start and levels off; a dashed tangent at time zero marks the initial rate
    Product builds fastest at the start; the initial rate is the slope of the tangent at time zero — the fairest value to compare

    Worked example. In the first $20$ seconds of a catalase reaction, $16\ \text{cm}^3$ of oxygen is collected. Estimate the rate of reaction.

    $$\text{rate} = \frac{\text{volume of product}}{\text{time}} = \frac{16}{20} = 0.8\ \text{cm}^3\,\text{s}^{-1}.$$

    Because the reaction is fastest at the start, measuring over this short early interval gives a value close to the initial rate; averaging over a longer time would include the slower later stages and underestimate it.

    Vocabulary Train
    English Chinese Pinyin
    colorimeter 比色计 bǐ sè jì
    rate of reaction 反应速率 fǎn yìng sù lǜ
    3.2

    Factors that affect enzyme activity

    Syllabus
    1. investigate and explain the effects of the following factors on the rate of enzyme-catalysed reactions: • temperaturepH (using buffer solutions) • enzyme concentrationsubstrate concentrationinhibitor concentration
    2. explain that the maximum rate of reaction ($V_{\text{max}}$) is used to derive the Michaelis–Menten constant ($K_{\text{m}}$), which is used to compare the affinity of different enzymes for their substrates
    3. explain the effects of reversible inhibitors, both competitive and non-competitive, on enzyme activity
    4. investigate the difference in activity between an enzyme immobilised in alginate and the same enzyme free in solution, and state the advantages of using immobilised enzymes

    Source: Cambridge International syllabus

    Temperature

    As temperature rises, molecules gain more kinetic energy 动能 and collide 碰撞 more often, so the rate rises. But above the optimum temperature 最适温度 the enzyme begins to denature 变性: the heat breaks the bonds holding its shape, so the active site changes and no longer fits the substrate. The rate then falls quickly.

    A graph of reaction rate against temperature, rising to a peak at the optimum then falling steeply as the enzyme denatures
    Rate rises to the optimum, then falls fast as the enzyme denatures

    pH

    Each enzyme has an optimum pH. If the pH moves too far from it, the enzyme denatures and the rate drops. To study pH fairly, you keep it steady with a buffer solution 缓冲液.

    A bell-shaped graph of reaction rate against pH, peaking at the optimum pH and falling away on each side
    The rate peaks at the optimum pH and falls away on either side

    Enzyme concentration

    With plenty of substrate, more enzyme means more active sites, so the rate goes up in proportion to enzyme concentration.

    Substrate concentration

    At first, adding more substrate speeds the reaction. But once every active site is busy, adding more makes no difference — the rate levels off at a maximum.

    Inhibitor concentration

    An inhibitor 抑制剂 is a molecule that slows an enzyme. The more inhibitor present, the lower the rate.

    Explore

    How temperature changes enzyme activity

    Drag the temperature slider. Activity rises to an optimum, then crashes as the enzyme denatures and its active site loses shape.

    Vocabulary Train
    English Chinese Pinyin
    kinetic energy 动能 dòng néng
    collide 碰撞 pèng zhuàng
    optimum temperature 最适温度 zuì shì wēn dù
    denature 变性 biàn xìng
    buffer solution 缓冲液 huǎn chōng yè
    inhibitor 抑制剂 yì zhì jì
    3.2

    V_max and the Michaelis–Menten constant

    The levelling-off rate, when all active sites are full, is the maximum rate, written $V_{\text{max}}$.

    The Michaelis–Menten constant 米氏常数 ($K_{\text{m}}$) is the substrate concentration that gives half of $V_{\text{max}}$. It tells you about the enzyme's affinity 亲和力 (pulling power) for its substrate:

    • a low $K_{\text{m}}$ means the enzyme reaches half-speed at a low substrate concentration, so it has a high affinity.
    • a high $K_{\text{m}}$ means a low affinity.

    So $K_{\text{m}}$ lets you compare how strongly different enzymes hold their substrates.

    A curve of reaction rate against substrate concentration rising to a plateau at Vmax, with half of Vmax and the corresponding Km marked
    Rate climbs to $V_{\text{max}}$ when all active sites are full; $K_{\text{m}}$ is the substrate concentration giving half $V_{\text{max}}$
    Explore

    Substrate concentration and Vmax

    Add more substrate: the rate climbs, then plateaus at $V_{max}$ once every active site is busy. $K_m$ is the substrate concentration that gives half of $V_{max}$.

    Vocabulary Train
    English Chinese Pinyin
    Michaelis–Menten constant 米氏常数 mǐ shì cháng shù
    affinity 亲和力 qīn hé lì
    3.2

    Reversible inhibitors

    Some inhibitors are reversible 可逆: they can leave the enzyme again. There are two types.

    Type Where it binds Effect of adding more substrate Effect on $V_{\text{max}}$ and $K_{\text{m}}$
    competitive inhibitor 竞争性抑制剂 in the active site (it has a similar shape to the substrate) more substrate out-competes it, so its effect is reduced $V_{\text{max}}$ unchanged; $K_{\text{m}}$ rises
    non-competitive inhibitor 非竞争性抑制剂 at another site, changing the active site's shape adding more substrate does not help $V_{\text{max}}$ falls; $K_{\text{m}}$ unchanged
    Three rate curves against substrate concentration: no inhibitor reaches Vmax; competitive reaches the same Vmax more slowly; non-competitive plateaus at a lower Vmax
    A competitive inhibitor raises $K_{\text{m}}$ (more substrate overcomes it); a non-competitive one lowers $V_{\text{max}}$
    Vocabulary Train
    English Chinese Pinyin
    reversible 可逆 kě nì
    competitive inhibitor 竞争性抑制剂 jìng zhēng xìng yì zhì jì
    non-competitive inhibitor 非竞争性抑制剂 fēi jìng zhēng xìng yì zhì jì
    3.2

    Immobilised enzymes

    An immobilised enzyme 固定化酶 is fixed in place — for example, trapped inside small beads of alginate 海藻酸盐 — instead of floating free in solution. The substrate solution flows past the beads.

    An enzyme-filled bead with substrate flowing in on one side and product flowing out on the other, the enzymes staying trapped inside
    The enzymes stay trapped in the bead while substrate flows in and product flows out — so the enzyme is never washed away

    A free enzyme usually works a little faster, because the substrate can reach it easily. But immobilised enzymes have big practical advantages:

    • the enzyme is not washed away, so it can be used again and again.
    • the product is pure — it is not mixed with enzyme.
    • the enzyme is more stable, so it survives changes in temperature and pH better.
    • the process can run continuously, with substrate flowing in and product flowing out.
    A spoon of white biological washing powder
    Biological washing powders contain enzymes that digest food and blood stains at low temperatures
    Vocabulary Train
    English Chinese Pinyin
    immobilised enzyme 固定化酶 gù dìng huà méi
    alginate 海藻酸盐 hǎi zǎo suān yán
    3.2

    Exam tips

    • Explain enzyme action with the induced-fit model (the active site moulds around the substrate) — now preferred to lock-and-key.
    • Above the optimum the enzyme denatures (hydrogen bonds and tertiary structure break) — write "denatures", never "dies" or "is killed".
    • Distinguish inhibitors: competitive binds the active site (overcome by more substrate, same $V_{max}$); non-competitive binds elsewhere (lower $V_{max}$).
    • Compare rates using the initial rate (tangent at time zero) — the fairest measure, before substrate becomes limiting.
  • 4 Cell membranes and transport
    4.1

    The cell surface membrane

    Syllabus
    1. describe the fluid mosaic model of membrane structure with reference to the hydrophobic and hydrophilic interactions that account for the formation of the phospholipid bilayer and the arrangement of proteins
    2. describe the arrangement of cholesterol, glycolipids and glycoproteins in cell surface membranes
    3. describe the roles of phospholipids, cholesterol, glycolipids, proteins and glycoproteins in cell surface membranes, with reference to stability, fluidity, permeability, transport (carrier proteins and channel proteins), cell signalling (cell surface receptors) and cell recognition (cell surface antigens – see 11.1.2)
    4. outline the main stages in the process of cell signalling leading to specific responses: • secretion of specific chemicals (ligands) from cells • transport of ligands to target cells • binding of ligands to cell surface receptors on target cells

    Source: Cambridge International syllabus

    Every cell is wrapped in a cell surface membrane 细胞膜. We describe its structure with the fluid mosaic model 流动镶嵌模型.

    Red blood cells seen under a scanning electron microscope
    Red blood cells under a scanning electron microscope — each is wrapped in a cell surface membrane

    The phospholipid bilayer

    The membrane is built mainly from phospholipids 磷脂. Each phospholipid has a hydrophilic 亲水 ("water-loving") head and two hydrophobic 疏水 ("water-fearing") tails. There is water on both sides of the membrane, so the phospholipids line up in two layers — a bilayer 双层 — with the heads facing the water outside and inside, and the tails hidden in the middle, away from water. This arrangement forms by itself because of those hydrophilic and hydrophobic interactions.

    The model is called "fluid" because the phospholipids are not fixed: they slide past each other, so the membrane can move and bend. It is called a "mosaic" because many proteins 蛋白质 are dotted through it, like tiles in a picture.

    What floats in the membrane

    Part Where it sits Main roles
    phospholipids the two layers form the basic barrier
    proteins through the membrane or on its surface transport, support and signalling
    carrier proteins 载体蛋白 span the membrane carry specific molecules across
    channel proteins 通道蛋白 span the membrane form water-filled pores for ions to pass
    cholesterol 胆固醇 between the phospholipid tails controls fluidity 流动性 and adds strength
    glycolipids 糖脂 and glycoproteins 糖蛋白 carbohydrate chains on the outer surface cell recognition; some act as antigens 抗原
    The fluid mosaic model: a phospholipid bilayer dotted with channel and carrier proteins, cholesterol between the tails, and glycoproteins and glycolipids with carbohydrate chains on the outer surface
    The fluid mosaic model: proteins, cholesterol and carbohydrate chains sit in a fluid phospholipid bilayer

    So the membrane molecules together give the membrane its stability 稳定性, its fluidity, its permeability 通透性 (control over what gets through), its transport jobs, its signalling jobs, and its cell recognition.

    The membrane is partially permeable 半透膜: it lets some substances through easily but blocks others.

    Explore

    Explore the cell membrane

    Tap each part of the fluid mosaic model — the bilayer plus the proteins and other molecules dotted through it.

    Vocabulary Train
    English Chinese Pinyin
    cell surface membrane 细胞膜 xì bāo mó
    fluid mosaic model 流动镶嵌模型 liú dòng xiāng qiàn mó xíng
    phospholipid 磷脂 lín zhī
    hydrophilic 亲水 qīn shuǐ
    hydrophobic 疏水 shū shuǐ
    bilayer 双层 shuāng céng
    protein 蛋白质 dàn bái zhì
    carrier protein 载体蛋白 zài tǐ dàn bái
    channel protein 通道蛋白 tōng dào dàn bái
    cholesterol 胆固醇 dǎn gù chún
    fluidity 流动性 liú dòng xìng
    glycolipid 糖脂 táng zhī
    glycoprotein 糖蛋白 táng dàn bái
    antigen 抗原 kàng yuán
    stability 稳定性 wěn dìng xìng
    permeability 通透性 tōng tòu xìng
    4.1

    Cell signalling

    Cells talk to each other by cell signalling 细胞信号传递. The main stages are:

    1. a cell secretes a signal chemical called a ligand 配体 (for example a hormone 激素).
    2. the ligand is carried (often in the blood) to a target cell 靶细胞.
    3. the ligand binds to a specific receptor 受体 on the target cell's surface membrane. The shape of the receptor matches that ligand only. Binding then triggers a particular response inside the target cell.
    A signalling cell releases a ligand that is carried to a target cell, where it binds a receptor of matching shape and triggers a response inside
    The ligand fits one receptor shape only, so only cells with that receptor respond to the signal
    Vocabulary Train
    English Chinese Pinyin
    cell signalling 细胞信号传递 xì bāo xìn hào chuán dì
    ligand 配体 pèi tǐ
    hormone 激素 jī sù
    target cell 靶细胞 bǎ xì bāo
    receptor 受体 shòu tǐ
    4.2

    Moving substances across the membrane

    Syllabus
    1. describe and explain the processes of simple diffusion, facilitated diffusion, osmosis, active transport, endocytosis and exocytosis
    2. investigate simple diffusion and osmosis using plant tissue and non-living materials, including dialysis (Visking) tubing and agar
    3. illustrate the principle that surface area to volume ratios decrease with increasing size by calculating surface areas and volumes of simple 3-D shapes (as shown in the Mathematical requirements)
    4. investigate the effect of changing surface area to volume ratio on diffusion using agar blocks of different sizes
    5. investigate the effects of immersing plant tissues in solutions of different water potentials, using the results to estimate the water potential of the tissues
    6. explain the movement of water between cells and solutions in terms of water potential and explain the different effects of the movement of water on plant cells and animal cells (knowledge of solute potential and pressure potential is not expected)

    Source: Cambridge International syllabus

    Active transport vs diffusion
    Osmosis: water crosses the membrane
    Diffusion: random motion, one-way flow

    There are six processes. Some are passive 被动 (they need no energy 能量), and some are active (they use energy from ATP).

    Simple diffusion

    Diffusion 扩散 is the net movement of particles from where they are at a high concentration 浓度 to where they are at a low concentration, until they are spread evenly. Simple diffusion 简单扩散 is when particles pass straight through the bilayer, down the concentration gradient 浓度梯度. Only small or non-polar molecules can do this — such as oxygen 氧气 and carbon dioxide 二氧化碳. It is passive.

    Facilitated diffusion

    Charged ions 离子 and large polar molecules (such as glucose 葡萄糖) cannot cross the oily bilayer by themselves. In facilitated diffusion 易化扩散 they cross through channel proteins or carrier proteins, still moving down the concentration gradient. It is also passive.

    Osmosis

    Osmosis 渗透 is the diffusion of water across a partially permeable membrane, from a higher water potential 水势 to a lower water potential. It is passive.

    A potato with a well of sugar solution and a rising column in a tube
    A potato osmometer: the sugar solution rises up the tube as water enters the potato by osmosis
    A container split by a partially permeable membrane, with few solutes and much water on the higher-water-potential side and many solutes on the lower side; water crosses towards the lower water potential
    Water crosses to the lower water potential; the solute is too big to cross the partially permeable membrane

    Active transport

    Active transport 主动运输 moves a substance against its concentration gradient — from low to high concentration. This needs carrier proteins and energy from ATP.

    Three panels comparing simple diffusion straight through the bilayer, facilitated diffusion through a channel protein, and active transport pumped against the gradient using ATP
    Diffusion and facilitated diffusion are passive (down the gradient); active transport goes against it and needs ATP

    Endocytosis and exocytosis

    These move large amounts of material in bulk, using ATP.

    • in endocytosis 胞吞作用, the membrane folds inwards around material and pinches off a vesicle 囊泡 to bring it into the cell.
    • in exocytosis 胞吐作用, a vesicle fuses with the membrane and releases its contents outside the cell.
    Two diagrams: in endocytosis the membrane folds inward around material and pinches off a vesicle inside; in exocytosis a vesicle fuses with the membrane and releases its contents outside
    Endocytosis brings material in by forming a vesicle; exocytosis fuses a vesicle to release its contents
    Explore

    Diffusion across a membrane

    Set the concentration on each side. Particles spread from high to low concentration until both sides are equal.

    Vocabulary Train
    English Chinese Pinyin
    partially permeable membrane 半透膜 bàn tòu mó
    passive 被动 bèi dòng
    energy 能量 néng liàng
    diffusion 扩散 kuò sàn
    concentration 浓度 nóng dù
    simple diffusion 简单扩散 jiǎn dān kuò sàn
    concentration gradient 浓度梯度 nóng dù tī dù
    oxygen 氧气 yǎng qì
    carbon dioxide 二氧化碳 èr yǎng huà tàn
    ion 离子 lí zi
    glucose 葡萄糖 pú táo táng
    facilitated diffusion 易化扩散 yì huà kuò sàn
    osmosis 渗透 shèn tòu
    water potential 水势 shuǐ shì
    active transport 主动运输 zhǔ dòng yùn shū
    endocytosis 胞吞作用 bāo tūn zuò yòng
    vesicle 囊泡 náng pào
    exocytosis 胞吐作用 bāo tǔ zuò yòng
    Exercise sheet
    4.2

    Surface area to volume ratio

    A cell takes in and removes substances across its surface. As an object gets bigger, its volume 体积 grows faster than its surface area 表面积. So the surface area to volume ratio gets smaller as size increases.

    For a cube of side $L$:

    $$\text{surface area} = 6L^2, \qquad \text{volume} = L^3, \qquad \text{ratio} = \frac{6}{L}.$$

    A large $L$ gives a small ratio. This is why small cells (and thin, flat shapes) exchange materials quickly, while large cells cannot rely on diffusion alone.

    Three cubes of side 1, 2 and 3 with their surface-area-to-volume ratios 6:1, 3:1 and 2:1, showing the ratio falling as the cube grows
    As a cube (or cell) grows, its surface area : volume ratio gets smaller

    Worked example. Compare the surface area : volume ratio of a cube-shaped cell of side $4$ with one of side $10$.

    For side $4$: surface area $= 6 \times 4^2 = 96$ and volume $= 4^3 = 64$, so the ratio is $96 : 64 = 1.5 : 1$. For side $10$: surface area $= 6 \times 10^2 = 600$ and volume $= 10^3 = 1000$, so the ratio is $600 : 1000 = 0.6 : 1$. The larger cell has the smaller ratio, so it exchanges materials across its surface more slowly for its size — which is why large organisms need specialised exchange surfaces such as lungs and gills.

    You can show this with agar 琼脂 blocks of different sizes soaked in dye or acid: the smallest block, with the largest surface area to volume ratio, changes colour all the way through fastest. Diffusion across non-living materials can also be studied with dialysis tubing 透析袋 (Visking tubing).

    Explore

    Surface area : volume

    Make the cube bigger: its volume grows faster than its surface, so the SA:V ratio falls — which is why exchange surfaces and cells stay small.

    Explore

    Diffusion across the surface

    Particles spread on their own from crowded to sparse. A small cell has a large surface-area-to-volume ratio, so substances diffuse in and out fast enough.

    Vocabulary Train
    English Chinese Pinyin
    volume 体积 tǐ jī
    surface area 表面积 biǎo miàn jī
    agar 琼脂 qióng zhī
    dialysis tubing 透析袋 tòu xī dài
    4.2

    Water potential and living cells

    Water potential measures how likely water is to leave a solution. Pure water has the highest water potential. Adding a solute 溶质 (a dissolved substance) lowers it. Water always moves by osmosis from a higher to a lower water potential.

    To estimate the water potential of plant tissue, you place pieces in sucrose solutions of different water potentials. The solution that causes no change in mass or length has about the same water potential as the tissue.

    Effect on plant cells

    • in a solution of higher water potential (for example distilled water 蒸馏水), water enters the cell. The cell swells and becomes turgid 膨胀, but the strong cell wall stops it bursting.
    • in a solution of lower water potential, water leaves. The cell contents shrink and the membrane pulls away from the cell wall — this is plasmolysis 质壁分离.

    Effect on animal cells

    Animal cells have no cell wall to protect them.

    • in a solution of higher water potential, water enters and the cell may burst. In a red blood cell this bursting is called haemolysis 溶血.
    • in a solution of lower water potential, water leaves and the cell shrinks.
    A grid showing plant and animal cells in solutions of higher and lower water potential: the plant cell becomes turgid or plasmolysed, the animal cell swells and may burst or shrinks
    A plant cell becomes turgid or plasmolysed; an animal cell may burst (haemolysis) or shrink
    Explore

    Water potential

    water follows the gradient

    Drag the concentrations. A water-potential gradient drives net movement — it stops only when the two sides match.

    Vocabulary Train
    English Chinese Pinyin
    solute 溶质 róng zhì
    distilled water 蒸馏水 zhēng liú shuǐ
    turgid 膨胀 péng zhàng
    plasmolysis 质壁分离 zhì bì fēn lí
    haemolysis 溶血 róng xuè
    4.2

    Exam tips

    • Describe the membrane as a fluid mosaic: a phospholipid bilayer with proteins, cholesterol and glycoproteins.
    • Sort each process: diffusion, facilitated diffusion and osmosis are passive (down a gradient); active transport and endo/exocytosis need ATP and can go against it.
    • For osmosis always use water potential ($\Psi$): water moves from high (less negative) to low (more negative) $\Psi$; pure water is $0$, the highest.
    • State the outcome by cell type: plant cell turgid/plasmolysed; animal cell lyses/crenates — link it to the water-potential gradient.
  • 5 The mitotic cell cycle
    5.1

    The structure of a chromosome

    Syllabus
    1. describe the structure of a chromosome, limited to: • DNA • histone proteinssister chromatidscentromeretelomeres
    2. explain the importance of mitosis in the production of genetically identical daughter cells during: • growth of multicellular organisms • replacement of damaged or dead cells • repair of tissues by cell replacement • asexual reproduction
    3. outline the mitotic cell cycle, including: • interphase (growth in G_1 and G_2 phases and DNA replication in S phase) • mitosis • cytokinesis
    4. outline the role of telomeres in preventing the loss of genes from the ends of chromosomes during DNA replication
    5. outline the role of stem cells in cell replacement and tissue repair by mitosis
    6. explain how uncontrolled cell division can result in the formation of a tumour

    Source: Cambridge International syllabus

    Mitosis: one cell into two

    A chromosome 染色体 is one very long molecule of DNA wound tightly around special proteins 蛋白质 called histones 组蛋白. Winding the DNA like this lets a huge length fit inside the nucleus and keeps it tidy.

    Before a cell divides, its DNA is copied (this copying is called replication 复制). After copying, each chromosome is made of two identical copies joined together. These two copies are the sister chromatids 姐妹染色单体, and they are held together at a point called the centromere 着丝粒. The tips of each chromosome are capped by telomeres 端粒, which protect the ends.

    A replicated chromosome drawn as two sister chromatids joined at a central centromere, with telomeres capping the four tips
    After replication a chromosome is two sister chromatids joined at the centromere, with telomeres at the tips
    Vocabulary Train
    English Chinese Pinyin
    chromosome 染色体 rǎn sè tǐ
    protein 蛋白质 dàn bái zhì
    histone 组蛋白 zǔ dàn bái
    replication 复制 fù zhì
    sister chromatids 姐妹染色单体 jiě mèi rǎn sè dān tǐ
    centromere 着丝粒 zhe sī lì
    telomere 端粒 duān lì
    5.1

    Why mitosis matters

    Mitosis 有丝分裂 is a type of nuclear division that makes two daughter cells 子细胞 that are genetically identical — they carry exactly the same genes 基因 as the parent cell and as each other.

    This matters for:

    • growth of multicellular 多细胞 organisms 生物体 (making more cells).
    • replacement of damaged or dead cells.
    • repair of tissues 组织 by making new cells.
    • asexual reproduction 无性生殖 (one parent makes identical offspring).
    Onion root tip at metaphase: mitosis produces identical body cells for growth and repair
    Onion root tip at metaphase: mitosis produces identical body cells for growth and repair
    Explore

    Why mitosis matters

    Classify real cases by the role mitosis is playing.

    Vocabulary Train
    English Chinese Pinyin
    mitosis 有丝分裂 yǒu sī fēn liè
    daughter cell 子细胞 zi xì bāo
    gene 基因 jī yīn
    multicellular 多细胞 duō xì bāo
    organism 生物体 shēng wù tǐ
    tissue 组织 zǔ zhī
    asexual reproduction 无性生殖 wú xìng shēng zhí
    5.1

    The mitotic cell cycle

    The cell cycle 细胞周期 is the full life of a cell from one division to the next. It has three parts:

    1. interphase 间期 — the longest part. The cell grows in the G₁ phase, copies its DNA in the S phase (replication), and grows again and prepares to divide in the G₂ phase.
    2. mitosis — the nucleus divides into two identical nuclei.
    3. cytokinesis 胞质分裂 — the rest of the cell splits, giving two separate daughter cells.
    A pie chart of the cell cycle: a large interphase made of G1, S and G2, plus a smaller M phase for mitosis and cytokinesis, with an arrow showing the direction
    Most of the cycle is interphase (G₁, S, G₂); mitosis (M) and cytokinesis are a short part

    The mitotic index

    The mitotic index is the fraction of cells in a sample that are in mitosis. You find it by counting cells under a microscope:

    $$\text{mitotic index} = \frac{\text{number of cells in mitosis}}{\text{total number of cells}}.$$

    Worked example. In a root-tip sample, $8$ of the $50$ cells seen are in mitosis. Find the mitotic index.

    $$\text{mitotic index} = \frac{8}{50} = 0.16.$$

    A high mitotic index means many cells are dividing quickly — normal in a growing root tip, but in adult animal tissue it can be a warning sign of uncontrolled growth.

    Explore

    The cell cycle

    Step around the cycle. Most of it is interphase (grow, copy DNA, grow); mitosis and cytokinesis are short, then it repeats.

    Explore

    The cell cycle

    Step through the cycle. Most of a cell's life is interphase (G1, S, G2); mitosis and cytokinesis are the short dividing phase.

    Vocabulary Train
    English Chinese Pinyin
    cell cycle 细胞周期 xì bāo zhōu qī
    interphase 间期 jiān qī
    cytokinesis 胞质分裂 bāo zhì fēn liè
    5.1

    Telomeres and the ends of chromosomes

    When DNA is replicated, the copying cannot reach the very end of the molecule, so a little is lost each time. Telomeres are short, repeated lengths of DNA at the ends that carry no genes. Because the telomeres are shortened instead, no important genes are lost during replication.

    A chromosome shown three times: the red telomere caps at each end get shorter after each division, while the blue gene-carrying middle stays the same length
    The telomeres (which carry no genes) shorten a little at each division, so the genes in the middle are never lost
    5.1

    Stem cells

    A stem cell 干细胞 is an unspecialised cell that can keep dividing by mitosis and can differentiate 分化 (change) into different specialised cell types. Stem cells are the source of new cells for replacing lost cells and repairing tissues.

    An unspecialised stem cell with arrows to three specialised cells: a red blood cell, a muscle cell and a nerve cell
    One unspecialised stem cell can differentiate into many specialised cell types
    Vocabulary Train
    English Chinese Pinyin
    stem cell 干细胞 gàn xì bāo
    differentiate 分化 fēn huà
    5.1

    Uncontrolled division and tumours

    The cell cycle is normally tightly controlled, so cells divide only when needed. If this control is lost, a cell may divide again and again without stopping. This uncontrolled division produces a lump of cells called a tumour 肿瘤.

    Controlled division shown as a few separate cells that stop; uncontrolled division shown as a growing clump of cells forming a tumour
    Normally cells stop dividing when they should; if that control is lost, they keep dividing into a tumour
    Vocabulary Train
    English Chinese Pinyin
    tumour 肿瘤 zhǒng liú
    5.2

    The stages of mitosis

    Syllabus
    1. describe the behaviour of chromosomes in plant and animal cells during the mitotic cell cycle and the associated behaviour of the nuclear envelope, the cell surface membrane and the spindle (names of the main stages of mitosis are expected: prophase, metaphase, anaphase and telophase)
    2. interpret photomicrographs, diagrams and microscope slides of cells in different stages of the mitotic cell cycle and identify the main stages of mitosis

    Source: Cambridge International syllabus

    Mitosis runs through four stages. You should be able to recognise them in photomicrographs and slides.

    Stage What happens
    prophase 前期 chromosomes coil up and become visible as two sister chromatids; the nuclear envelope 核膜 breaks down; a spindle 纺锤体 of fibres forms across the cell
    metaphase 中期 chromosomes line up along the middle (the equator 赤道); spindle fibres attach to each centromere
    anaphase 后期 the centromeres split; the sister chromatids are pulled to opposite ends (poles) of the cell
    telophase 末期 a set of chromosomes reaches each pole; a new nuclear envelope forms around each set, making two nuclei
    Four cells showing prophase, metaphase, anaphase and telophase: chromosomes condense, line up at the equator, separate to the poles, then form two new nuclei
    The four stages: prophase, metaphase, anaphase, telophase
    A stained light micrograph of an onion root tip with many square cells, several caught in the act of dividing
    A real onion root tip: in a growing tip many cells are caught dividing

    Cytokinesis then follows. In an animal cell the cell surface membrane pinches inwards to split the cell; in a plant cell a new wall forms across the middle. The result is two genetically identical daughter cells.

    Explore

    The stages of mitosis

    Drag through prophase, metaphase, anaphase and telophase to watch the chromosomes line up and then separate into two identical cells.

    Explore

    The stages of mitosis

    Step through PMAT. Watch the chromosomes condense, line up, split to the poles, then reform two nuclei.

    Vocabulary Train
    English Chinese Pinyin
    prophase 前期 qián qī
    nuclear envelope 核膜 hé mó
    spindle 纺锤体 fǎng chuí tǐ
    metaphase 中期 zhōng qī
    equator 赤道 chì dào
    anaphase 后期 hòu qī
    telophase 末期 mò qī
    5.2

    Exam tips

    • Learn the stages in order (prophase, metaphase, anaphase, telophase) with one key event each; interphase (G1, S, G2) is not part of mitosis.
    • Mitosis gives two genetically identical diploid cells — for growth, repair and asexual reproduction.
    • Mitotic index $=$ cells in mitosis $\div$ total cells; a high value means rapid division.
    • Link uncontrolled mitosis to tumours and telomere shortening to the limit on the number of divisions.
  • 6 Nucleic acids and protein synthesis
    6.1

    Nucleotides — the building blocks

    Syllabus
    1. describe the structure of nucleotides, including the phosphorylated nucleotide ATP (structural formulae are not expected)
    2. state that the bases adenine and guanine are purines with a double ring structure, and that the bases cytosine, thymine and uracil are pyrimidines with a single ring structure (structural formulae for bases are not expected)
    3. describe the structure of a DNA molecule as a double helix, including: • the importance of complementary base pairing between the 5′ to 3′ strand and the 3′ to 5′ strand (antiparallel strands) • differences in hydrogen bonding between C–G and A–T base pairs • linking of nucleotides by phosphodiester bonds
    4. describe the semi-conservative replication of DNA during the S phase of the cell cycle, including: • the roles of DNA polymerase and DNA ligase (knowledge of other enzymes in DNA replication in cells and different types of DNA polymerase is not expected) • the differences between leading strand and lagging strand replication as a consequence of DNA polymerase adding nucleotides only in a 5′ to 3′ direction
    5. describe the structure of an RNA molecule, using the example of messenger RNA (mRNA)

    Source: Cambridge International syllabus

    DNA replication: unzip and copy

    Nucleic acids 核酸 (DNA and RNA) are polymers of small units called nucleotides 核苷酸. Each nucleotide is made of three parts joined together:

    • a phosphate 磷酸 group,
    • a sugar (a 5-carbon sugar),
    • a nitrogen-containing base 碱基.

    ATP is a special nucleotide. It has the base adenine 腺嘌呤, the sugar ribose 核糖, and three phosphate groups. Breaking off the last phosphate releases energy 能量 for the cell.

    A nucleotide drawn as a phosphate, a pentose sugar and a base joined together; beside it, ATP as adenine, ribose and three phosphates with the last bond marked as high-energy
    A nucleotide is a phosphate, a sugar and a base; ATP is a nucleotide with three phosphates
    Pale, stringy strands of DNA in a tube
    DNA extracted from cells appears as pale, stringy strands of these nucleotide polymers

    There are five bases, in two groups:

    • purines 嘌呤 have a double ring (two rings): adenine and guanine 鸟嘌呤.
    • pyrimidines 嘧啶 have a single ring (one ring): cytosine 胞嘧啶, thymine 胸腺嘧啶 and uracil 尿嘧啶.
    Two ring shapes: a purine drawn as two fused rings, a pyrimidine drawn as one ring
    The two groups differ in shape: a purine is a double ring, a pyrimidine a single ring — which is why a purine always pairs with a pyrimidine
    Vocabulary Train
    English Chinese Pinyin
    nucleic acid 核酸 hé suān
    nucleotide 核苷酸 hé gān suān
    phosphate 磷酸 lín suān
    base 碱基 jiǎn jī
    adenine 腺嘌呤 xiàn piào líng
    ribose 核糖 hé táng
    energy 能量 néng liàng
    purine 嘌呤 piào líng
    guanine 鸟嘌呤 niǎo piào líng
    pyrimidine 嘧啶 mì dìng
    cytosine 胞嘧啶 bāo mì dìng
    thymine 胸腺嘧啶 xiōng xiàn mì dìng
    uracil 尿嘧啶 niào mì dìng
    6.1

    The structure of DNA

    A DNA molecule is two strands twisted together into a double helix 双螺旋.

    Each strand has a backbone of alternating sugar (here the sugar is deoxyribose 脱氧核糖) and phosphate. The sugar of one nucleotide is joined to the phosphate of the next by a phosphodiester bond 磷酸二酯键.

    The two strands are held together by their bases, which meet in the middle. The pairing is exact — this is complementary base pairing 碱基互补配对:

    • A always pairs with T, held by two hydrogen bonds 氢键.
    • C always pairs with G, held by three hydrogen bonds (so a C–G base pair 碱基对 is harder to separate).

    The two strands run in opposite directions: one goes 5′ to 3′ while the other goes 3′ to 5′. We say they are antiparallel 反平行.

    A ladder diagram of DNA: two antiparallel sugar-phosphate backbones with base pairs A=T held by two hydrogen bonds and C=G by three
    Complementary base pairing: A pairs with T (2 hydrogen bonds), C with G (3); the strands are antiparallel

    The flat ladder above is twisted into a spiral. This space-filling model, where every atom is a ball, shows the real shape of the double helix:

    A computer space-filling model of a short piece of DNA on a black background: hundreds of coloured atoms (red, orange, blue, grey and white) packed into two strands that twist around each other to form a double-helix spiral
    A space-filling model of DNA: the two strands twist around each other into the double helix — the ladder of the diagram, coiled up
    Explore

    Explore the DNA ladder

    Tap each part of the double helix — two antiparallel backbones with complementary base pairs as the rungs.

    Vocabulary Train
    English Chinese Pinyin
    double helix 双螺旋 shuāng luó xuán
    strand liàn
    deoxyribose 脱氧核糖 tuō yǎng hé táng
    phosphodiester bond 磷酸二酯键 lín suān èr zhǐ jiàn
    complementary base pairing 碱基互补配对 jiǎn jī hù bǔ pèi duì
    hydrogen bond 氢键 qīng jiàn
    base pair 碱基对 jiǎn jī duì
    antiparallel 反平行 fǎn píng xíng
    6.1

    DNA replication

    DNA replication 复制 (copying) happens during the S phase of the cell cycle. It is semi-conservative 半保留复制: each new molecule keeps one old strand and one new strand. The steps are:

    1. the double helix unwinds and the hydrogen bonds break, so the two strands separate.
    2. each old strand acts as a template. Free nucleotides pair with the exposed bases by complementary base pairing.
    3. the enzyme DNA polymerase 聚合酶 joins the new nucleotides into a strand. It can only add nucleotides in the 5′ to 3′ direction.

    Because of that 5′ to 3′ rule, the two new strands are made differently:

    • the leading strand 前导链 is built continuously, following the unwinding.
    • the lagging strand 后随链 is built in short pieces, working away from the unwinding point. The enzyme DNA ligase 连接酶 then joins these pieces together.
    A replication fork: the parent double helix unwinds and each old strand templates a new one — the leading strand made continuously, the lagging strand in pieces
    Replication is semi-conservative: each new molecule keeps one old strand (blue) and one new strand (orange)
    Explore

    Semi-conservative replication

    Step through copying DNA. The helix unwinds, each old strand templates a new one, and you end with two identical molecules.

    Vocabulary Train
    English Chinese Pinyin
    replication 复制 fù zhì
    semi-conservative replication 半保留复制 bàn bǎo liú fù zhì
    enzyme méi
    polymerase 聚合酶 jù hé méi
    leading strand 前导链 qián dǎo liàn
    lagging strand 后随链 hòu suí liàn
    ligase 连接酶 lián jiē méi
    6.1

    RNA

    RNA is also made of nucleotides, but it is a single strand, its sugar is ribose, and it uses uracil in place of thymine. The most important type here is messenger RNA (mRNA), which carries a copy of a gene's instructions out of the nucleus to be used.

    DNA double helix: RNA is a related nucleic acid that carries genetic information into protein synthesis
    DNA double helix: RNA is a related nucleic acid that carries genetic information into protein synthesis
    6.2

    The genetic code

    Syllabus
    1. state that a polypeptide is coded for by a gene and that a gene is a sequence of nucleotides that forms part of a DNA molecule
    2. describe the principle of the universal genetic code in which different triplets of DNA bases either code for specific amino acids or correspond to start and stop codons
    3. describe how the information in DNA is used during transcription and translation to construct polypeptides, including the roles of: • RNA polymerase • messenger RNA (mRNA) • codonstransfer RNA (tRNA)anticodonsribosomes
    4. state that the strand of a DNA molecule that is used in transcription is called the transcribed or template strand and that the other strand is called the non-transcribed strand
    5. explain that, in eukaryotes, the RNA molecule formed following transcription (primary transcript) is modified by the removal of non-coding sequences (introns) and the joining together of coding sequences (exons) to form mRNA
    6. state that a gene mutation is a change in the sequence of base pairs in a DNA molecule that may result in an altered polypeptide
    7. explain that a gene mutation is a result of substitution or deletion or insertion of nucleotides in DNA and outline how each of these types of mutation may affect the polypeptide produced

    Source: Cambridge International syllabus

    Protein synthesis: DNA to protein

    A gene 基因 is a sequence of DNA nucleotides that codes for one polypeptide 多肽.

    The code is read in triplets 三联体 — groups of three bases. Each triplet either codes for one specific amino acid 氨基酸, or acts as a start or stop signal. The code is universal: nearly all living things use the same triplets for the same amino acids.

    There are 64 possible triplets but only 20 common amino acids, so most amino acids are coded by more than one triplet.

    Vocabulary Train
    English Chinese Pinyin
    gene 基因 jī yīn
    polypeptide 多肽 duō tài
    triplet 三联体 sān lián tǐ
    amino acid 氨基酸 ān jī suān
    Exercise sheet
    6.2

    Protein synthesis: transcription and translation

    Transcription (in the nucleus)

    The DNA gene is copied into mRNA. This is transcription 转录.

    • the strand of DNA that is copied is the template strand 模板链; the partner strand is the non-transcribed strand 非转录链.
    • the enzyme RNA polymerase joins RNA nucleotides that pair with the template bases (with uracil pairing to adenine).
    • in eukaryotes the first RNA made (the primary transcript 初级转录本) contains coding parts called exons 外显子 and non-coding parts called introns 内含子. The introns are cut out and the exons joined together to form the finished mRNA.
    A primary transcript with alternating exons and introns; the introns are removed and the exons joined into a shorter mature mRNA
    Splicing: the non-coding introns are cut out and the coding exons joined to make the finished mRNA

    Translation (at the ribosome)

    The mRNA leaves the nucleus and attaches to a ribosome 核糖体. Building the polypeptide from the mRNA code is translation 翻译.

    • the mRNA is read in codons 密码子 (each codon is one triplet of mRNA bases).
    • molecules of transfer RNA (tRNA) bring amino acids to the ribosome. Each tRNA has an anticodon 反密码子 that pairs with a matching codon.
    • as the codons are read in order, the ribosome joins the amino acids with peptide bonds 肽键, building the polypeptide.
    An overview of protein synthesis: in the nucleus DNA is transcribed into mRNA, which leaves the nucleus and is translated at a ribosome where tRNA brings amino acids to build a polypeptide
    Transcription copies DNA into mRNA in the nucleus; translation at the ribosome builds the polypeptide

    Worked example. A DNA template strand reads TAC GGA CTT. Give the mRNA codons, and say how long the polypeptide is. Transcribe by complementary base pairing, remembering that RNA uses uracil in place of thymine: TAC gives AUG, GGA gives CCU, CTT gives GAA. So the mRNA reads AUG CCU GAA. AUG is the start codon (methionine), so the polypeptide is three amino acids long - two once the start methionine is removed. Two errors cost most of the marks here: pairing A with T instead of U when writing mRNA, and transcribing the coding strand instead of the template strand. The mRNA is complementary to the template, and identical to the coding strand apart from U replacing T.

    Explore

    From gene to protein

    Step through the central dogma: the DNA template is transcribed into mRNA by base pairing (A→U, T→A, G→C, C→G), then read in codons and translated into a chain of amino acids.

    Explore

    From gene to protein

    Step through how a gene becomes a protein. Transcription copies DNA into mRNA; translation reads the mRNA to build the polypeptide.

    Vocabulary Train
    English Chinese Pinyin
    codon 密码子 mì mǎ zi
    transcription 转录 zhuǎn lù
    template strand 模板链 mú bǎn liàn
    non-transcribed strand 非转录链 fēi zhuǎn lù liàn
    primary transcript 初级转录本 chū jí zhuǎn lù běn
    exon 外显子 wài xiǎn zi
    intron 内含子 nèi hán zi
    ribosome 核糖体 hé táng tǐ
    translation 翻译 fān yì
    anticodon 反密码子 fǎn mì mǎ zi
    peptide bond 肽键 tài jiàn
    6.2

    Gene mutations

    A gene mutation 突变 is a change in the base sequence of a DNA molecule. It may change the polypeptide made. There are three types:

    • substitution 替换 — one base is swapped for a different base. This changes at most one amino acid, and sometimes none (because most amino acids have more than one triplet).
    • deletion 缺失 — a base is removed.
    • insertion 插入 — an extra base is added.

    A deletion or insertion shifts how every later triplet is read, so it usually changes many amino acids after that point and has a large effect on the polypeptide.

    A base sequence read in triplets shown four times: the original, a substitution changing one base, a deletion and an insertion — both of which shift every later triplet
    A substitution changes one triplet; a deletion or insertion shifts every later triplet (a frameshift)
    Explore

    Mutation type lab

    Compare substitution, insertion and deletion using their effect on the code.

    Vocabulary Train
    English Chinese Pinyin
    mutation 突变 tū biàn
    substitution 替换 tì huàn
    deletion 缺失 quē shī
    insertion 插入 chā rù
    6.2

    Exam tips

    • DNA is antiparallel, held by hydrogen bonds (A=T two, C≡G three); replication is semi-conservative (each product keeps one old strand).
    • State where and what: transcription (nucleus → mRNA), translation (ribosome, mRNA + tRNA → polypeptide).
    • Describe the code with all four terms: triplet, non-overlapping, degenerate, universal.
    • For a gene mutation (substitution, insertion, deletion) explain the effect on the protein — and why a substitution can be silent (degeneracy).
  • 7 Transport in plants
    7.1

    The two transport tissues

    Syllabus
    1. draw plan diagrams of transverse sections of stems, roots and leaves of herbaceous dicotyledonous plants from microscope slides and photomicrographs
    2. describe the distribution of xylem and phloem in transverse sections of stems, roots and leaves of herbaceous dicotyledonous plants
    3. draw and label xylem vessel elements, phloem sieve tube elements and companion cells from microscope slides, photomicrographs and electron micrographs
    4. relate the structure of xylem vessel elements, phloem sieve tube elements and companion cells to their functions

    Source: Cambridge International syllabus

    Plants move substances through two transport tissues 组织:

    • xylem 木质部 carries water and dissolved mineral ions 矿物离子 up from the roots.
    • phloem 韧皮部 carries dissolved foods (called assimilates 同化物, mainly sugars) to wherever they are needed.

    In a transverse section 横切面 (a cut straight across) of a dicotyledonous plant 双子叶植物:

    • in the stem, xylem and phloem sit together in bundles near the outside, with xylem on the inside of each bundle.
    • in the root, the xylem is in the centre, often in a star shape, with phloem between the arms.
    • in the leaf, both are found in the veins.

    When you draw a plan diagram, you draw only the outlines of the tissues, not the single cells.

    Two cross-sections: a stem with vascular bundles in a ring near the edge with xylem inside each, and a root with xylem forming a central star and phloem between the arms
    Where the tissues sit: stem bundles form a ring near the edge (xylem inside); in the root the xylem makes a central star
    A tree trunk cut across, showing concentric growth rings
    The wood of a tree trunk is xylem; each ring is one year of growth

    Xylem vessels

    Xylem water-carrying tubes are called vessels 导管. They are made of dead, empty cells joined end to end, with the end walls gone, so they form one long open pipe. Their walls are thickened and waterproofed with lignin 木质素. So the structure suits the job: the hollow, open tube with no contents lets water flow fast, and the lignin gives strength and support.

    Phloem sieve tubes and companion cells

    Phloem food-carrying tubes are called sieve tubes 筛管. They are living cells joined end to end, but their end walls are not gone — they become sieve plates 筛板 with many holes that sap flows through. To leave room for flow, a sieve tube cell loses most of its contents and has no nucleus.

    Beside each sieve tube is a companion cell 伴胞. It keeps its nucleus 细胞核 and has many mitochondria 线粒体. It does the living work for the sieve tube and loads sugars into it.

    A xylem vessel drawn as a hollow tube with thick lignified walls beside a phloem sieve tube with sieve plates and an attached companion cell
    Xylem is a dead, open pipe; phloem is living sieve tubes with sieve plates and companion cells

    This is what a real vascular bundle 维管束 looks like under the microscope, in a stained section of a young sunflower stem:

    A stained transverse section through one vascular bundle of a dicot stem under high power: a group of large, round, thick-walled xylem vessels stained red below, with a cluster of smaller, thinner-walled phloem cells above them, surrounded by packing cells
    A real vascular bundle in section: the big red cells are xylem vessels (thick lignified walls); the smaller cells above are phloem
    Explore

    Xylem and phloem side by side

    Tap each part. Xylem is a dead, hollow pipe for water; phloem is a living tube for sugars, helped by its companion cell.

    Vocabulary Train
    English Chinese Pinyin
    tissue 组织 zǔ zhī
    xylem 木质部 mù zhì bù
    mineral ion 矿物离子 kuàng wù lí zi
    phloem 韧皮部 rèn pí bù
    assimilate 同化物 tóng huà wù
    transverse section 横切面 héng qiē miàn
    dicotyledonous plant 双子叶植物 shuāng zǐ yè zhí wù
    vessel 导管 dǎo guǎn
    lignin 木质素 mù zhì sù
    sieve tube 筛管 shāi guǎn
    sieve plate 筛板 shāi bǎn
    companion cell 伴胞 bàn bāo
    nucleus 细胞核 xì bāo hé
    mitochondria 线粒体 xiàn lì tǐ
    vascular bundle 维管束 wéi guǎn shù
    7.2

    Water from the soil to the xylem

    Syllabus
    1. state that some mineral ions and organic compounds can be transported within plants dissolved in water
    2. describe the transport of water from the soil to the xylem through the: • apoplast pathway, including reference to lignin and cellulose • symplast pathway, including reference to the endodermis, Casparian strip and suberin
    3. explain that transpiration involves the evaporation of water from the internal surfaces of leaves followed by diffusion of water vapour to the atmosphere
    4. explain how hydrogen bonding of water molecules is involved with movement of water in the xylem by cohesion-tension in transpiration pull and by adhesion to cellulose in cell walls
    5. make annotated drawings of transverse sections of leaves from xerophytic plants to explain how they are adapted to reduce water loss by transpiration
    6. state that assimilates dissolved in water, such as sucrose and amino acids, move from sources to sinks in phloem sieve tubes
    7. explain how companion cells transfer assimilates to phloem sieve tubes, with reference to proton pumps and cotransporter proteins
    8. explain mass flow in phloem sieve tubes down a hydrostatic pressure gradient from source to sink

    Source: Cambridge International syllabus

    Water enters a root hair cell 根毛细胞 by osmosis 渗透, because the root hair has a lower water potential than the soil water. Water then crosses the root to the xylem by two pathways:

    • the apoplast pathway 质外体途径 — water moves through the cell walls 细胞壁 (made of cellulose 纤维素) and the spaces between cells, without entering the cytoplasm. This is fast.
    • the symplast pathway 共质体途径 — water moves through the cytoplasm of cells, passing from cell to cell through the plasmodesmata 胞间连丝.

    At a ring of cells called the endodermis 内皮层, the apoplast pathway is blocked by the Casparian strip 凯氏带, a waterproof band of suberin 木栓质. This forces all the water through the cell membranes, which lets the plant control what enters the xylem.

    Water crossing the root by the apoplast route through the cell walls and the symplast route through the cytoplasm; at the endodermis the Casparian strip blocks the apoplast
    The apoplast goes through the walls, the symplast through the cytoplasm; the Casparian strip blocks the apoplast at the endodermis
    Explore

    Water from soil to xylem

    Follow water in from the soil. It crosses the root two ways, is forced through a membrane at the endodermis, then enters the xylem.

    Vocabulary Train
    English Chinese Pinyin
    root hair cell 根毛细胞 gēn máo xì bāo
    osmosis 渗透 shèn tòu
    apoplast pathway 质外体途径 zhì wài tǐ tú jìng
    cell wall 细胞壁 xì bāo bì
    cellulose 纤维素 xiān wéi sù
    symplast pathway 共质体途径 gòng zhì tǐ tú jìng
    plasmodesmata 胞间连丝 bāo jiān lián sī
    endodermis 内皮层 nèi pí céng
    Casparian strip 凯氏带 kǎi shì dài
    suberin 木栓质 mù shuān zhì
    7.2

    Transpiration and the movement of water up the xylem

    Transpiration 蒸腾作用 is the loss of water vapour from a plant. Water evaporates (turns to vapour) from the wet cell surfaces inside the leaf — this is evaporation 蒸发. The water vapour 水蒸气 then diffuses 扩散 out through the stomata 气孔 into the atmosphere 大气.

    This loss at the top pulls water up the xylem in a continuous column. It works because of hydrogen bonding between water molecules:

    • water molecules attract each other through hydrogen bonds 氢键, so they stick together. This sticking is cohesion 内聚力, and it lets the whole column be pulled up under tension 张力 (the cohesion–tension idea).
    • water molecules also stick to the cellulose of the cell walls. This is adhesion 附着力, which helps hold the column in place.
    A plant with water entering the roots by osmosis, rising up the xylem in a column of upward arrows, and water vapour leaving the leaf at the top
    Transpiration at the leaf pulls the whole water column up the xylem; cohesion (hydrogen bonds) keeps it together

    Worked example. A plant cell with a water potential of $-800\ \text{kPa}$ is placed in a solution of water potential $-400\ \text{kPa}$. Which way does water move, and what happens to the cell? Water always moves down a water potential gradient - from the less negative (higher) value to the more negative (lower) one. The solution at $-400$ is higher than the cell at $-800$, so water moves into the cell. The cell swells, the protoplast presses on the cell wall, the pressure potential rises, and the cell becomes turgid. Two traps: $-400$ is greater than $-800$, which is the sign error that reverses half of all answers; and pure water is the maximum at 0, so every solution is negative and a water potential can never rise above zero.

    Explore

    The transpiration stream

    Step through how water is pulled up a tree — evaporation at the top creates a tension that drags the whole cohesive column upward.

    Vocabulary Train
    English Chinese Pinyin
    transpiration 蒸腾作用 zhēng téng zuò yòng
    evaporation 蒸发 zhēng fā
    water vapour 水蒸气 shuǐ zhēng qì
    diffuse 扩散 kuò sàn
    stomata 气孔 qì kǒng
    atmosphere 大气 dà qì
    hydrogen bond 氢键 qīng jiàn
    cohesion 内聚力 nèi jù lì
    tension 张力 zhāng lì
    adhesion 附着力 fù zhuó lì
    7.2

    Xerophytes

    A xerophyte 旱生植物 is a plant adapted 适应 to live where water is scarce. Its leaves reduce water loss by transpiration in several ways: a thick waxy cuticle 角质层, stomata sunk in pits, hairs that trap moist air, and leaves that can roll up. You should be able to draw a labelled leaf section showing these features.

    A xerophyte leaf cross-section showing a thick waxy cuticle on top, stomata sunk in pits, hairs trapping moist air, and a note that the leaf can roll up
    Xerophyte leaves cut water loss: a thick cuticle, sunken stomata, trapped moist air and rolling up
    Vocabulary Train
    English Chinese Pinyin
    xerophyte 旱生植物 hàn shēng zhí wù
    adapted 适应 shì yìng
    cuticle 角质层 jiǎo zhì céng
    7.2

    Translocation: moving assimilates in the phloem

    Assimilates such as sucrose 蔗糖 and amino acids 氨基酸 are carried in the phloem from a source to a sink.

    • a source is where the assimilate is made or released (for example a photosynthesising leaf).
    • a sink is where it is used or stored (for example a growing root).

    Loading at the source

    Companion cells load sucrose into the sieve tubes against its concentration gradient. They use proton pumps 质子泵 to pump hydrogen ions out, then cotransporter proteins 协同运输蛋白 bring sucrose back in together with those ions. This is a form of active transport 主动运输.

    Loading sucrose lowers the water potential 水势 inside the sieve tube, so water follows by osmosis. This raises the hydrostatic pressure 静水压 there.

    Mass flow

    At the sink, sucrose is removed, so the water potential rises, water leaves, and the pressure falls. The result is a pressure difference between source (high) and sink (low). Sap flows from high to low pressure down this gradient. This pressure-driven flow is called mass flow 集流.

    Sucrose loaded into the phloem at the source draws in water and raises the pressure, so sap flows down to the sink where sucrose is removed and water leaves
    Loading sucrose at the source raises the pressure; sap then flows by mass flow to the sink
    Explore

    Translocation by mass flow

    Step through how sugar moves. Loading at the source pulls water in and raises the pressure, pushing sap to the sink.

    Vocabulary Train
    English Chinese Pinyin
    sucrose 蔗糖 zhè táng
    amino acid 氨基酸 ān jī suān
    source yuán
    sink
    proton pump 质子泵 zhì zi bèng
    cotransporter protein 协同运输蛋白 xié tóng yùn shū dàn bái
    active transport 主动运输 zhǔ dòng yùn shū
    water potential 水势 shuǐ shì
    hydrostatic pressure 静水压 jìng shuǐ yā
    mass flow 集流 jí liú
    7.2

    Exam tips

    • State the tissue for each direction: xylem carries water up (dead, lignified), phloem carries assimilates both ways (living sieve tubes + companion cells).
    • Explain water movement by cohesion-tension: transpiration pulls a continuous water column held by cohesion (H-bonds) and adhesion.
    • List the factors affecting transpiration rate (light, temperature, humidity, air movement) and how a potometer measures uptake.
    • For xerophytes, link each adaptation (thick cuticle, sunken stomata, rolled leaves, hairs) to reduced water loss.
  • 8 Transport in mammals
    8.1

    The circulatory system

    Syllabus
    1. state that the mammalian circulatory system is a closed double circulation consisting of a heart, blood and blood vessels including arteries, arterioles, capillaries, venules and veins
    2. describe the functions of the main blood vessels of the pulmonary and systemic circulations, limited to pulmonary artery, pulmonary vein, aorta and vena cava
    3. recognise arteries, veins and capillaries from microscope slides, photomicrographs and electron micrographs and make plan diagrams showing the structure of arteries and veins in transverse section (TS) and longitudinal section (LS)
    4. explain how the structure of muscular arteries, elastic arteries, veins and capillaries are each related to their functions
    5. recognise and draw red blood cells, monocytes, neutrophils and lymphocytes from microscope slides, photomicrographs and electron micrographs
    6. state that water is the main component of blood and tissue fluid and relate the properties of water to its role in transport in mammals, limited to solvent action and high specific heat capacity
    7. state the functions of tissue fluid and describe the formation of tissue fluid in a capillary network

    Source: Cambridge International syllabus

    Mammals have a closed double circulation. "Closed" means the blood stays inside blood vessels 血管 the whole time. "Double" means the blood passes through the heart 心脏 twice for each full trip around the body. This gives two linked loops, so we call it a double circulation 双循环 and the whole thing a circulatory system 循环系统:

    • the pulmonary circulation 肺循环 carries blood from the heart to the lungs and back.
    • the systemic circulation 体循环 carries blood from the heart to the rest of the body and back.

    Blood travels in this order: arteries 动脉arterioles 小动脉capillaries 毛细血管venules 小静脉veins 静脉.

    A loop diagram of double circulation: the right heart pumps deoxygenated blood to the lungs and back to the left heart, which pumps oxygenated blood to the body and back to the right heart
    Double circulation: the pulmonary loop goes to the lungs, the systemic loop to the body; blood passes through the heart twice

    The main vessels are:

    • the pulmonary artery 肺动脉 — carries blood low in oxygen 氧气 from the heart to the lungs.
    • the pulmonary vein 肺静脉 — carries oxygen-rich blood from the lungs back to the heart.
    • the aorta 主动脉 — the big artery that carries oxygen-rich blood from the heart to the body.
    • the vena cava 腔静脉 — the big vein that returns oxygen-poor blood from the body to the heart.

    How the vessels suit their jobs

    Vessel Structure Function
    artery thick wall of muscle 肌肉 and elastic 弹性 fibres; narrow lumen 管腔 (the space inside) carries blood at high pressure away from the heart; elastic walls stretch and recoil to smooth the flow; muscle controls the flow
    capillary wall just one cell thick; very narrow short distance for exchange of substances between blood and cells
    vein thin wall; wide lumen; has valves 瓣膜 returns blood at low pressure to the heart; valves stop blood flowing backwards
    Cross-sections of an artery with a thick wall and narrow lumen, a vein with a thin wall, wide lumen and a valve, and a tiny capillary one cell thick
    An artery has a thick wall and narrow lumen; a vein a thin wall, wide lumen and valves; a capillary is one cell thick

    Blood cells

    You should recognise: red blood cells 红细胞 (which carry oxygen), and three white blood cells — monocytes 单核细胞, neutrophils 中性粒细胞 and lymphocytes 淋巴细胞.

    A stained blood smear seen under a light microscope: very many small, round red blood cells with pale centres, one large lymphocyte with a deep purple nucleus near the centre, and two neutrophils with lobed nuclei below
    A stained blood smear: many small red cells, plus a lymphocyte (centre) and neutrophils (lobed nucleus) — the white cells are larger and have a nucleus

    Water, plasma and tissue fluid

    Water is the main part of blood. It is a good solvent 溶剂, so it carries dissolved substances, and it has a high specific heat capacity 比热容, so the blood's temperature stays steady.

    At the start of a capillary, the high blood pressure pushes liquid (but not the cells or large proteins) out of the plasma 血浆 and through the capillary wall. This liquid around the cells is tissue fluid 组织液. It supplies the cells with oxygen and glucose and carries waste away. Most of it returns to the capillary at the far end, where the pressure is lower.

    A capillary with fluid pushed out at the high-pressure arterial end to bathe the body cells, and most of it returning at the lower-pressure venous end
    High pressure at the arterial end pushes fluid out to form tissue fluid; most returns at the venous end
    Explore

    Double circulation

    Follow one red blood cell around the loop. It passes through the heart twice each circuit — once to the lungs, once to the body.

    Vocabulary Train
    English Chinese Pinyin
    blood vessel 血管 xuè guǎn
    heart 心脏 xīn zàng
    double circulation 双循环 shuāng xún huán
    circulatory system 循环系统 xún huán xì tǒng
    pulmonary circulation 肺循环 fèi xún huán
    systemic circulation 体循环 tǐ xún huán
    artery 动脉 dòng mài
    arteriole 小动脉 xiǎo dòng mài
    capillary 毛细血管 máo xì xuè guǎn
    venule 小静脉 xiǎo jìng mài
    vein 静脉 jìng mài
    pulmonary artery 肺动脉 fèi dòng mài
    oxygen 氧气 yǎng qì
    pulmonary vein 肺静脉 fèi jìng mài
    aorta 主动脉 zhǔ dòng mài
    vena cava 腔静脉 qiāng jìng mài
    muscle 肌肉 jī ròu
    elastic 弹性 tán xìng
    lumen 管腔 guǎn qiāng
    valve 瓣膜 bàn mó
    red blood cell 红细胞 hóng xì bāo
    monocyte 单核细胞 dān hé xì bāo
    neutrophil 中性粒细胞 zhōng xìng lì xì bāo
    lymphocyte 淋巴细胞 lín bā xì bāo
    solvent 溶剂 róng jì
    specific heat capacity 比热容 bǐ rè róng
    plasma 血浆 xuè jiāng
    tissue fluid 组织液 zǔ zhī yè
    8.2

    Transport of oxygen and carbon dioxide

    Syllabus
    1. describe the role of red blood cells in transporting oxygen and carbon dioxide with reference to the roles of: • haemoglobin • carbonic anhydrase • the formation of haemoglobinic acid • the formation of carbaminohaemoglobin
    2. describe the chloride shift and explain the importance of the chloride shift
    3. describe the role of plasma in the transport of carbon dioxide
    4. describe and explain the oxygen dissociation curve of adult haemoglobin
    5. explain the importance of the oxygen dissociation curve at partial pressures of oxygen in the lungs and in respiring tissues
    6. describe the Bohr shift and explain the importance of the Bohr shift

    Source: Cambridge International syllabus

    Carrying oxygen

    Oxygen is carried by haemoglobin 血红蛋白 in the red blood cells. We show how well haemoglobin holds oxygen with the oxygen dissociation curve 氧解离曲线. This S-shaped graph plots the saturation 饱和度 (how full of oxygen the haemoglobin is) against the partial pressure 分压 of oxygen:

    • where the partial pressure of oxygen is high (in the lungs), haemoglobin loads up and becomes almost fully saturated.
    • where it is low (in respiring tissues), haemoglobin unloads its oxygen for the cells to use.

    The Bohr shift

    When tissues are very active, they release more carbon dioxide 二氧化碳, which lowers the pH. This makes haemoglobin release oxygen more easily, so the curve moves to the right. This helpful change is the Bohr shift 波尔位移: oxygen is given up exactly where it is most needed.

    An S-shaped oxygen dissociation curve plotting percentage saturation against partial pressure of oxygen, with a second curve shifted to the right for higher carbon dioxide and lower pH
    Haemoglobin loads oxygen in the lungs and unloads it in the tissues; the Bohr shift moves the curve right so more is released

    Carrying carbon dioxide

    A little carbon dioxide dissolves straight into the plasma, but most is carried after a reaction inside the red blood cells:

    1. the enzyme carbonic anhydrase 碳酸酐酶 speeds up the reaction of carbon dioxide with water to make carbonic acid.
    2. the carbonic acid splits into hydrogen ions and hydrogencarbonate ions 碳酸氢根离子.
    3. the hydrogencarbonate ions move out into the plasma. This is the main way carbon dioxide is carried.
    4. to keep the charge balanced, chloride ions 氯离子 move into the red blood cells. This movement is the chloride shift 氯转移.
    5. the hydrogen ions join haemoglobin to form haemoglobinic acid 血红蛋白酸; this mops up the hydrogen ions and keeps the pH steady.

    Some carbon dioxide also joins haemoglobin directly to form carbaminohaemoglobin 氨甲酰血红蛋白.

    Inside a red blood cell: carbon dioxide and water become carbonic acid (by carbonic anhydrase), which splits into hydrogen ions and hydrogencarbonate; the hydrogencarbonate leaves as chloride enters, and the hydrogen ions bind haemoglobin
    Most CO₂ travels as hydrogencarbonate ions; the chloride shift keeps the charge balanced and haemoglobin mops up the H⁺

    Worked example. At the lungs the partial pressure of oxygen is about $12\ \text{kPa}$ and haemoglobin is about 98% saturated; in an exercising muscle it is about $3\ \text{kPa}$ and saturation falls to about 40%. How much oxygen is unloaded, and why is the curve S-shaped? Subtract the saturations: $98 - 40 =$ 58% of the haemoglobin's oxygen is released in the muscle. The S shape comes from cooperative binding - the first oxygen to bind changes haemoglobin's shape so the next ones bind more easily, which is why the middle of the curve is so steep. That steepness is the point: a small fall in partial pressure in a respiring tissue causes a large release of oxygen. The extra carbon dioxide in an exercising muscle lowers the pH and shifts the curve right, so even more is unloaded at the same partial pressure - that is the Bohr shift doing its job.

    Explore

    How blood carries oxygen

    Haemoglobin picks up oxygen where there is lots of it (the lungs) and releases it where there is little (the tissues).

    Vocabulary Train
    English Chinese Pinyin
    haemoglobin 血红蛋白 xuè hóng dàn bái
    oxygen dissociation curve 氧解离曲线 yǎng jiě lí qū xiàn
    saturation 饱和度 bǎo hé dù
    partial pressure 分压 fēn yā
    Bohr shift 波尔位移 bō ěr wèi yí
    carbon dioxide 二氧化碳 èr yǎng huà tàn
    enzyme méi
    carbonic anhydrase 碳酸酐酶 tàn suān gān méi
    hydrogencarbonate ion 碳酸氢根离子 tàn suān qīng gēn lí zi
    chloride ion 氯离子 lǜ lí zi
    chloride shift 氯转移 lǜ zhuǎn yí
    haemoglobinic acid 血红蛋白酸 xuè hóng dàn bái suān
    carbaminohaemoglobin 氨甲酰血红蛋白 ān jiǎ xiān xuè hóng dàn bái
    8.3

    The heart

    Syllabus
    1. describe the external and internal structure of the mammalian heart
    2. explain the differences in the thickness of the walls of the: • atria and ventriclesleft ventricle and right ventricle
    3. describe the cardiac cycle, with reference to the relationship between blood pressure changes during systole and diastole and the opening and closing of valves
    4. explain the roles of the sinoatrial node, the atrioventricular node and the Purkyne tissue in the cardiac cycle (knowledge of nervous and hormonal control is not expected)

    Source: Cambridge International syllabus

    Structure

    The heart has four chambers. The two upper chambers are the atria 心房 (singular: atrium); they have thin walls because they only push blood down into the chambers below. The two lower chambers are the ventricles 心室; they have thick muscular walls because they pump blood out of the heart.

    The left ventricle wall is thicker than the right ventricle wall, because the left side must pump blood all the way round the body, while the right side only pumps to the nearby lungs.

    A labelled cut-away diagram of the human heart showing the four chambers, the valves, and the main vessels with arrows for the direction of blood flow
    The four chambers, the valves and the main vessels; the left ventricle wall is the thickest

    The cardiac cycle

    One heartbeat is the cardiac cycle 心动周期. It has two parts: systole 收缩期 (when heart muscle contracts) and diastole 舒张期 (when it relaxes and fills). When a chamber contracts, the pressure inside rises; this pressure change opens and closes the valves so that blood flows one way only.

    A graph of pressure against time for one heartbeat, with curves for the ventricle, the aorta and the atrium; the ventricle pressure spikes during systole and the semilunar valve opens where it rises above the aorta
    The ventricle pressure spikes in systole and pushes blood into the aorta; a valve opens or closes whenever two pressure curves cross

    Controlling the heartbeat

    The heart sets its own rhythm:

    • the sinoatrial node 窦房结 in the right atrium is the pacemaker. It sends out a wave of electrical excitation that spreads across the atria and makes them contract.
    • the atrioventricular node 房室结 picks up the wave, holds it back for a moment (so the atria empty first), then passes it on.
    • the Purkyne tissue 浦肯野组织 carries the wave down and through the ventricle walls, so the ventricles contract from the bottom upwards and push blood out.
    A heart outline showing the wave of excitation starting at the SAN in the right atrium, spreading to the AVN, then down and up the ventricle walls through the Purkyne tissue
    The SAN sets the rhythm; the wave passes to the AVN, then the Purkyne tissue makes the ventricles contract bottom-up
    Explore

    Explore the heart

    Tap each part. The right side pumps blood to the lungs; the thicker-walled left side pumps it round the whole body.

    Explore

    The cardiac cycle

    Step through one heartbeat — atria contract, then ventricles contract, then everything relaxes and refills.

    Explore

    The cardiac cycle

    Step through one heartbeat. Pressure changes open and close the valves so blood always flows one way.

    Vocabulary Train
    English Chinese Pinyin
    atrium 心房 xīn fáng
    ventricle 心室 xīn shì
    cardiac cycle 心动周期 xīn dòng zhōu qī
    systole 收缩期 shōu suō qī
    diastole 舒张期 shū zhāng qī
    sinoatrial node 窦房结 dòu fáng jié
    atrioventricular node 房室结 fáng shì jié
    Purkyne tissue 浦肯野组织 pǔ kěn yě zǔ zhī
    8.3

    Exam tips

    • Trace the double circulation and name the chambers, valves and vessels; the left ventricle wall is thicker (pumps further at higher pressure).
    • Read the cardiac-cycle pressure graph: a valve opens/closes when the pressures across it cross over.
    • Explain the oxygen dissociation curve (S-shaped) and the Bohr shift (more CO2 shifts it right, unloading more O2 to active tissue).
    • Most CO2 is carried as hydrogencarbonate (via the chloride shift).
  • 9 Gas exchange
    9.1

    The gas exchange system

    Syllabus
    1. describe the structure of the human gas exchange system, limited to: • lungstracheabronchibronchiolesalveolicapillary network
    2. describe the distribution in the gas exchange system of cartilage, ciliated epithelium, goblet cells, squamous epithelium of alveoli, smooth muscle and capillaries
    3. recognise cartilage, ciliated epithelium, goblet cells, squamous epithelium of alveoli, smooth muscle and capillaries in microscope slides, photomicrographs and electron micrographs
    4. recognise trachea, bronchi, bronchioles and alveoli in microscope slides, photomicrographs and electron micrographs and make plan diagrams of transverse sections of the walls of the trachea and bronchus
    5. describe the functions of ciliated epithelial cells, goblet cells and mucous glands in maintaining the health of the gas exchange system
    6. describe the functions in the gas exchange system of cartilage, smooth muscle, elastic fibres and squamous epithelium
    7. describe gas exchange between air in the alveoli and blood in the capillaries

    Source: Cambridge International syllabus

    Your body needs to take in oxygen and get rid of carbon dioxide. This swap happens in the gas exchange 气体交换 system. Air follows this path into the body:

    • down the trachea 气管 (the windpipe),
    • into two bronchi 支气管 (one to each lung),
    • into many smaller bronchioles 细支气管,
    • and finally into tiny air sacs called alveoli 肺泡, deep in the lungs.

    Each alveolus is wrapped in a network of capillaries 毛细血管, so air and blood are brought very close together.

    An anatomical illustration of the human lungs and airways
    The human lungs, where gas exchange takes place across millions of alveoli
    A branching diagram of the airways: the trachea with cartilage rings divides into two bronchi, then into smaller bronchioles, ending in clusters of alveoli
    Air passes down the trachea, into the bronchi and bronchioles, to the alveoli
    Explore

    Explore the airways

    Tap each part. Air branches from the trachea down to the tiny alveoli, where gas exchange happens.

    Vocabulary Train
    English Chinese Pinyin
    gas exchange 气体交换 qì tǐ jiāo huàn
    trachea 气管 qì guǎn
    bronchus 支气管 zhī qì guǎn
    bronchiole 细支气管 xì zhī qì guǎn
    alveoli 肺泡 fèi pào
    lungs fèi
    9.1

    The tissues of the airways and what they do

    Tissue Where it is Function
    cartilage 软骨 C-shaped rings in the trachea and bronchi holds the airway open so it cannot collapse when you breathe in
    ciliated epithelium 纤毛上皮 lining the trachea and bronchi tiny hairs called cilia 纤毛 beat to sweep mucus 黏液 up towards the throat, away from the lungs
    goblet cells 杯状细胞 and mucous glands 黏液腺 in the lining of the airways make the mucus, which traps dust and microbes 微生物 that you breathe in
    smooth muscle 平滑肌 in the walls of bronchi and bronchioles contracts to make the airway narrower
    elastic fibres 弹性纤维 in the airway and alveolus walls stretch when you breathe in, then spring back to help push air out
    squamous epithelium 扁平上皮 the very thin, flat lining of the alveoli gives a very short distance for gases to cross

    The cilia, goblet cells and mucous glands work together to keep the lungs clean and healthy: the mucus traps dirt and microbes, and the cilia carry it away to be swallowed.

    A section through the airway wall: the lumen is lined with ciliated epithelium and a goblet cell, with a band of smooth muscle and a layer of cartilage behind
    A section through the airway wall: cilia and goblet cells line the lumen, with smooth muscle and supporting cartilage behind
    Ciliated epithelial cells with goblet cells; mucus on top traps dust and microbes and the beating cilia sweep it up towards the throat
    Goblet cells make mucus that traps dust and microbes; the cilia sweep it up to the throat
    Vocabulary Train
    English Chinese Pinyin
    cartilage 软骨 ruǎn gǔ
    ciliated epithelium 纤毛上皮 xiān máo shàng pí
    cilia 纤毛 xiān máo
    mucus 黏液 nián yè
    goblet cell 杯状细胞 bēi zhuàng xì bāo
    mucous gland 黏液腺 nián yè xiàn
    microbe 微生物 wēi shēng wù
    smooth muscle 平滑肌 píng huá jī
    elastic fibre 弹性纤维 tán xìng xiān wéi
    squamous epithelium 扁平上皮 biǎn píng shàng pí
    9.1

    Gas exchange in the alveoli

    The alveoli are excellent surfaces for exchanging gases, because they have:

    • a very large total surface area (millions of tiny sacs),
    • very thin walls — the squamous epithelium of the alveolus and the capillary wall are each only one cell thick, so the distance to cross is tiny,
    • a rich blood supply from the capillary network,
    • a moist lining, so gases dissolve before crossing.

    Gases move by diffusion 扩散 down their concentration gradients 浓度梯度:

    • oxygen 氧气 is at a high concentration in the alveolar air and a low concentration in the blood, so it diffuses from the air into the blood.
    • carbon dioxide 二氧化碳 is at a high concentration in the blood and a low concentration in the alveolar air, so it diffuses from the blood into the air to be breathed out.
    An alveolus next to a blood capillary: oxygen diffuses from the air into the blood and carbon dioxide diffuses out, across a wall only one cell thick
    Across the thin, moist wall, oxygen diffuses into the blood and carbon dioxide diffuses out

    Under the microscope, real lung tissue looks like a fine pink lace. The many open spaces are the alveoli, and the thin pink lines between them are the walls where gas exchange happens:

    A stained light micrograph of normal lung tissue: a small round airway in the centre, surrounded on all sides by a delicate, lace-like network of thin pink walls enclosing many empty alveolar air spaces
    Real lung tissue stained for the microscope: the open spaces are alveoli and the thin pink walls are where gases cross; a small airway sits in the centre

    Breathing keeps fresh air in the alveoli, and the flowing blood keeps carrying gases away. Both of these keep the concentration gradients steep, so gas exchange stays fast.

    Worked example. Use Fick's law to explain why the alveoli allow such rapid gas exchange. Fick's law makes the rate of diffusion proportional to

    $$\frac{\text{surface area} \times \text{concentration difference}}{\text{diffusion distance}}$$

    so a fast rate needs all three terms working for it. Surface area: millions of alveoli give a huge total area, roughly $70\ \text{m}^2$. Diffusion distance: the alveolar epithelium and the capillary endothelium are each one flattened cell thick, so oxygen crosses in under $1\ \mu\text{m}$. Concentration difference: ventilation constantly refreshes the air while the circulation constantly carries oxygenated blood away, so a steep gradient is maintained. Tie each adaptation to the term of the equation it serves - listing "big surface area, thin walls, good blood supply" without linking them to Fick's law is the weaker answer.

    Explore

    At the alveolus

    Tap each part. Oxygen and carbon dioxide swap across a wall just one cell thick, between the air and the blood.

    Vocabulary Train
    English Chinese Pinyin
    capillary 毛细血管 máo xì xuè guǎn
    diffuse 扩散 kuò sàn
    concentration gradient 浓度梯度 nóng dù tī dù
    oxygen 氧气 yǎng qì
    carbon dioxide 二氧化碳 èr yǎng huà tàn
    9.1

    Exam tips

    • Link each alveolar feature to fast diffusion: large surface area, thin (one-cell) walls, moist surface, good blood supply — a "surface area, short distance, steep gradient" answer.
    • Match airway tissue to function: cartilage (holds airways open), ciliated + goblet cells (trap and sweep mucus), smooth muscle and elastic fibres.
    • Frame answers with Fick's law ideas: rate $\propto$ surface area $\times$ concentration difference $\div$ distance.
  • 10 Infectious diseases
    10.1

    What causes infectious disease

    Syllabus
    1. state that infectious diseases are caused by pathogens and are transmissible
    2. state the name and type of pathogen that causes each of the following diseases: • cholera – caused by the bacterium Vibrio choleraemalaria – caused by the protoctists Plasmodium falciparum, Plasmodium malariae, Plasmodium ovale and Plasmodium vivax • tuberculosis (TB) – caused by the bacteria Mycobacterium tuberculosis and Mycobacterium bovis • HIV/AIDS – caused by the human immunodeficiency virus (HIV)
    3. explain how cholera, malaria, TB and HIV are transmitted
    4. discuss the biological, social and economic factors that need to be considered in the prevention and control of cholera, malaria, TB and HIV (details of the life cycle of the malarial parasite are not expected)

    Source: Cambridge International syllabus

    An infectious disease 传染病 is caused by a pathogen 病原体 — an organism that lives in or on a host and causes harm. Infectious diseases are transmissible: the pathogen can be transmitted 传播 (passed) from one person to another.

    You need to know four diseases, the pathogen that causes each, and how each spreads.

    Disease Pathogen and type How it spreads
    cholera 霍乱 the bacterium 细菌 Vibrio cholerae drinking water or food contaminated 污染 with faeces 粪便 (human waste)
    malaria 疟疾 the protoctist 原生生物 Plasmodium the bite of an infected mosquito 蚊子, which acts as a vector 媒介 (a carrier of the pathogen); also through infected blood
    tuberculosis (TB) 结核病 the bacterium Mycobacterium tiny airborne droplets 飞沫 from coughs and sneezes; spreads fast where people are crowded
    HIV/AIDS the virus 病毒 HIV (which leads to AIDS 艾滋病) unprotected sex, infected blood (for example shared needles), and from mother to baby

    HIV infects and destroys certain white blood cells, so it slowly weakens the body's immune system 免疫系统.

    A microscope view of a sputum sample showing red rod-shaped Mycobacterium tuberculosis bacteria among blue-stained cells
    The bacterium Mycobacterium (red rods) that causes tuberculosis, stained in a sputum sample
    A blood smear showing many pale red blood cells, some containing small dark-stained Plasmodium parasites
    The protoctist Plasmodium (small dark rings) that causes malaria, living inside red blood cells
    A cycle between a mosquito and a human: the mosquito's bite injects Plasmodium into a person, and a mosquito that bites an infected person picks the parasite up
    Malaria needs a mosquito vector: the parasite passes from human to mosquito to human with each bite — which is why control targets the mosquito
    Explore

    Infectious disease route lab

    Classify disease cases by pathogen and route of transmission.

    Explore

    Disease control chain

    Follow how prevention breaks the chain of infection.

    Vocabulary Train
    English Chinese Pinyin
    infectious disease 传染病 chuán rǎn bìng
    pathogen 病原体 bìng yuán tǐ
    transmit 传播 chuán bō
    cholera 霍乱 huò luàn
    bacterium 细菌 xì jūn
    contaminated 污染 wū rǎn
    faeces 粪便 fèn biàn
    malaria 疟疾 nüè jí
    protoctist 原生生物 yuán shēng shēng wù
    mosquito 蚊子 wén zi
    vector 媒介 méi jiè
    tuberculosis 结核病 jié hé bìng
    droplet 飞沫 fēi mò
    virus 病毒 bìng dú
    AIDS 艾滋病 ài zī bìng
    immune system 免疫系统 miǎn yì xì tǒng
    10.1

    Preventing and controlling these diseases

    Control has biological, social and economic sides — the science of the pathogen, people's behaviour and education, and the money and resources available. Examples:

    • cholera: provide clean water and proper sewage treatment; good hygiene; vaccines 疫苗 in some areas.
    • malaria: sleep under nets; remove pools of still water where mosquitoes breed; spray insecticides 杀虫剂; take anti-malarial drugs.
    • TB: find and treat infected people with a long course of antibiotics; give the BCG vaccine; reduce overcrowding; trace contacts of patients.
    • HIV: use condoms; use clean needles; test donated blood; educate people. There is no cure and no vaccine yet, but drugs can slow the virus down.

    In every case, cost (economic), people's willingness to change behaviour (social) and the supply of drugs or vaccines (biological) all affect how well a disease can be controlled.

    Vocabulary Train
    English Chinese Pinyin
    vaccine 疫苗 yì miáo
    insecticide 杀虫剂 shā chóng jì
    10.2

    Antibiotics

    Syllabus
    1. outline how penicillin acts on bacteria and why antibiotics do not affect viruses
    2. discuss the consequences of antibiotic resistance and the steps that can be taken to reduce its impact

    Source: Cambridge International syllabus

    An antibiotic 抗生素 is a drug that kills bacteria or stops them growing. For example, penicillin 青霉素 stops bacteria from building their cell walls 细胞壁. As the bacterium grows, its weak wall cannot hold it, so the cell takes in water and bursts.

    A bacterium with a strong cell wall beside one whose wall has been weakened by penicillin, taking in water and bursting
    Penicillin stops new cell wall forming, so the bacterium takes in water and bursts
    A culture plate covered with a lawn of bacteria, dotted with small paper discs; several discs are surrounded by clear circles where no bacteria grow
    How we test which antibiotic works. Each paper disc holds a different antibiotic. A clear ring means that antibiotic killed the bacteria around it — the bigger the ring, the more effective the drug. Discs with no ring are ones the bacteria resist

    Antibiotics do not work against viruses. A virus has no cell wall and no chemical reactions of its own to attack — it simply uses the machinery of the host cell. So there is no antibiotic target in a virus.

    Vocabulary Train
    English Chinese Pinyin
    antibiotic 抗生素 kàng shēng sù
    penicillin 青霉素 qīng méi sù
    cell wall 细胞壁 xì bāo bì
    10.2

    Antibiotic resistance

    Sometimes a mutation 突变 makes a bacterium resistant to an antibiotic, which means the antibiotic no longer kills it. This resistance 耐药性 is a serious problem:

    • when an antibiotic is used, the non-resistant bacteria die, but any resistant ones survive and multiply. Over time, more and more bacteria carry the resistance.
    • some infections then become very hard, or impossible, to treat.
    Three stages showing a bacterial population where a few are resistant by chance, the antibiotic kills the non-resistant ones, and the resistant survivors multiply
    Antibiotic resistance spreads by natural selection: the antibiotic kills the rest, so the resistant survivors take over

    Steps to slow resistance down:

    • only use antibiotics when they are really needed (not for viral illnesses such as colds).
    • always finish the full course, so no bacteria are left alive.
    • use the correct antibiotic for the infection.
    • reduce the heavy use of antibiotics in farming.

    Worked example. A patient with influenza is prescribed an antibiotic. Explain why it will not help, and why it is actively harmful. Antibiotics work by attacking structures or processes that bacteria have and human cells do not - penicillin, for instance, blocks cell wall synthesis, so the growing bacterium bursts under osmotic pressure. A virus has no cell wall, no ribosomes of its own and no metabolism: it replicates inside the host's cells using the host's machinery, so there is simply no bacterial target for the drug to attack. Taking it anyway exposes the patient's harmless resident bacteria to the antibiotic, killing the susceptible ones and selecting for resistant ones - which is how resistance spreads through a population. Name the target that is missing: "viruses are not alive" is not the reason and earns nothing.

    Explore

    How resistance evolves

    Step through natural selection in fast-forward. The antibiotic kills the rest, so only the resistant bacteria are left to breed.

    Vocabulary Train
    English Chinese Pinyin
    mutation 突变 tū biàn
    resistance 耐药性 nài yào xìng
    10.2

    Exam tips

    • For each named disease give the pathogen and route (cholera – bacterium, water; malaria – Plasmodium, mosquito vector; also TB, HIV/AIDS).
    • Explain why antibiotics work on bacteria only (they target cell walls/enzymes, not viruses).
    • Explain antibiotic resistance as natural selection: a resistant mutant survives and reproduces; reduce it by finishing courses and avoiding overuse.
  • 11 Immunity
    11.1

    Phagocytes — the first defence

    Syllabus
    1. describe the mode of action of phagocytes (macrophages and neutrophils)
    2. explain what is meant by an antigen (see 4.1.3) and state the difference between self antigens and non-self antigens
    3. describe the sequence of events that occurs during a primary immune response with reference to the roles of: • macrophages • B-lymphocytes, including plasma cellsT-lymphocytes, limited to T-helper cells and T-killer cells
    4. explain the role of memory cells in the secondary immune response and in long-term immunity

    Source: Cambridge International syllabus

    Your immune system 免疫系统 is the set of cells that defends the body against pathogens 病原体. The first cells to act are phagocytes 吞噬细胞, a group of white blood cells that includes macrophages 巨噬细胞 and neutrophils 中性粒细胞.

    A stained blood smear with red cells and several larger purple white blood cells
    A blood smear: the large stained cells are white blood cells, scattered among the many red cells

    A phagocyte destroys a pathogen by phagocytosis 吞噬作用: it surrounds the pathogen, takes it inside in a vesicle, and digests it with enzymes. After this, a macrophage displays parts of the pathogen on its own surface, ready to alert other immune cells.

    Three steps: a phagocyte engulfs a pathogen, digests it inside a vesicle with enzymes, then displays the pathogen's antigen on its surface
    Phagocytosis: the phagocyte engulfs the pathogen, digests it, then displays its antigen

    This false-coloured electron micrograph captures the moment in real life: a phagocyte reaching out to grab and engulf rod-shaped bacteria.

    A false-coloured scanning electron micrograph against a dark blue background: a yellow neutrophil with a ruffled surface stretching out finger-like projections to grasp several long, orange, rod-shaped anthrax bacteria
    A real neutrophil (yellow), one kind of phagocyte, reaching out to engulf rod-shaped bacteria (orange) by phagocytosis
    Explore

    Phagocytosis

    Step through how a phagocyte deals with a pathogen — engulf it, digest it, then display its antigen to call in the rest of the immune system.

    Vocabulary Train
    English Chinese Pinyin
    immune system 免疫系统 miǎn yì xì tǒng
    pathogen 病原体 bìng yuán tǐ
    phagocyte 吞噬细胞 tūn shì xì bāo
    macrophage 巨噬细胞 jù shì xì bāo
    neutrophil 中性粒细胞 zhōng xìng lì xì bāo
    phagocytosis 吞噬作用 tūn shì zuò yòng
    11.1

    Antigens: self and non-self

    An antigen 抗原 is a molecule (usually a protein) on a cell surface that the immune system can recognise.

    • self antigens 自身抗原 are the body's own markers. The immune system learns to ignore them.
    • non-self antigens 非自身抗原 are foreign, for example the antigens on a pathogen. These trigger an immune response.
    Clear zones on a culture plate: the immune system recognises non-self antigens and attacks foreign cells
    Clear zones on a culture plate: the immune system recognises non-self antigens and attacks foreign cells
    Vocabulary Train
    English Chinese Pinyin
    antigen 抗原 kàng yuán
    self antigen 自身抗原 zì shēn kàng yuán
    non-self antigen 非自身抗原 fēi zì shēn kàng yuán
    11.1

    The primary immune response

    The first time a new pathogen enters, the body makes a slow immune response 免疫反应. The main steps are:

    1. a macrophage engulfs the pathogen and displays its antigen.
    2. T-helper cells 辅助性T细胞 recognise that antigen and become active. They release chemicals that switch on other cells.
    3. B-lymphocytes 淋巴细胞 with a matching shape are selected. They divide to form plasma cells 浆细胞, which pour out antibodies 抗体, and memory cells 记忆细胞.
    4. T-killer cells 杀伤性T细胞 destroy the body's own cells that have been infected.
    A flow from a macrophage presenting an antigen to an activated T-helper cell to a selected B-lymphocyte that divides into plasma cells (which make antibodies) and memory cells
    Only the B-lymphocyte whose shape matches the antigen is selected and cloned — into antibody-making plasma cells and long-lived memory cells
    Explore

    The primary immune response

    Step through the first time the body meets a pathogen — slow at first, but it leaves memory cells behind.

    Vocabulary Train
    English Chinese Pinyin
    immune response 免疫反应 miǎn yì fǎn yìng
    T-helper cell 辅助性T细胞 fǔ zhù xìng T xì bāo
    lymphocyte 淋巴细胞 lín bā xì bāo
    plasma cell 浆细胞 jiāng xì bāo
    antibody 抗体 kàng tǐ
    memory cell 记忆细胞 jì yì xì bāo
    T-killer cell 杀伤性T细胞 shā shāng xìng T xì bāo
    11.1

    Memory cells and long-term immunity

    Memory cells stay in the body for years after the infection is over. If the same pathogen enters again, the memory cells start a secondary immune response that is much faster and larger than the first. The pathogen is destroyed before it can make you ill. This is what we mean by long-term immunity.

    A graph of antibody concentration over time: a small slow rise after the first exposure, then a much larger faster rise after a second exposure to the same pathogen
    The secondary response is faster and larger, because memory cells are ready
    11.2

    Antibodies

    Syllabus
    1. relate the molecular structure of antibodies to their functions
    2. outline the hybridoma method for the production of monoclonal antibodies
    3. outline the principles of using monoclonal antibodies in the diagnosis of disease and in the treatment of disease
    4. describe the differences between active immunity and passive immunity and between natural immunity and artificial immunity
    5. explain that vaccines contain antigens that stimulate immune responses to provide long-term immunity
    6. explain how vaccination programmes can help to control the spread of infectious diseases

    Source: Cambridge International syllabus

    An antibody is a Y-shaped protein made by plasma cells. The two tips of the Y are antigen-binding sites 抗原结合位点. Each site has a special shape, called the variable region 可变区, that fits one antigen only, like a lock and key.

    A Y-shaped antibody with an antigen fitting into each of the two tips, which are the variable regions that form the antigen-binding sites
    An antibody is Y-shaped; the two tips are the variable regions that bind one specific antigen

    Antibodies help in several ways: they stick to antigens, clump pathogens together so they are easier to deal with, mark pathogens so phagocytes find them, and block harmful toxins.

    Explore

    Inside an antibody

    Tap each part. The variable tips bind one specific antigen; the constant stem is the same in every antibody.

    Vocabulary Train
    English Chinese Pinyin
    antigen-binding site 抗原结合位点 kàng yuán jié hé wèi diǎn
    variable region 可变区 kě biàn qū
    11.2

    Monoclonal antibodies

    A monoclonal antibody 单克隆抗体 is a single type of antibody, all identical. They are made by the hybridoma 杂交瘤 method:

    1. an animal is given an antigen, so it makes B-lymphocytes that produce the wanted antibody.
    2. these B-lymphocytes are fused with tumour cells, which divide endlessly.
    3. the fused cell (the hybridoma) both makes the antibody and divides without stopping, producing large amounts of one identical antibody.
    A B-lymphocyte fused with a tumour cell to make a hybridoma, which both makes the wanted antibody and divides endlessly, producing many identical antibodies
    Fusing a B-lymphocyte with a tumour cell makes a hybridoma that pours out one identical (monoclonal) antibody

    Monoclonal antibodies are used in the diagnosis 诊断 of disease (to detect a specific molecule, as in a pregnancy test) and in treatment (to carry drugs to specific target cells, such as cancer cells).

    A pregnancy test cassette labelled hCG showing two red lines beside the letters C and T
    A pregnancy test is monoclonal antibodies at work. The antibodies are fixed at the T line and grab only one molecule — the pregnancy hormone hCG. The T line turns red only if hCG is in the urine; the C line always appears, to show the test ran properly
    Vocabulary Train
    English Chinese Pinyin
    monoclonal antibody 单克隆抗体 dān kè lóng kàng tǐ
    hybridoma 杂交瘤 zá jiāo liú
    diagnosis 诊断 zhěn duàn
    11.2

    Types of immunity

    Immunity can be active or passive, and natural or artificial.

    • active immunity 主动免疫 — your own body meets an antigen and makes its own antibodies and memory cells. It is slow to start but long-lasting.
    • passive immunity 被动免疫 — ready-made antibodies are given to you from outside. It works at once but does not last, because there are no memory cells.
    • natural immunity 天然免疫 — gained in a natural way (active: after an infection; passive: antibodies passed from mother to baby).
    • artificial immunity 人工免疫 — gained on purpose (active: your body is made to respond to a safe dose of antigen; passive: you are injected with ready-made antibodies).
    A two-by-two grid of immunity types: active-natural after an infection, active-artificial by vaccination, passive-natural from mother to baby, passive-artificial by injection
    Active immunity (your body responds) lasts; passive immunity (ready-made antibodies) is fast but short
    Vocabulary Train
    English Chinese Pinyin
    active immunity 主动免疫 zhǔ dòng miǎn yì
    passive immunity 被动免疫 bèi dòng miǎn yì
    natural immunity 天然免疫 tiān rán miǎn yì
    artificial immunity 人工免疫 rén gōng miǎn yì
    11.2

    Vaccination

    A vaccine 疫苗 contains antigens — often a dead or weakened pathogen, or part of one. The antigens trigger a primary immune response and make memory cells, so you gain long-term immunity without becoming ill.

    Vaccination 疫苗接种 programmes can control the spread of a disease across a population. If enough people are vaccinated, the pathogen cannot pass easily from person to person. This protects even the people who are not vaccinated, an effect called herd immunity 群体免疫.

    An infected person whose disease is blocked from passing through vaccinated people, so an unvaccinated person nearby is protected
    Herd immunity: when enough people are vaccinated, the pathogen cannot reach the few who are not

    Worked example. Classify each as active or passive, natural or artificial: (a) a baby receives antibodies in breast milk; (b) a child is vaccinated against measles; (c) someone recovers from chickenpox; (d) a patient bitten by a snake is given antivenom. Ask two questions each time. Did the person make the antibodies themselves? If yes it is active; if they were handed ready-made ones, it is passive. Did it happen by chance or deliberately? Naturally, or artificially. So (a) is natural passive - ready-made antibodies by a natural route; (b) is artificial active - the vaccine's antigens make the child produce their own; (c) is natural active - the infection made them produce their own; (d) is artificial passive - ready-made antibodies given deliberately. Only active immunity makes memory cells, which is exactly why passive immunity acts immediately but is short-lived.

    Explore

    How a vaccine works

    Step through it. A vaccine triggers a primary response and memory cells, so the real pathogen meets a fast, strong defence.

    Vocabulary Train
    English Chinese Pinyin
    vaccine 疫苗 yì miáo
    vaccination 疫苗接种 yì miáo jiē zhǒng
    herd immunity 群体免疫 qún tǐ miǎn yì
    11.2

    Exam tips

    • Distinguish phagocytes (engulf, non-specific) from lymphocytes: B cells → antibodies (humoral), T cells (helper/killer, cell-mediated).
    • Label an antibody (variable region, antigen-binding site) and explain agglutination and neutralisation.
    • Compare the primary and secondary response on a graph — memory cells make the secondary faster and larger.
    • Distinguish active vs passive and natural vs artificial immunity with an example of each; explain vaccination and herd immunity.
  • 12 Energy and respiration
    12.1

    Why living things need energy

    Syllabus
    1. outline the need for energy in living organisms, as illustrated by active transport, movement and anabolic reactions, such as those occurring in DNA replication and protein synthesis
    2. describe the features of ATP that make it suitable as the universal energy currency
    3. state that ATP is synthesised by: • transfer of phosphate in substrate-linked reactionschemiosmosis in membranes of mitochondria and chloroplasts
    4. explain the relative energy values of carbohydrates, lipids and proteins as respiratory substrates
    5. state that the respiratory quotient (RQ) is the ratio of the number of molecules of carbon dioxide produced to the number of molecules of oxygen taken in, as a result of respiration
    6. calculate RQ values of different respiratory substrates from equations for respiration
    7. describe and carry out investigations, using simple respirometers, to determine the RQ of germinating seeds or small invertebrates (e.g. blowfly larvae)

    Source: Cambridge International syllabus

    Cells need a steady supply of energy 能量, which they get from respiration 呼吸作用. Energy is needed for:

    • active transport 主动运输 (moving substances against a gradient),
    • movement (for example muscle contraction),
    • anabolic 合成代谢 reactions — the building of large molecules, such as in DNA replication and protein synthesis.
    Athletes running on a track
    During exercise, muscles need a constant supply of energy released by respiration
    Vocabulary Train
    English Chinese Pinyin
    energy 能量 néng liàng
    respiration 呼吸作用 hū xī zuò yòng
    active transport 主动运输 zhǔ dòng yùn shū
    anabolic 合成代谢 hé chéng dài xiè
    12.1

    ATP — the energy currency

    ATP is the molecule that carries energy to where it is needed. It is made from ADP and a phosphate group; when it loses that phosphate again, it releases a small, usable burst of energy. ATP suits this job well, so we call it the universal energy currency:

    • it releases energy quickly, in small amounts that match a cell's needs.
    • it is easily made and re-made, again and again.
    • it is small and soluble, so it moves easily around the cell.
    A cycle showing ADP plus phosphate turning into ATP using energy from respiration, and ATP turning back into ADP plus phosphate when energy is released for the cell
    Respiration adds a phosphate to make ATP; the cell breaks it off again to release energy

    ATP is made in two ways: by direct transfer of a phosphate group in phosphorylation 磷酸化 reactions, and by chemiosmosis 化学渗透 across the membranes of mitochondria 线粒体 and chloroplasts.

    Explore

    The ATP cycle

    Step around the loop. ATP is split to release a small burst of energy, then rebuilt by respiration — over and over.

    Vocabulary Train
    English Chinese Pinyin
    phosphorylation 磷酸化 lín suān huà
    chemiosmosis 化学渗透 huà xué shèn tòu
    mitochondria 线粒体 xiàn lì tǐ
    12.1

    Respiratory substrates and RQ

    A respiratory substrate 呼吸底物 is a molecule that is broken down to release energy. Per gram, lipids release the most energy (they have the most hydrogen), proteins are next, and carbohydrates the least.

    A bar chart: lipids release the most energy per gram, then proteins, then carbohydrates
    Lipids release the most energy per gram, then proteins, then carbohydrates

    The respiratory quotient 呼吸商 (RQ) compares the gases exchanged:

    $$\text{RQ} = \frac{\text{molecules of carbon dioxide produced}}{\text{molecules of oxygen taken in}}$$

    You can work out the RQ from a respiration equation. Carbohydrates give an RQ of about 1.0, lipids about 0.7 and proteins about 0.9.

    Worked example. Find the RQ for the aerobic respiration of glucose: $\text{C}_6\text{H}_{12}\text{O}_6 + 6\text{O}_2 \rightarrow 6\text{CO}_2 + 6\text{H}_2\text{O}$.

    $$\text{RQ} = \frac{\text{CO}_2 \text{ produced}}{\text{O}_2 \text{ taken in}} = \frac{6}{6} = 1.0.$$

    This is why an RQ near $1.0$ suggests the organism is respiring carbohydrate; a lower RQ (about $0.7$) suggests it is using lipid, which needs more oxygen per molecule of $\text{CO}_2$.

    A respirometer 呼吸计 measures the oxygen 氧气 taken in by living things, such as germinating 萌发 seeds or small invertebrates 无脊椎动物, and is used to find their RQ.

    A respirometer: a flask of germinating seeds above soda lime, joined to a capillary tube with a coloured bead on a scale; the bead moves towards the flask as oxygen is used
    The soda lime absorbs the CO₂ given off, so the gas volume falls only by the oxygen used — and the bead moves in by that amount
    Explore

    Respiratory quotient lab

    RQ = CO2 produced / O2 used

    Change oxygen use and see how RQ compares fuels.

    Vocabulary Train
    English Chinese Pinyin
    respiratory substrate 呼吸底物 hū xī dǐ wù
    respiratory quotient 呼吸商 hū xī shāng
    respirometer 呼吸计 hū xī jì
    oxygen 氧气 yǎng qì
    germinate 萌发 méng fā
    invertebrate 无脊椎动物 wú jǐ zhuī dòng wù
    12.2

    Aerobic respiration: the four stages

    Syllabus
    1. State where each of the four stages in aerobic respiration occurs in eukaryotic cells: • glycolysis in the cytoplasm • link reaction in the mitochondrial matrix • Krebs cycle in the mitochondrial matrix • oxidative phosphorylation on the inner membrane of mitochondria
    2. outline glycolysis as phosphorylation of glucose and the subsequent splitting of fructose 1,6-bisphosphate (6C) into two triose phosphate molecules (3C), which are then further oxidised to pyruvate (3C), with the production of ATP and reduced NAD
    3. explain that, when oxygen is available, pyruvate enters mitochondria to take part in the link reaction
    4. describe the link reaction, including the role of coenzyme A in the transfer of acetyl (2C) groups
    5. outline the Krebs cycle, explaining that oxaloacetate (4C) acts as an acceptor of the 2C fragment from acetyl coenzyme A to form citrate (6C), which is converted back to oxaloacetate in a series of small steps
    6. explain that reactions in the Krebs cycle involve decarboxylation and dehydrogenation and the reduction of the coenzymes NAD and FAD
    7. describe the role of NAD and FAD in transferring hydrogen to carriers in the inner mitochondrial membrane
    8. explain that during oxidative phosphorylation: • hydrogen atoms split into protons and energetic electrons • energetic electrons release energy as they pass through the electron transport chain (details of carriers are not expected) • the released energy is used to transfer protons across the inner mitochondrial membrane • protons return to the mitochondrial matrix by facilitated diffusion through ATP synthase, providing energy for ATP synthesis (details of ATP synthase are not expected) • oxygen acts as the final electron acceptor to form water
    9. describe the relationship between the structure and function of mitochondria using diagrams and electron micrographs
    10. outline respiration in anaerobic conditions in mammals (lactate fermentation) and in yeast cells (ethanol fermentation)
    11. explain why the energy yield from respiration in aerobic conditions is much greater than the energy yield from respiration in anaerobic conditions (a detailed account of the total yield of ATP from the aerobic respiration of glucose is not expected)
    12. explain how rice is adapted to grow with its roots submerged in water, limited to the development of aerenchyma in roots, ethanol fermentation in roots and faster growth of stems
    13. describe and carry out investigations using redox indicators, including DCPIP and methylene blue, to determine the effects of temperature and substrate concentration on the rate of respiration of yeast
    14. describe and carry out investigations using simple respirometers to determine the effect of temperature on the rate of respiration

    Source: Cambridge International syllabus

    Aerobic 有氧 respiration (with oxygen) has four stages, each in a set place in the cell:

    Stage Where it happens
    glycolysis 糖酵解 the cytoplasm 细胞质
    link reaction 连接反应 the matrix 基质 of the mitochondria
    Krebs cycle 克雷布斯循环 the matrix of the mitochondria
    oxidative phosphorylation 氧化磷酸化 the inner membrane of the mitochondria
    A flow diagram of aerobic respiration: glucose through glycolysis in the cytoplasm to pyruvate, then the link reaction and Krebs cycle in the matrix, then oxidative phosphorylation on the inner membrane making most of the ATP
    The four stages and where each happens; reduced NAD and FAD carry hydrogen to the inner membrane where most ATP is made

    Glycolysis

    Glucose 葡萄糖 (6 carbons) is first phosphorylated, using 2 ATP, to form fructose bisphosphate (6C). This 6C molecule is split into two triose phosphate molecules (3C each). These are then oxidised 氧化 to pyruvate 丙酮酸 (3C). Glycolysis makes a net gain of 2 ATP and some reduced 还原 NAD (NAD is a coenzyme 辅酶, a helper molecule).

    Glucose is phosphorylated using 2 ATP to fructose bisphosphate, split into two triose phosphates, then oxidised to two pyruvates, with a net gain of 2 ATP and reduced NAD
    Glycolysis spends 2 ATP to start but makes 4, so the net gain is 2 ATP (plus reduced NAD) — and it needs no oxygen

    The link reaction

    When oxygen is available, pyruvate enters the mitochondria. There each pyruvate loses a carbon dioxide 二氧化碳 and is turned into a 2-carbon acetyl 乙酰基 group. This group is carried by coenzyme A 辅酶A to form acetyl coenzyme A. Some carbon dioxide is released and NAD is reduced.

    The Krebs cycle

    The 2C acetyl group joins a 4-carbon molecule, oxaloacetate 草酰乙酸, to make a 6-carbon molecule, citrate 柠檬酸. Citrate is then changed back to oxaloacetate in a series of small steps, ready to accept the next acetyl group. During these steps:

    • decarboxylation 脱羧 removes carbon as carbon dioxide.
    • dehydrogenation 脱氢 removes hydrogen, which reduces the coenzymes NAD and FAD.

    The reduced NAD and FAD then carry the hydrogen to the carriers in the inner mitochondrial membrane.

    The Krebs cycle drawn as a ring: acetyl CoA joins oxaloacetate to make citrate, which is changed back to oxaloacetate, releasing carbon dioxide and reduced coenzymes
    Each turn releases carbon dioxide (decarboxylation) and reduced NAD and FAD (dehydrogenation)

    Oxidative phosphorylation

    This stage makes most of the ATP:

    1. the hydrogen atoms split into protons 质子 and energetic electrons 电子.
    2. the electrons pass along the electron transport chain 电子传递链, releasing energy as they go.
    3. this energy is used to pump protons across the inner membrane.
    4. the protons flow back into the matrix through a channel called ATP synthase ATP合酶. This flow provides the energy to make ATP (this is chemiosmosis).
    5. oxygen is the final electron acceptor: it joins with electrons and protons to form water.
    A mitochondrion with its inner membrane folded into cristae, beside a close-up of the inner membrane where electron carriers pump protons out and ATP synthase makes ATP as they flow back
    Electrons pump protons (H⁺) into the intermembrane space; they flow back through ATP synthase to make ATP (chemiosmosis)

    The structure of mitochondria

    The inner membrane is folded into cristae, giving a large surface for the electron transport chain and ATP synthase. The matrix inside holds the substances and helpers for the link reaction and the Krebs cycle.

    An electron micrograph of two mitochondria, each with a smooth outer membrane and an inner membrane folded into dark stripes, with a 50 nm scale bar
    Two real mitochondria, photographed with an electron microscope. The dark stripes crossing the inside are the cristae — all that folding is what makes the surface for the electron transport chain so large
    Explore

    Glycolysis

    Step through it. Glucose is split in the cytoplasm into two pyruvate, for a small net gain of ATP and reduced NAD.

    Explore

    The four stages of respiration

    Step through where ATP comes from. Glucose is broken down in stages; most ATP is made at the last stage.

    Vocabulary Train
    English Chinese Pinyin
    aerobic 有氧 yǒu yǎng
    glycolysis 糖酵解 táng jiào jiě
    cytoplasm 细胞质 xì bāo zhì
    link reaction 连接反应 lián jiē fǎn yìng
    matrix 基质 jī zhì
    Krebs cycle 克雷布斯循环 kè léi bù sī xún huán
    oxidative phosphorylation 氧化磷酸化 yǎng huà lín suān huà
    glucose 葡萄糖 pú táo táng
    oxidise 氧化 yǎng huà
    pyruvate 丙酮酸 bǐng tóng suān
    reduce 还原 huán yuán
    coenzyme 辅酶 fǔ méi
    carbon dioxide 二氧化碳 èr yǎng huà tàn
    acetyl 乙酰基 yǐ xiān jī
    coenzyme A 辅酶A fǔ méi A
    oxaloacetate 草酰乙酸 cǎo xiān yǐ suān
    citrate 柠檬酸 níng méng suān
    decarboxylation 脱羧 tuō suō
    dehydrogenation 脱氢 tuō qīng
    electron 电子 diàn zi
    electron transport chain 电子传递链 diàn zi chuán dì liàn
    proton 质子 zhì zi
    ATP synthase ATP合酶 hé méi
    cristae
    12.2

    Anaerobic respiration

    When there is no oxygen, only glycolysis can run. To keep glycolysis going, the cell must use up the reduced NAD. This happens by fermentation 发酵:

    • in mammals, pyruvate is turned into lactate 乳酸 (lactate fermentation). The lactate is later broken down when oxygen returns.
    • in yeast 酵母, pyruvate is turned into ethanol 乙醇 and carbon dioxide (ethanol fermentation).
    Without oxygen, glycolysis makes pyruvate, which becomes lactate in mammals or ethanol and carbon dioxide in yeast
    Without oxygen, pyruvate becomes lactate (mammals) or ethanol (yeast); this regenerates NAD for glycolysis

    Anaerobic 无氧 respiration gives far less energy than aerobic respiration. Aerobic respiration also runs the Krebs cycle and oxidative phosphorylation, which release a lot more ATP, while anaerobic respiration gains only the small amount from glycolysis.

    Explore

    Why fermentation matters

    Step through it. Without oxygen, fermentation regenerates NAD so glycolysis can keep making a little ATP.

    Vocabulary Train
    English Chinese Pinyin
    fermentation 发酵 fā jiào
    lactate 乳酸 rǔ suān
    yeast 酵母 jiào mǔ
    ethanol 乙醇 yǐ chún
    anaerobic 无氧 wú yǎng
    12.2

    Rice and waterlogged roots

    Rice can grow with its roots under water, where there is little oxygen. It is adapted in three ways: it develops aerenchyma 通气组织 (air-filled spaces) in the roots to carry air down; the roots use ethanol fermentation to keep making some ATP; and the stems grow faster to reach the air above the water.

    A microscope cross-section of a wetland root: a dark central core surrounded by rounded cells with large white air gaps between them
    A root of a plant that grows in water, seen in cross-section. The big white gaps are the aerenchyma — connected air channels that let oxygen diffuse all the way down to roots sitting in oxygen-poor mud
    Vocabulary Train
    English Chinese Pinyin
    aerenchyma 通气组织 tōng qì zǔ zhī
    12.2

    Investigating the rate of respiration

    A redox indicator 指示剂 such as DCPIP or methylene blue loses its colour when it gains hydrogen from respiring cells. The faster the colour is lost, the faster the yeast is respiring, so you can test the effect of temperature or substrate concentration. A respirometer can also be used to measure how temperature changes the rate of oxygen uptake.

    Vocabulary Train
    English Chinese Pinyin
    indicator 指示剂 zhǐ shì jì
    12.2

    Exam tips

    • State where each stage happens and its ATP yield: glycolysis (cytoplasm), link reaction + Krebs (matrix), oxidative phosphorylation (inner membrane, most ATP).
    • Explain the roles of NAD/FAD (carry hydrogen to the electron transport chain) and of oxygen (the final electron acceptor).
    • RQ $=$ CO2 produced $\div$ O2 used ($\approx 1.0$ carbohydrate, $0.7$ lipid); know how a respirometer measures it.
    • Anaerobic respiration gives lactate (animals) or ethanol + CO2 (yeast/plants) and far less ATP (glycolysis only).
  • 13 Photosynthesis
    13.1

    The chloroplast

    Syllabus
    1. describe the relationship between the structure of chloroplasts, as shown in diagrams and electron micrographs, and their function
    2. explain that energy transferred as ATP and reduced NADP from the light-dependent stage is used during the light-independent stage (Calvin cycle) of photosynthesis to produce complex organic molecules
    3. state that within a chloroplast, the thylakoids (thylakoid membranes and thylakoid spaces), which occur in stacks called grana, are the site of the light-dependent stage and the stroma is the site of the light-independent stage
    4. describe the role of chloroplast pigments (chlorophyll a, chlorophyll b, carotene and xanthophyll) in light absorption in thylakoids
    5. interpret absorption spectra of chloroplast pigments and action spectra for photosynthesis
    6. describe and use chromatography to separate and identify chloroplast pigments (reference should be made to $R_f$ values in identification of chloroplast pigments)
    7. state that cyclic photophosphorylation and non-cyclic photophosphorylation occur during the light-dependent stage of photosynthesis
    8. explain that in cyclic photophosphorylation: • only photosystem I (PSI) is involved • photoactivation of chlorophyll occurs • ATP is synthesised
    9. explain that in non-cyclic photophosphorylation: • photosystem I (PSI) and photosystem II (PSII) are both involved • photoactivation of chlorophyll occurs • the oxygen-evolving complex catalyses the photolysis of water • ATP and reduced NADP are synthesised
    10. explain that during photophosphorylation: • energetic electrons release energy as they pass through the electron transport chain (details of carriers are not expected) • the released energy is used to transfer protons across the thylakoid membrane • protons return to the stroma from the thylakoid space by facilitated diffusion through ATP synthase, providing energy for ATP synthesis (details of ATP synthase are not expected)
    11. outline the three main stages of the Calvin cycle: • rubisco catalyses the fixation of carbon dioxide by combination with a molecule of ribulose bisphosphate (RuBP), a 5C compound, to yield two molecules of glycerate 3-phosphate (GP), a 3C compound • GP is reduced to triose phosphate (TP) in reactions involving reduced NADP and ATP • RuBP is regenerated from TP in reactions that use ATP
    12. state that Calvin cycle intermediates are used to produce other molecules, limited to GP to produce some amino acids and TP to produce carbohydrates, lipids and amino acids

    Source: Cambridge International syllabus

    Photosynthesis 光合作用 happens inside the chloroplast 叶绿体. Its structure suits its two stages:

    • inside are stacks of flat sacs called thylakoids 类囊体. A stack of thylakoids is a granum (plural grana 基粒). The thylakoid membranes hold the light-trapping pigments and are the site of the first stage.
    • the fluid around the thylakoids is the stroma 基质, the site of the second stage.
    Sunlight through green leaves
    Leaves are green because their chloroplasts are full of the pigment chlorophyll
    A chloroplast with its envelope, stacks of thylakoid discs forming grana joined by lamellae, all bathed in the stroma
    Thylakoids stack into grana (the first stage happens here); the stroma around them is where the second stage happens
    Many small green discs inside the cells of a pondweed leaf
    Chloroplasts (the small green discs) inside the cells of an Elodea (pondweed) leaf, seen under a microscope
    Explore

    Explore the chloroplast

    Tap each part. The light-dependent stage runs on the thylakoid membranes (grana); the Calvin cycle runs in the stroma around them.

    Vocabulary Train
    English Chinese Pinyin
    photosynthesis 光合作用 guāng hé zuò yòng
    chloroplast 叶绿体 yè lǜ tǐ
    thylakoid 类囊体 lèi náng tǐ
    grana 基粒 jī lì
    stroma 基质 jī zhì
    13.1

    The two stages of photosynthesis

    Photosynthesis has two linked stages:

    1. the light-dependent stage 光反应阶段 happens in the thylakoids. It uses light energy to make ATP and reduced 还原 NADP.
    2. the light-independent stage 暗反应阶段, also called the Calvin cycle 卡尔文循环, happens in the stroma. It uses the ATP and reduced NADP from the first stage to build complex organic molecules from carbon dioxide 二氧化碳.
    The light-dependent stage in the thylakoids passes ATP and reduced NADP to the Calvin cycle in the stroma, which returns ADP and NADP; water and light enter the first stage and release oxygen, while carbon dioxide enters the second and makes sugars
    The two stages are linked: the first makes the ATP and reduced NADP that the second spends to turn CO₂ into sugars
    Vocabulary Train
    English Chinese Pinyin
    light-dependent stage 光反应阶段 guāng fǎn yìng jiē duàn
    reduce 还原 huán yuán
    light-independent stage 暗反应阶段 àn fǎn yìng jiē duàn
    Calvin cycle 卡尔文循环 kǎ ěr wén xún huán
    carbon dioxide 二氧化碳 èr yǎng huà tàn
    13.1

    Chloroplast pigments

    A pigment 色素 is a coloured substance that absorbs light. The thylakoids hold several pigments that work together to trap as much light as possible:

    • chlorophyll 叶绿素 a and chlorophyll b (which absorb mainly red and blue light),
    • carotene 胡萝卜素 and xanthophyll 叶黄素 (which absorb other colours and pass the energy on).

    We study them with two graphs. An absorption spectrum 吸收光谱 shows how much light each pigment absorbs at each wavelength. An action spectrum 作用光谱 shows how fast photosynthesis goes at each wavelength. The two graphs match closely, which shows the pigments drive photosynthesis.

    Two overlapping curves against wavelength: the absorption spectrum of the pigments and the action spectrum of photosynthesis, both high in blue and red light and low in green
    The absorption spectrum and action spectrum match: blue and red light are used most, green light least

    You can separate the pigments by chromatography 色谱法: the pigments travel different distances up the paper. Each pigment is identified by its Rf value 比移值 (the distance the pigment moved divided by the distance the solvent moved).

    A chromatography paper with the leaf pigments separated into spots at different heights — carotene highest, then chlorophyll a, chlorophyll b and xanthophyll — with the spot distance and solvent distance marked
    Each pigment travels its own distance up the paper; its Rf is the spot distance divided by the solvent distance
    Vocabulary Train
    English Chinese Pinyin
    pigment 色素 sè sù
    chlorophyll 叶绿素 yè lǜ sù
    carotene 胡萝卜素 hú luó bo sù
    xanthophyll 叶黄素 yè huáng sù
    absorption spectrum 吸收光谱 xī shōu guāng pǔ
    action spectrum 作用光谱 zuò yòng guāng pǔ
    chromatography 色谱法 sè pǔ fǎ
    Rf value 比移值 bǐ yí zhí
    13.1

    The light-dependent stage

    In the thylakoids, light is used to make ATP. This is photophosphorylation 光合磷酸化, and it comes in two forms.

    In cyclic photophosphorylation 循环光合磷酸化:

    • only photosystem 光系统 I (PSI) is used.
    • photoactivation 光激活 of chlorophyll occurs (light boosts its electrons 电子 to a higher energy).
    • only ATP is made.

    In non-cyclic photophosphorylation 非循环光合磷酸化:

    • both photosystem I (PSI) and photosystem II (PSII) are used.
    • photoactivation of chlorophyll occurs.
    • the oxygen-evolving complex 放氧复合体 carries out the photolysis 光解 (splitting by light) of water, which releases oxygen 氧气.
    • both ATP and reduced NADP are made.
    Water is split by light to release oxygen; electrons pass from photosystem II along the electron transport chain (making ATP) to photosystem I and on to reduce NADP
    In non-cyclic photophosphorylation, photolysis splits water; electrons flow PSII → PSI, making ATP and reduced NADP

    In both forms, energy is released in the same way:

    1. energetic electrons pass along an electron transport chain 电子传递链, releasing energy as they go.
    2. this energy is used to pump protons 质子 across the thylakoid membrane.
    3. the protons flow back into the stroma through ATP synthase ATP合酶, and this flow provides the energy to make ATP.
    Explore

    The light-dependent stage

    Step through it. Light excites electrons and splits water; the result is ATP, reduced NADP and oxygen.

    Vocabulary Train
    English Chinese Pinyin
    photophosphorylation 光合磷酸化 guāng hé lín suān huà
    cyclic photophosphorylation 循环光合磷酸化 xún huán guāng hé lín suān huà
    photosystem 光系统 guāng xì tǒng
    photoactivation 光激活 guāng jī huó
    electron 电子 diàn zi
    non-cyclic photophosphorylation 非循环光合磷酸化 fēi xún huán guāng hé lín suān huà
    oxygen-evolving complex 放氧复合体 fàng yǎng fù hé tǐ
    photolysis 光解 guāng jiě
    oxygen 氧气 yǎng qì
    electron transport chain 电子传递链 diàn zi chuán dì liàn
    proton 质子 zhì zi
    ATP synthase ATP合酶 hé méi
    13.1

    The Calvin cycle

    The light-independent stage builds sugars in three main steps:

    1. fixation 固定 — the enzyme rubisco joins carbon dioxide to a 5-carbon molecule, RuBP (ribulose bisphosphate). This makes two molecules of a 3-carbon compound, GP (glycerate 3-phosphate).
    2. reduction — GP is reduced to TP (triose phosphate) using reduced NADP and ATP from the light-dependent stage.
    3. regeneration — most of the TP is used to regenerate 再生 the RuBP (using more ATP), so the cycle can keep running.
    The Calvin cycle as a ring of RuBP, GP and TP: carbon dioxide is fixed onto RuBP to make GP, GP is reduced to TP using ATP and reduced NADP, and TP regenerates RuBP, with some TP leaving to make sugars
    Fixation adds CO₂ to RuBP; reduction makes TP using ATP and reduced NADP; regeneration remakes RuBP; some TP becomes sugars

    Some TP leaves the cycle to make useful molecules. GP can be used to make some amino acids 氨基酸, and TP can be used to make carbohydrates 碳水化合物, lipids 脂质 and amino acids.

    Explore

    The Calvin cycle

    Step around the cycle. CO₂ is fixed onto RuBP, reduced to sugar using the light-stage's ATP and NADP, and RuBP is regenerated.

    Vocabulary Train
    English Chinese Pinyin
    fixation 固定 gù dìng
    enzyme méi
    regenerate 再生 zài shēng
    amino acid 氨基酸 ān jī suān
    carbohydrate 碳水化合物 tàn shuǐ huà hé wù
    lipid 脂质 zhī zhì
    13.2

    Limiting factors

    Syllabus
    1. state that light intensity, carbon dioxide concentration and temperature are examples of limiting factors of photosynthesis
    2. explain the effects of changes in light intensity, carbon dioxide concentration and temperature on the rate of photosynthesis
    3. describe and carry out investigations using redox indicators, including DCPIP and methylene blue, and a suspension of chloroplasts to determine the effects of light intensity and light wavelength on the rate of photosynthesis
    4. describe and carry out investigations using whole plants, including aquatic plants, to determine the effects of light intensity, carbon dioxide concentration and temperature on the rate of photosynthesis

    Source: Cambridge International syllabus

    A limiting factor 限制因素 is the one in shortest supply that holds back the rate of photosynthesis. The three main ones are light intensity 光照强度, carbon dioxide concentration 浓度, and temperature 温度.

    • raising light intensity speeds up photosynthesis, until some other factor becomes limiting.
    • raising carbon dioxide concentration speeds it up, until some other factor becomes limiting.
    • raising temperature speeds it up, but only to an optimum; too high and the enzymes denature.
    Two curves of photosynthesis rate against light intensity that rise and then level off, the higher one with more carbon dioxide or a warmer temperature
    While the rate rises, light is the limiting factor; where it levels off, another factor (CO₂ or temperature) limits it

    You can measure the rate of the light-dependent stage with a redox indicator 指示剂 such as DCPIP or methylene blue and a suspension of chloroplasts: the dye loses its colour as the chloroplasts work, and you can test different light intensities or light wavelengths 波长. With a whole aquatic plant 水生植物 you can count the bubbles of oxygen given off to compare rates under different conditions.

    Worked example. A plant photosynthesising steadily is suddenly deprived of carbon dioxide. What happens to the levels of GP and RuBP? Follow the cycle one step at a time. Carbon dioxide is fixed when RuBP combines with it, catalysed by rubisco, to make GP. Remove the carbon dioxide and that reaction stops, so GP is no longer being made - yet GP continues to be used up, reduced to TP using ATP and reduced NADP. So GP falls. Meanwhile RuBP is still being regenerated from TP but is no longer being consumed, so RuBP rises. The method never changes: find the reaction that stops, then ask of each substance whether it is still being made and still being used. Removing the light instead gives the mirror image: with no ATP or reduced NADP, GP cannot be reduced, so GP rises and RuBP falls.

    Explore

    What limits photosynthesis

    Change light and CO₂. The rate is set by whichever factor is in shortest supply — raising the others won't help.

    Vocabulary Train
    English Chinese Pinyin
    limiting factor 限制因素 xiàn zhì yīn sù
    light intensity 光照强度 guāng zhào qiáng dù
    concentration 浓度 nóng dù
    temperature 温度 wēn dù
    indicator 指示剂 zhǐ shì jì
    wavelength 波长 bō cháng
    aquatic plant 水生植物 shuǐ shēng zhí wù
    13.2

    Exam tips

    • Separate the two stages: light-dependent (thylakoid — photolysis, ATP, reduced NADP, O2) and the Calvin cycle (stroma — CO2 fixed by rubisco, GP → TP).
    • Read limiting-factor graphs: the plateau is where a different factor (light, CO2 or temperature) limits the rate.
    • Interpret chromatography with the $R_f$ value to identify pigments.
    • Link chloroplast structure to function (thylakoid stacks for the light reactions; stroma for the Calvin cycle).
  • 14 Homeostasis
    14.1

    What homeostasis is

    Syllabus
    1. explain what is meant by homeostasis and the importance of homeostasis in mammals
    2. explain the principles of homeostasis in terms of internal and external stimuli, receptors, coordination systems (nervous system and endocrine system), effectors (muscles and glands) and negative feedback
    3. state that urea is produced in the liver from the deamination of excess amino acids
    4. describe the structure of the human kidney, limited to: • fibrous capsule • cortexmedullarenal pelvisureter • branches of the renal artery and renal vein
    5. Identify, in diagrams, photomicrographs and electron micrographs, the parts of a nephron and its associated blood vessels and structures, limited to: • glomerulusBowman’s capsuleproximal convoluted tubuleloop of Henledistal convoluted tubulecollecting duct
    6. describe and explain the formation of urine in the nephron, limited to: • the formation of glomerular filtrate by ultrafiltration in the Bowman’s capsule • selective reabsorption in the proximal convoluted tubule
    7. relate the detailed structure of the Bowman’s capsule and proximal convoluted tubule to their functions in the formation of urine
    8. describe the roles of the hypothalamus, posterior pituitary gland, antidiuretic hormone (ADH), aquaporins and collecting ducts in osmoregulation
    9. describe the principles of cell signalling using the example of the control of blood glucose concentration by glucagon, limited to: • binding of hormone to cell surface receptor causing conformational change • activation of G-protein leading to stimulation of adenylyl cyclase • formation of the second messenger, cyclic AMP (cAMP) • activation of protein kinase A by cAMP leading to initiation of an enzyme cascade • amplification of the signal through the enzyme cascade as a result of activation of more and more enzymes by phosphorylation • cellular response in which the final enzyme in the pathway is activated, catalysing the breakdown of glycogen
    10. explain how negative feedback control mechanisms regulate blood glucose concentration, with reference to the effects of insulin on muscle cells and liver cells and the effect of glucagon on liver cells
    11. explain the principles of operation of test strips and biosensors for measuring the concentration of glucose in blood and urine, with reference to glucose oxidase and peroxidase enzymes

    Source: Cambridge International syllabus

    Negative feedback: blood glucose

    Homeostasis 稳态 means keeping the conditions inside the body steady, even when the outside changes. Keeping things like temperature, water and blood glucose steady lets enzymes and cells work properly all the time.

    A handheld blood glucose meter showing a reading
    A blood glucose meter: homeostasis keeps blood glucose within narrow limits

    The principles of homeostasis

    Most homeostasis follows the same plan:

    • a change (an internal or external stimulus 刺激) is detected by a receptor 受体.
    • a coordination system carries the message — either the nervous system 神经系统 (using nerve signals) or the endocrine system 内分泌系统 (using hormones 激素).
    • an effector 效应器 (a muscle or a gland 腺体) makes a response that corrects the change.
    A person sweating during exercise
    Sweating cools the body — part of temperature homeostasis, with the skin as the effector

    This works by negative feedback 负反馈: a change away from the normal level triggers a response that pushes it back towards normal.

    A loop: a change from the normal level is detected by a receptor, passed by a nerve or hormone to an effector, whose response pushes the level back to normal
    Negative feedback: a receptor detects a change and an effector corrects it, returning to normal
    Explore

    Homeostasis

    negative feedback to a set point

    Drag the disturbance. A change is corrected back to the set point — the basis of all homeostasis.

    Vocabulary Train
    English Chinese Pinyin
    homeostasis 稳态 wěn tài
    stimulus 刺激 cì jī
    receptor 受体 shòu tǐ
    nervous system 神经系统 shén jīng xì tǒng
    endocrine system 内分泌系统 nèi fēn mì xì tǒng
    hormone 激素 jī sù
    effector 效应器 xiào yìng qì
    gland 腺体 xiàn tǐ
    negative feedback 负反馈 fù fǎn kuì
    14.1

    The liver and urea

    The body cannot store extra amino acids. In the liver 肝脏, the process of deamination 脱氨基作用 removes the amino group from excess amino acids 氨基酸, and this is turned into urea 尿素. The urea is carried in the blood to the kidneys to be removed.

    Vocabulary Train
    English Chinese Pinyin
    liver 肝脏 gān zàng
    deamination 脱氨基作用 tuō ān jī zuò yòng
    amino acid 氨基酸 ān jī suān
    urea 尿素 niào sù
    14.1

    The kidney

    The kidney 肾脏 cleans the blood and controls its water content. Its parts are:

    • an outer fibrous capsule,
    • an outer region, the cortex 皮质,
    • an inner region, the medulla 髓质,
    • a central space, the renal pelvis 肾盂, which collects urine,
    • the ureter 输尿管, which carries urine to the bladder,
    • branches of the renal artery (bringing blood in) and renal vein (taking blood out).
    A section through the kidney showing the outer cortex, the inner medulla, the central renal pelvis, the ureter leaving it, and the renal artery and vein at the hilum
    A section through the kidney: blood is cleaned in the cortex and medulla, and urine collects in the renal pelvis before leaving down the ureter

    The nephron

    Each kidney holds about a million tiny tubes called nephrons 肾单位. Along a nephron are: the glomerulus 肾小球 (a knot of capillaries), the Bowman's capsule 鲍曼囊 around it, the proximal convoluted tubule 近曲小管, the loop of Henle 亨利环, the distal convoluted tubule 远曲小管, and the collecting duct 集合管.

    A nephron showing the glomerulus in the Bowman's capsule, the proximal convoluted tubule, the loop of Henle, the distal convoluted tubule and the collecting duct, with ultrafiltration and selective reabsorption marked
    Ultrafiltration happens in the Bowman's capsule; selective reabsorption happens in the proximal convoluted tubule

    Making urine

    1. Ultrafiltration 超滤 happens in the Bowman's capsule. The blood in the glomerulus is under high pressure, so water and small molecules (glucose 葡萄糖, ions 离子, urea) are pushed out into the capsule, forming the filtrate 滤液. Blood cells and large proteins are too big to pass, so they stay in the blood.
    2. Selective reabsorption 选择性重吸收 happens in the proximal convoluted tubule. Useful substances are taken back into the blood. All the glucose and much of the water and ions are reabsorbed here. The tubule wall is well suited to this: its cells have microvilli 微绒毛 to give a large surface area, and many mitochondria 线粒体 to power active transport 主动运输.
    Ultrafiltration: small molecules pass into the filtrate while cells and proteins stay in the blood
    Ultrafiltration keeps blood cells and proteins in the blood
    Explore

    Explore the nephron

    Tap each part. Filtration happens at the top; the long tubule then reabsorbs what the body needs, leaving urine.

    Vocabulary Train
    English Chinese Pinyin
    kidney 肾脏 shèn zàng
    cortex 皮质 pí zhì
    medulla 髓质 suǐ zhì
    renal pelvis 肾盂 shèn yú
    ureter 输尿管 shū niào guǎn
    nephron 肾单位 shèn dān wèi
    glomerulus 肾小球 shèn xiǎo qiú
    Bowman's capsule 鲍曼囊 bào màn náng
    proximal convoluted tubule 近曲小管 jìn qū xiǎo guǎn
    loop of Henle 亨利环 hēng lì huán
    distal convoluted tubule 远曲小管 yuǎn qū xiǎo guǎn
    collecting duct 集合管 jí hé guǎn
    ultrafiltration 超滤 chāo lǜ
    glucose 葡萄糖 pú táo táng
    ion 离子 lí zi
    filtrate 滤液 lǜ yè
    selective reabsorption 选择性重吸收 xuǎn zé xìng zhòng xī shōu
    microvilli 微绒毛 wēi róng máo
    mitochondria 线粒体 xiàn lì tǐ
    active transport 主动运输 zhǔ dòng yùn shū
    14.1

    Osmoregulation

    Osmoregulation 渗透调节 controls the water content of the blood. It is run by the brain:

    • the hypothalamus 下丘脑 detects the water potential 水势 of the blood.
    • when the blood is too concentrated, the pituitary gland 垂体 releases antidiuretic hormone 抗利尿激素 (ADH).
    • ADH makes the collecting ducts more permeable to water by adding water channels called aquaporins 水通道蛋白.
    • more water is then reabsorbed back into the blood, so less, more concentrated urine is made. This is negative feedback.
    A negative-feedback loop: when the blood is too concentrated the hypothalamus triggers the pituitary to release ADH, the collecting ducts become more permeable, more water is reabsorbed and the blood water is restored
    ADH makes the collecting ducts reabsorb more water, restoring the blood's water content by negative feedback
    Explore

    The ADH pathway

    Step through it. When the blood gets too concentrated, ADH makes the kidney save water — classic negative feedback.

    Vocabulary Train
    English Chinese Pinyin
    osmoregulation 渗透调节 shèn tòu tiáo jié
    hypothalamus 下丘脑 xià qiū nǎo
    water potential 水势 shuǐ shì
    pituitary gland 垂体 chuí tǐ
    antidiuretic hormone 抗利尿激素 kàng lì niào jī sù
    aquaporin 水通道蛋白 shuǐ tōng dào dàn bái
    14.1

    Controlling blood glucose by cell signalling

    When blood glucose falls, the hormone glucagon 胰高血糖素 is released. It shows how a hormone passes its message into a cell — cell signalling 细胞信号传递:

    1. glucagon binds to a receptor on the liver cell surface, causing a conformational change 构象变化 (a change in the receptor's shape).
    2. this activates a G-protein G蛋白, which switches on the enzyme adenylyl cyclase 腺苷酸环化酶.
    3. adenylyl cyclase makes a second messenger 第二信使 inside the cell, called cyclic AMP 环腺苷酸 (cAMP).
    4. cAMP activates protein kinase A 蛋白激酶A, which starts an enzyme cascade 酶级联反应 — one enzyme switches on the next, by phosphorylation 磷酸化.
    5. because each enzyme switches on many of the next, the signal is greatly amplified 放大.
    6. the final enzyme breaks down glycogen 糖原 into glucose, which raises the blood glucose level.
    Glucagon binds a receptor and activates a G-protein, then adenylyl cyclase, then cAMP, then protein kinase A, then an enzyme cascade that breaks glycogen into glucose; each step activates many, amplifying the signal
    The signal passes through a second messenger (cAMP) and an enzyme cascade — each step activates many, so the signal is amplified

    Negative feedback and blood glucose

    Blood glucose is held steady by two hormones working against each other:

    • when glucose is high, insulin 胰岛素 makes muscle and liver cells take in glucose and store it as glycogen, lowering the level.
    • when glucose is low, glucagon makes liver cells break glycogen back into glucose, raising the level.
    Two loops around blood glucose: when high, insulin makes cells store glucose as glycogen so the level falls; when low, glucagon makes the liver break glycogen so the level rises
    Insulin and glucagon work against each other to keep blood glucose steady

    Measuring glucose

    Test strips 试纸 and biosensors 生物传感器 measure glucose in blood or urine. They use the enzymes glucose oxidase 葡萄糖氧化酶 and peroxidase 过氧化物酶, which react with glucose to give a colour change (or an electric signal in a biosensor) that shows how much glucose is present.

    Worked example. A person drinks a large volume of water. Trace the homeostatic response. The blood's water potential rises (becomes less negative). Osmoreceptors in the hypothalamus detect this, so the posterior pituitary releases less ADH. With less ADH, fewer aquaporins are inserted into the collecting duct's membranes, so the duct becomes less permeable to water. Less water is reabsorbed, so a large volume of dilute urine is produced and the blood's water potential falls back towards normal. That return to the set point is what makes it negative feedback - the response reverses the original change. Name the receptor, the hormone, the effector and the correction: an answer that jumps from "drinks water" straight to "more urine" skips every marking point in between.

    Explore

    Controlling blood glucose

    Push blood glucose away from its set point, then watch negative feedback bring it back: insulin lowers a high level, glucagon raises a low one.

    Vocabulary Train
    English Chinese Pinyin
    cell signalling 细胞信号传递 xì bāo xìn hào chuán dì
    glucagon 胰高血糖素 yí gāo xuè táng sù
    conformational change 构象变化 gòu xiàng biàn huà
    G-protein G蛋白 G dàn bái
    adenylyl cyclase 腺苷酸环化酶 xiàn gān suān huán huà méi
    second messenger 第二信使 dì èr xìn shǐ
    cyclic AMP 环腺苷酸 huán xiàn gān suān
    protein kinase A 蛋白激酶A dàn bái jī méi A
    enzyme cascade 酶级联反应 méi jí lián fǎn yìng
    enzyme méi
    phosphorylation 磷酸化 lín suān huà
    amplification 放大 fàng dà
    glycogen 糖原 táng yuán
    insulin 胰岛素 yí dǎo sù
    test strip 试纸 shì zhǐ
    biosensor 生物传感器 shēng wù chuán gǎn qì
    glucose oxidase 葡萄糖氧化酶 pú táo táng yǎng huà méi
    peroxidase 过氧化物酶 guò yǎng huà wù méi
    14.2

    Homeostasis in plants: the stomata

    Syllabus
    1. explain that stomata respond to changes in environmental conditions by opening and closing and that regulation of stomatal aperture balances the need for carbon dioxide uptake by diffusion with the need to minimise water loss by transpiration
    2. explain that stomata have daily rhythms of opening and closing
    3. describe the structure and function of guard cells and explain the mechanism by which they open and close stomata
    4. describe the role of abscisic acid in the closure of stomata during times of water stress, including the role of calcium ions as a second messenger

    Source: Cambridge International syllabus

    Stomata 气孔 are pores in a leaf. The plant opens and closes them to balance two needs: letting in carbon dioxide 二氧化碳 for photosynthesis 光合作用, and limiting water loss by transpiration 蒸腾作用. Stomata usually open by day and close at night, following a daily rhythm.

    Each stoma is opened and closed by two guard cells 保卫细胞 around it:

    • to open: the guard cells pump in ions, so their water potential falls and water enters by osmosis 渗透. They swell and bend apart, opening the pore.
    • to close: ions leave, water follows out, the guard cells go floppy, and the pore closes.
    Two stomata: an open one whose guard cells have swollen with water to leave a pore, and a closed one whose floppy guard cells have shut the pore
    Guard cells open the stoma by taking in water and turgid; they close it by losing water and going floppy

    When the plant is short of water (water stress 水分胁迫), the hormone abscisic acid 脱落酸 is released. It makes the guard cells lose ions and water so the stomata close, saving water. In this signalling, calcium ions 钙离子 act as a second messenger inside the guard cells.

    Explore

    How a stoma opens

    Step through it. Guard cells pump in ions, draw in water by osmosis, swell turgid and bend apart — opening the pore.

    Vocabulary Train
    English Chinese Pinyin
    stomata 气孔 qì kǒng
    carbon dioxide 二氧化碳 èr yǎng huà tàn
    photosynthesis 光合作用 guāng hé zuò yòng
    transpiration 蒸腾作用 zhēng téng zuò yòng
    guard cell 保卫细胞 bǎo wèi xì bāo
    osmosis 渗透 shèn tòu
    abscisic acid 脱落酸 tuō luò suān
    water stress 水分胁迫 shuǐ fèn xié pò
    calcium ion 钙离子 gài lí zi
    14.2

    Exam tips

    • Frame every answer as negative feedback: receptor → coordinator → effector → correction; name each part.
    • Blood glucose: insulin lowers it (uptake, glycogenesis), glucagon raises it (glycogenolysis) — explain through cell signalling.
    • Kidney: know ultrafiltration (Bowman's capsule), selective reabsorption (proximal tubule) and the role of ADH in osmoregulation.
    • Stomata open when guard cells become turgid (K+ enters, water follows).
  • 15 Control and coordination
    15.1

    Two systems for control

    Syllabus
    1. describe the features of the endocrine system with reference to the hormones ADH, glucagon and insulin (see 14.1.8, 14.1.9 and 14.1.10)
    2. compare the features of the nervous system and the endocrine system
    3. describe the structure and function of a sensory neurone and a motor neurone and state that intermediate neurones connect sensory neurones and motor neurones
    4. outline the role of sensory receptor cells in detecting stimuli and stimulating the transmission of impulses in sensory neurones
    5. describe the sequence of events that results in an action potential in a sensory neurone, using a chemoreceptor cell in a human taste bud as an example
    6. describe and explain changes to the membrane potential of neurones, including: • how the resting potential is maintained • the events that occur during an action potential • how the resting potential is restored during the refractory period
    7. describe and explain the rapid transmission of an impulse in a myelinated neurone with reference to saltatory conduction
    8. explain the importance of the refractory period in determining the frequency of impulses
    9. describe the structure of a cholinergic synapse and explain how it functions, including the role of calcium ions
    10. describe the roles of neuromuscular junctions, the T-tubule system and sarcoplasmic reticulum in stimulating contraction in striated muscle
    11. describe the ultrastructure of striated muscle with reference to sarcomere structure using electron micrographs and diagrams
    12. explain the sliding filament model of muscular contraction including the roles of troponin, tropomyosin, calcium ions and ATP

    Source: Cambridge International syllabus

    The body has two coordination systems. The endocrine system 内分泌系统 sends chemical hormones 激素 (such as ADH, glucagon and insulin) in the blood. The nervous system 神经系统 sends fast electrical signals along nerve cells.

    The nervous system uses fast electrical impulses; the endocrine system uses slow chemical hormones
    Nervous control is fast and electrical; hormonal control is slow and chemical
    Scan slices of a human brain
    A scan of the human brain, the control centre of the nervous system
    Feature Nervous system Endocrine system
    signal electrical impulse 冲动 chemical hormone
    transport along nerve cells in the blood
    speed very fast slower
    how long it lasts short longer
    Vocabulary Train
    English Chinese Pinyin
    endocrine system 内分泌系统 nèi fēn mì xì tǒng
    hormone 激素 jī sù
    nervous system 神经系统 shén jīng xì tǒng
    impulse 冲动 chōng dòng
    Exercise sheet
    15.1

    Neurones

    A neurone 神经元 is a nerve cell. There are three kinds:

    • a sensory neurone 感觉神经元 carries impulses from a receptor towards the brain or spinal cord.
    • a motor neurone 运动神经元 carries impulses out to an effector, such as a muscle 肌肉.
    • intermediate neurones 中间神经元 connect sensory neurones to motor neurones.

    A neurone has a long fibre (the axon) along which the impulse travels.

    A motor neurone with a cell body holding the nucleus, dendrites, a long axon wrapped in a myelin sheath with nodes of Ranvier between segments, ending in terminals at a muscle
    A motor neurone: the impulse travels along the axon, jumping between the gaps (nodes of Ranvier) in the myelin sheath

    This is what real neurones look like in a stained slice of brain tissue:

    A light micrograph of brain tissue with a scale bar: several neurone cell bodies stained dark brown against a pale background, each with a roughly triangular shape and thin processes reaching out from it
    Real neurones stained brown: you can see the cell bodies and the thin processes that carry signals to and from each cell
    Explore

    Explore a motor neurone

    Tap each part. The impulse travels from the cell body down the long axon to the terminals, jumping between the myelin gaps.

    Vocabulary Train
    English Chinese Pinyin
    neurone 神经元 shén jīng yuán
    sensory neurone 感觉神经元 gǎn jué shén jīng yuán
    motor neurone 运动神经元 yùn dòng shén jīng yuán
    muscle 肌肉 jī ròu
    intermediate neurone 中间神经元 zhōng jiān shén jīng yuán
    15.1

    Detecting a stimulus

    A sensory receptor 感受器 cell detects a stimulus 刺激 and starts an impulse in a sensory neurone. For example, a chemoreceptor 化学感受器 cell in a taste bud 味蕾 detects chemicals in food, and this triggers an action potential 动作电位 in the sensory neurone.

    A reflex arc: a stimulus is detected by a receptor, passed along a sensory neurone to a relay neurone in the spinal cord, then to a motor neurone and an effector muscle, producing a response
    A reflex arc: stimulus → receptor → sensory neurone → relay → motor neurone → effector → response
    Vocabulary Train
    English Chinese Pinyin
    sensory receptor 感受器 gǎn shòu qì
    stimulus 刺激 cì jī
    chemoreceptor 化学感受器 huà xué gǎn shòu qì
    taste bud 味蕾 wèi lěi
    action potential 动作电位 dòng zuò diàn wèi
    15.1

    The nerve impulse

    The impulse is a change in the voltage across the neurone's membrane.

    • resting potential 静息电位 — when no impulse passes, the inside is negative compared to the outside. This is maintained by a pump that moves sodium ions out and potassium ions in, and by the membrane being more permeable to potassium.
    • action potential — a stimulus makes sodium channels open, so sodium ions rush in and the inside briefly becomes positive (depolarisation). Then potassium channels open, potassium ions leave, and the membrane potential 膜电位 returns to negative (repolarisation).
    • refractory period 不应期 — just after an action potential, the sodium channels cannot open again for a short time. This restores the resting potential and sets a limit on how often impulses can be sent (their frequency).
    A graph of membrane potential over time: resting at -70 mV, a spike up to +40 mV as sodium enters (depolarisation), a fall as potassium leaves (repolarisation), then a refractory dip before returning to rest
    An action potential: sodium in causes depolarisation; potassium out causes repolarisation; then a refractory period

    Faster impulses: myelin

    Some neurones are wrapped in a fatty myelin sheath 髓鞘. The impulse cannot cross the sheath, so it jumps from one gap to the next. This jumping, called saltatory conduction 跳跃式传导, makes the impulse travel much faster.

    A myelinated axon where the impulse jumps in curved hops from one node of Ranvier to the next, skipping over the myelinated segments
    The impulse jumps node to node — saltatory conduction — so a myelinated neurone conducts much faster
    Explore

    The action potential

    Step through one nerve impulse: a rapid depolarisation as Na⁺ enters, then repolarisation as K⁺ leaves, then recovery.

    Vocabulary Train
    English Chinese Pinyin
    resting potential 静息电位 jìng xī diàn wèi
    membrane potential 膜电位 mó diàn wèi
    refractory period 不应期 bù yīng qī
    myelin sheath 髓鞘 suǐ qiào
    saltatory conduction 跳跃式传导 tiào yuè shì chuán dǎo
    15.1

    The synapse

    A synapse 突触 is a tiny gap between two neurones. A cholinergic synapse 胆碱能突触 passes the signal like this:

    1. the impulse arrives and makes calcium ions 钙离子 enter the first neurone.
    2. this makes vesicles release a neurotransmitter 神经递质 called acetylcholine 乙酰胆碱.
    3. the acetylcholine diffuses across the gap and binds to receptors on the next neurone.
    4. this starts a new impulse in the next neurone.
    A synapse: the arriving impulse lets calcium ions in, vesicles release acetylcholine into the synaptic cleft, and it binds receptors on the next neurone to start a new impulse
    At a synapse, acetylcholine diffuses across the cleft and binds receptors to start a new impulse in the next neurone
    Explore

    Across a synapse

    Step through it. The electrical impulse becomes a chemical one — neurotransmitter carries the signal across the gap.

    Vocabulary Train
    English Chinese Pinyin
    synapse 突触 tū chù
    cholinergic synapse 胆碱能突触 dǎn jiǎn néng tū chù
    calcium ion 钙离子 gài lí zi
    neurotransmitter 神经递质 shén jīng dì zhì
    acetylcholine 乙酰胆碱 yǐ xiān dǎn jiǎn
    15.1

    Muscles and how they contract

    A neuromuscular junction 神经肌肉接头 is like a synapse, but between a motor neurone and a muscle.

    Striated muscle 横纹肌 is made of long fibres. Each fibre is divided into repeating units called sarcomeres 肌节. Inside are two kinds of filament 肌丝: thick ones (myosin) and thin ones (actin). The T-tubule T小管 system carries the impulse deep into the fibre, and the sarcoplasmic reticulum 肌质网 stores and releases calcium ions.

    An electron micrograph of muscle showing many parallel fibres crossed by a regular pattern of dark and light stripes
    This is where the name "striated" comes from. Each repeating dark-light block is one sarcomere; the bands are the thick and thin filaments overlapping by different amounts. When the muscle contracts, the filaments slide past each other and each sarcomere gets shorter

    The sliding filament model 肌丝滑动模型 explains contraction:

    1. an impulse causes the sarcoplasmic reticulum to release calcium ions.
    2. the calcium ions bind to troponin 肌钙蛋白, which makes tropomyosin 原肌球蛋白 move and uncover the binding sites on the actin.
    3. the myosin heads attach to the actin and pull it inwards, using energy from ATP.
    4. the thin filaments slide over the thick ones, so each sarcomere gets shorter and the muscle contracts.
    A relaxed sarcomere above a contracted one: the thin actin and thick myosin filaments overlap more in the contracted one, so its Z-lines are closer together
    Sliding filament model: thin actin slides over thick myosin, so the sarcomere shortens
    Explore

    How a muscle contracts

    Step through the sliding filament model — calcium uncovers the binding sites, then myosin pulls the actin inwards.

    Vocabulary Train
    English Chinese Pinyin
    neuromuscular junction 神经肌肉接头 shén jīng jī ròu jiē tóu
    striated muscle 横纹肌 héng wén jī
    sarcomere 肌节 jī jié
    filament 肌丝 jī sī
    T-tubule T小管 T xiǎo guǎn
    sarcoplasmic reticulum 肌质网 jī zhì wǎng
    sliding filament model 肌丝滑动模型 jī sī huá dòng mó xíng
    troponin 肌钙蛋白 jī gài dàn bái
    tropomyosin 原肌球蛋白 yuán jī qiú dàn bái
    15.2

    Control and coordination in plants

    Syllabus
    1. describe the rapid response of the Venus fly trap to stimulation of hairs on the lobes of modified leaves and explain how the closure of the trap is achieved
    2. explain the role of auxin in elongation growth by stimulating proton pumping to acidify cell walls
    3. describe the role of gibberellin in the germination of barley (see 16.3.4)

    Source: Cambridge International syllabus

    The Venus fly trap

    The Venus fly trap 捕蝇草 has tiny hairs on its trap-like leaves. When an insect touches the hairs, a fast electrical signal spreads, the cells quickly lose water and change shape, and the trap snaps shut to catch the insect.

    An open Venus fly trap: two red lobes edged with long spikes, with several small stiff hairs standing up from the red surface
    An open trap. The long spikes around the edge only cage the insect — it is the few short, stiff trigger hairs standing on the red surface that must be touched to fire the signal

    Auxin and growth

    Auxin 生长素 is a plant hormone that makes cells grow longer (elongation 伸长 growth). It does this by making the cell pump protons 质子 (hydrogen ions) into the cell wall 细胞壁. This acidifies 酸化 the wall, which loosens it, so the cell can stretch as water enters.

    A short plant cell pumping hydrogen ions into its wall, then a longer cell after the loosened wall lets it stretch as water enters
    Auxin's "acid growth": H⁺ pumped into the wall loosens it, so the cell stretches longer as water enters

    Gibberellin and germination

    Gibberellin 赤霉素 controls the germination 萌发 of barley 大麦 seeds. It switches on the genes that make amylase, which then breaks down stored starch into sugars to feed the growing seedling.

    Worked example. Explain why a nerve impulse crosses a synapse in one direction only, and why myelination speeds it up along an axon. At a synapse the vesicles of neurotransmitter are found only in the presynaptic neurone, and the receptors only on the postsynaptic membrane - so transmitter can only ever cross one way, which makes the synapse a one-way valve. Along a myelinated axon the myelin sheath insulates the membrane, so ions can only cross at the nodes of Ranvier; the impulse therefore jumps from node to node (saltatory conduction) instead of depolarising every part of the membrane in turn, which is far faster and uses less ATP. Locate the structure responsible for each effect: vesicles and receptors give the direction, insulation and nodes give the speed.

    Explore

    Phototropism: bending to the light

    Step through it. Auxin gathers on the shaded side, makes those cells grow longer, and the shoot bends towards the light.

    Vocabulary Train
    English Chinese Pinyin
    Venus fly trap 捕蝇草 bǔ yíng cǎo
    auxin 生长素 shēng zhǎng sù
    elongation 伸长 shēn cháng
    proton 质子 zhì zi
    cell wall 细胞壁 xì bāo bì
    acidify 酸化 suān huà
    gibberellin 赤霉素 chì méi sù
    germination 萌发 méng fā
    barley 大麦 dà mài
    15.2

    Exam tips

    • Explain the resting potential (Na+/K+ pump; more negative inside) then the action potential (depolarisation → repolarisation) as all-or-nothing.
    • Saltatory conduction (myelin, nodes of Ranvier) speeds the impulse; the refractory period makes it one-way and discrete.
    • Describe the synapse in order: Ca2+ enters → vesicles fuse → neurotransmitter → receptors → new impulse.
    • Muscle contraction follows the sliding-filament model (actin, myosin, ATP, Ca2+).
  • 16 Inheritance
    16.1

    Meiosis and how it creates variation

    Syllabus
    1. explain the meanings of the terms haploid (n) and diploid (2n)
    2. explain what is meant by homologous pairs of chromosomes
    3. explain the need for a reduction division during meiosis in the production of gametes
    4. describe the behaviour of chromosomes in plant and animal cells during meiosis and the associated behaviour of the nuclear envelope, the cell surface membrane and the spindle (names of the main stages of meiosis, but not the sub-divisions of prophase I, are expected: prophase I, metaphase I, anaphase I, telophase I, prophase II, metaphase II, anaphase II and telophase II)
    5. interpret photomicrographs and diagrams of cells in different stages of meiosis and identify the main stages of meiosis
    6. explain that crossing over and random orientation (independent assortment) of pairs of homologous chromosomes and sister chromatids during meiosis produces genetically different gametes
    7. explain that the random fusion of gametes at fertilisation produces genetically different individuals

    Source: Cambridge International syllabus

    A diploid 二倍体 cell (2n) has two full sets of chromosomes 染色体 — one set from each parent. A haploid 单倍体 cell (n) has just one set.

    A human egg cell under the microscope
    A human egg cell (ovum) — a haploid gamete produced by meiosis

    Chromosomes come in homologous chromosomes 同源染色体 pairs: the two chromosomes in a pair are the same length and carry the same genes 基因 (though they may carry different versions of them).

    A human karyotype: 46 chromosomes stained to show dark and light bands, sorted into 23 pairs numbered 1 to 22 plus the X and Y sex chromosomes
    A human karyotype: the 46 chromosomes sorted into 23 homologous pairs (the last pair, X and Y, shows this is a male)
    Two chromosomes of the same length side by side, carrying genes at the same positions; at one position the alleles differ (A and a)
    A homologous pair carries the same genes at the same loci, but the alleles (versions) may differ

    Gametes 配子 (sex cells) must be haploid. If they were diploid, the chromosome number would double at every generation. So gametes are made by a special division, meiosis 减数分裂, which halves the chromosome number.

    Meiosis has two divisions, one after the other, so there are eight named stages: prophase I, metaphase I, anaphase I and telophase I, then prophase II, metaphase II, anaphase II and telophase II. As in mitosis, the nuclear envelope 核膜 breaks down, a spindle 纺锤体 forms, and the chromosomes are moved by the spindle.

    A diploid cell with one chromosome pair divides by meiosis I into two cells, then by meiosis II into four haploid gametes
    Two divisions halve the chromosome number: meiosis I separates the homologous pair, meiosis II separates the chromatids — giving four haploid gametes

    Meiosis makes the gametes genetically different from each other in two ways:

    • crossing over 交叉互换 — homologous chromosomes swap matching pieces, mixing the alleles.
    Two paired chromosomes crossing at a chiasma, then pulling apart with their lower segments swapped to give new colour combinations
    Crossing over: paired chromosomes swap matching segments at a chiasma, making new allele combinations
    • independent assortment 自由组合 — the pairs line up in a random order, so each gamete gets a random mix of the parent's chromosomes.
    Four possible gametes, each with a tall and a short chromosome in a different mix of the two parental colours
    Independent assortment: chromosome pairs line up in a random order, so gametes get many different mixes

    Then at fertilisation 受精, any gamete can fuse with any other. This random fusion makes every new individual genetically different.

    Explore

    Meiosis

    Step through it. Two divisions halve the chromosome number and shuffle the alleles, giving four unique gametes.

    Vocabulary Train
    English Chinese Pinyin
    diploid 二倍体 èr bèi tǐ
    chromosome 染色体 rǎn sè tǐ
    haploid 单倍体 dān bèi tǐ
    homologous chromosomes 同源染色体 tóng yuán rǎn sè tǐ
    gene 基因 jī yīn
    gamete 配子 pèi zi
    meiosis 减数分裂 jiǎn shù fēn liè
    nuclear envelope 核膜 hé mó
    spindle 纺锤体 fǎng chuí tǐ
    crossing over 交叉互换 jiāo chā hù huàn
    independent assortment 自由组合 zì yóu zǔ hé
    fertilisation 受精 shòu jīng
    16.1

    The language of genetics

    You must know these terms exactly:

    • a gene is a length of DNA that codes for a protein 蛋白质. Its position on a chromosome is its locus 基因座.
    • an allele 等位基因 is one version of a gene.
    • a dominant 显性 allele shows its effect even when only one copy is present; a recessive 隐性 allele only shows when two copies are present.
    • codominant 共显性 alleles both show their effect together.
    • the genotype 基因型 is the alleles an organism has; the phenotype 表现型 is the features you can see.
    • homozygous 纯合 means the two alleles are the same; heterozygous 杂合 means they are different.
    • a test cross 测交 crosses an organism with the recessive homozygote to find its unknown genotype.
    Explore

    Genetics vocabulary lab

    Link each genetics word to the real feature it names.

    Vocabulary Train
    English Chinese Pinyin
    protein 蛋白质 dàn bái zhì
    locus 基因座 jī yīn zuò
    allele 等位基因 děng wèi jī yīn
    dominant 显性 xiǎn xìng
    recessive 隐性 yǐn xìng
    codominant 共显性 gòng xiǎn xìng
    genotype 基因型 jī yīn xíng
    phenotype 表现型 biǎo xiàn xíng
    homozygous 纯合 chún hé
    heterozygous 杂合 zá hé
    test cross 测交 cè jiāo
    16.1

    Genetic diagrams and crosses

    You show a cross with a genetic diagram, often using a Punnett square 庞纳特方格 — a grid that shows all the ways the gametes can combine.

    A Punnett square for a Tt by Tt cross: the gametes T and t combine to give TT, Tt, Tt and tt, three of which are tall and one short
    A Punnett square for Tt × Tt: the offspring are 3 tall : 1 short (T is dominant)
    • a monohybrid cross 单基因杂交 follows one gene; a dihybrid cross 双基因杂交 follows two genes at once.
    • some genes have multiple alleles 复等位基因 (more than two versions in the population), such as the alleles for human blood groups.
    • in sex linkage 伴性遗传, the gene is on the X chromosome, so the result is different for males and females.
    • in linkage 连锁, genes on the same autosome 常染色体 (a non-sex chromosome) tend to be inherited together.
    • in epistasis 上位性, one gene affects how another gene is shown.
    A Punnett square for a carrier mother and a normal father: the offspring are a normal daughter, a normal son, a carrier daughter and a colour-blind son
    Because the gene is on the X chromosome, a carrier mother's sons may be colour-blind while her daughters are only carriers — a different result by sex
    Explore

    A monohybrid cross

    Set each parent's genotype and read off the offspring. Crossing two heterozygotes (Aa × Aa) gives the classic 3 : 1 ratio.

    Vocabulary Train
    English Chinese Pinyin
    Punnett square 庞纳特方格 páng nà tè fāng gé
    monohybrid cross 单基因杂交 dān jī yīn zá jiāo
    dihybrid cross 双基因杂交 shuāng jī yīn zá jiāo
    multiple alleles 复等位基因 fù děng wèi jī yīn
    sex linkage 伴性遗传 bàn xìng yí chuán
    linkage 连锁 lián suǒ
    autosome 常染色体 cháng rǎn sè tǐ
    epistasis 上位性 shàng wèi xìng
    16.1

    The chi-squared test

    The chi-squared test 卡方检验 compares the results you actually counted (the observed numbers, $O$) with the results you expected from the genetic diagram (the expected numbers, $E$). It tells you whether the difference is small enough to be due to chance, or large enough to mean something else is going on.

    You add up, for every group, the squared difference between observed and expected, divided by the expected:

    $$\chi^2 = \sum \frac{(O - E)^2}{E}$$

    Then you compare this $\chi^2$ value with a critical value from a table. The row you use is set by the degrees of freedom (the number of groups minus 1). If $\chi^2$ is less than the critical value, the difference is not significant — the results fit the expected ratio, and any difference is just chance. If $\chi^2$ is greater than the critical value, the difference is significant, so some other factor is involved.

    Worked example. A $\text{Tt} \times \text{Tt}$ cross gives $160$ offspring: $114$ tall and $46$ short. Test whether this fits the expected $3:1$ ratio.

    The expected numbers are $\tfrac{3}{4} \times 160 = 120$ tall and $\tfrac{1}{4} \times 160 = 40$ short. Then:

    $$\chi^2 = \frac{(114 - 120)^2}{120} + \frac{(46 - 40)^2}{40} = \frac{36}{120} + \frac{36}{40} = 0.30 + 0.90 = 1.20.$$

    There are $2$ groups, so degrees of freedom $= 2 - 1 = 1$. The critical value at $p = 0.05$ is $3.84$. Because $1.20 < 3.84$, the difference is not significant: the results fit a $3:1$ ratio, and the small difference is due to chance.

    Explore

    Test a genetic ratio with chi-squared

    This is the worked example on the page. The cross gives $\chi^2 = 1.20$ with $1$ degree of freedom, and the widget shows the critical value $3.84$ — set the statistic to $1.20$ and it falls well short of the shaded region, so the results fit the $3:1$ ratio. Drag it past $3.84$ to see what a significant departure would look like.

    Vocabulary Train
    English Chinese Pinyin
    chi-squared test 卡方检验 kǎ fāng jiǎn yàn
    16.2

    From genes to proteins to phenotype

    Syllabus
    1. explain the terms gene, locus, allele, dominant, recessive, codominant, linkage, test cross, F1, F2, phenotype, genotype, homozygous and heterozygous
    2. interpret and construct genetic diagrams, including Punnett squares, to explain and predict the results of monohybrid crosses and dihybrid crosses that involve dominance, codominance, multiple alleles and sex linkage
    3. interpret and construct genetic diagrams, including Punnett squares, to explain and predict the results of dihybrid crosses that involve autosomal linkage and epistasis (knowledge of the expected ratios for different types of epistasis is not expected)
    4. interpret and construct genetic diagrams, including Punnett squares, to explain and predict the results of test crosses
    5. use the chi-squared test to test the significance of differences between observed and expected results (the formula for the chi-squared test will be provided, as shown in the Mathematical requirements)
    6. explain the relationship between genes, proteins and phenotype with respect to the: • TYR gene, tyrosinase and albinism • HBB gene, haemoglobin and sickle cell anaemia • F8 gene, factor VIII and haemophilia • HTT gene, huntingtin and Huntington’s disease
    7. explain the role of gibberellin in stem elongation including the role of the dominant allele, Le, that codes for a functional enzyme in the gibberellin synthesis pathway, and the recessive allele, le, that codes for a non-functional enzyme

    Source: Cambridge International syllabus

    A gene codes for a protein, and that protein affects the phenotype. If the gene is faulty, the protein is faulty, and the phenotype changes:

    Gene Protein Effect of a faulty allele
    TYR the enzyme tyrosinase albinism 白化病 (no pigment made)
    HBB haemoglobin 血红蛋白 sickle cell anaemia 镰状细胞贫血
    F8 factor VIII (helps blood clot) haemophilia 血友病
    HTT huntingtin Huntington's disease 亨廷顿病

    Gibberellin and stem height

    In pea plants, the dominant allele Le codes for a working enzyme that makes gibberellin 赤霉素, so the plant grows tall by stem elongation 伸长. The recessive allele le codes for a broken enzyme, so little gibberellin is made and the plant is short.

    Explore

    From gene to phenotype

    Step through it. A gene makes a protein that does a job — so a faulty allele makes a faulty protein and a changed feature.

    Vocabulary Train
    English Chinese Pinyin
    enzyme méi
    albinism 白化病 bái huà bìng
    haemoglobin 血红蛋白 xuè hóng dàn bái
    sickle cell anaemia 镰状细胞贫血 lián zhuàng xì bāo pín xuè
    haemophilia 血友病 xuè yǒu bìng
    Huntington's disease 亨廷顿病 hēng tíng dùn bìng
    gibberellin 赤霉素 chì méi sù
    elongation 伸长 shēn cháng
    Exercise sheet
    16.3

    Gene control

    Syllabus
    1. describe the differences between structural genes and regulatory genes and the differences between repressible enzymes and inducible enzymes
    2. explain genetic control of protein production in a prokaryote using the lac operon (knowledge of the role of cAMP is not expected)
    3. state that transcription factors are proteins that bind to DNA and are involved in the control of gene expression in eukaryotes by decreasing or increasing the rate of transcription
    4. explain how gibberellin activates genes by causing the breakdown of DELLA protein repressors, which normally inhibit factors that promote transcription

    Source: Cambridge International syllabus

    Not all genes are switched on all the time. Cells control which proteins they make.

    • structural genes 结构基因 code for useful proteins such as enzymes; regulatory genes 调节基因 control whether other genes are switched on.
    • an inducible enzyme 可诱导酶 is made only when it is needed; a repressible enzyme 可抑制酶 is normally made but can be switched off.

    The lac operon

    In a prokaryote 原核生物 such as a bacterium, a group of genes called the lac operon 乳糖操纵子 controls the digestion of lactose:

    • when there is no lactose, a repressor 阻遏物 protein binds to the operator (a short control sequence within the operon) and blocks transcription 转录, so the lactose-digesting enzymes are not made.
    • when lactose is present, it binds to the repressor and pulls it off. Transcription can now happen, and the enzymes are made. The enzymes are therefore inducible.
    The lac operon in two states: with no lactose a repressor sits on the operator and blocks the genes; with lactose present the lactose pulls the repressor off so the genes are transcribed and enzymes are made
    The lac operon: a repressor blocks the genes until lactose pulls it off, so the enzymes are inducible

    Control in eukaryotes

    In eukaryotes, transcription factors 转录因子 are proteins that bind to DNA and control gene expression 基因表达, by increasing or decreasing the rate of transcription.

    Gibberellin switches genes on in this way: it causes the breakdown of DELLA protein repressors. These DELLA proteins normally block the factors that turn on transcription, so removing them lets those genes be expressed.

    Explore

    The lac operon

    Step through the switch. With no lactose the genes are blocked; lactose pulls the repressor off and switches them on.

    Vocabulary Train
    English Chinese Pinyin
    structural gene 结构基因 jié gòu jī yīn
    regulatory gene 调节基因 tiáo jié jī yīn
    inducible enzyme 可诱导酶 kě yòu dǎo méi
    repressible enzyme 可抑制酶 kě yì zhì méi
    prokaryote 原核生物 yuán hé shēng wù
    lac operon 乳糖操纵子 rǔ táng cāo zòng zi
    repressor 阻遏物 zǔ è wù
    transcription 转录 zhuǎn lù
    transcription factor 转录因子 zhuǎn lù yīn zi
    gene expression 基因表达 jī yīn biǎo dá
    16.3

    Exam tips

    • Set out a cross fully: parental genotypes → gametes (in circles) → Punnett square → offspring ratio and phenotypes.
    • Use the chi-squared test to compare observed with expected; degrees of freedom $=$ classes $- 1$, compare with $3.84$ at $p = 0.05$.
    • Recognise codominance, multiple alleles, sex linkage, epistasis and linkage — each alters the expected ratio.
    • Meiosis creates variation by crossing over and independent assortment — state both.
  • 17 Selection and evolution
    17.1

    Variation

    Syllabus
    1. explain, with examples, that phenotypic variation is due to genetic factors or environmental factors or a combination of genetic and environmental factors
    2. explain what is meant by discontinuous variation and continuous variation
    3. explain the genetic basis of discontinuous variation and continuous variation
    4. use the t-test to compare the means of two different samples (the formula for the t-test will be provided, as shown in the Mathematical requirements)

    Source: Cambridge International syllabus

    Variation 变异 means the differences between individuals. It has three possible causes:

    • genetic factors only — set by the alleles 等位基因 you inherit (for example human blood group).
    • environmental factors 环境因素 only — set by your surroundings (for example a scar, or the language you speak).
    • a combination of both — most features, such as height and body mass, depend on genes and on diet and lifestyle.
    Two banded snails with differently coloured and banded shells
    Banded snails (Cepaea nemoralis) show striking variation in shell colour and banding

    There are two patterns of variation:

    • discontinuous variation 不连续变异 — clear, separate groups with nothing in between (for example blood group A, B, AB or O). It is usually controlled by one or a few genes 基因, with little effect from the environment.
    • continuous variation 连续变异 — a smooth range from one extreme to the other (for example height). It is controlled by many genes together, plus the environment.
    Two graphs: a bar chart of blood groups with separate bars (discontinuous), and a smooth bell-shaped curve of height (continuous)
    Discontinuous variation falls into separate groups; continuous variation is a smooth range

    To compare the means of two samples (for example the heights of plants in sun and in shade), you use the t-test, which tells you whether the difference is large enough to be real, or just due to chance.

    Explore

    The t-distribution behind the t-test

    The t-test compares two sample means against a critical value you look up in a t-table. This is that table made live: the value depends on the degrees of freedom (here $n_1+n_2-2$). Drag df and watch the critical value change — small samples have heavier tails, so they need a larger difference to count as real.

    Explore

    Variation type lab

    Classify examples by the source and pattern of variation.

    Vocabulary Train
    English Chinese Pinyin
    variation 变异 biàn yì
    allele 等位基因 děng wèi jī yīn
    environmental factor 环境因素 huán jìng yīn sù
    discontinuous variation 不连续变异 bù lián xù biàn yì
    gene 基因 jī yīn
    continuous variation 连续变异 lián xù biàn yì
    17.2

    Natural selection

    Syllabus
    1. explain that natural selection occurs because populations have the capacity to produce many offspring that compete for resources; in the ‘struggle for existence’, individuals that are best adapted are most likely to survive to reproduce and pass on their alleles to the next generation
    2. explain how environmental factors can act as stabilising, disruptive and directional forces of natural selection
    3. explain how selection, the founder effect and genetic drift, including the bottleneck effect, may affect allele frequencies in populations
    4. outline how bacteria become resistant to antibiotics as an example of natural selection
    5. use the Hardy–Weinberg principle to calculate allele and genotype frequencies in populations and state the conditions when this principle can be applied (the two equations for the Hardy–Weinberg principle will be provided, as shown in the Mathematical requirements)
    6. describe the principles of selective breeding (artificial selection)
    7. outline the following examples of selective breeding: • the introduction of disease resistance to varieties of wheat and rice • inbreeding and hybridisation to produce vigorous, uniform varieties of maize • improving the milk yield of dairy cattle

    Source: Cambridge International syllabus

    Natural selection: the peppered moth

    A population 种群 produces far more offspring 后代 than can survive, so the offspring must compete 竞争 for resources such as food and space. This is the "struggle for existence". The individuals that are best adapted 适应 are most likely to survive, reproduce 繁殖, and pass on their alleles to the next generation. Over many generations, the helpful alleles become more common in the population. This is natural selection 自然选择.

    Two peppered moths resting on a tree trunk: a dark, almost black moth on the pale lichen-covered bark on the left, and a pale speckled moth on the darker bark on the right
    The peppered moth shows natural selection: the dark form hides on dark, sooty bark, while the pale speckled form hides on pale lichen — birds eat whichever stands out

    Environmental conditions can push selection in three ways:

    • stabilising selection 稳定选择 favours the average and removes the extremes (the population stays the same).
    • directional selection 定向选择 favours one extreme, so the mean shifts that way.
    • disruptive selection 分裂选择 favours both extremes and removes the average.
    Three graphs comparing a trait distribution before and after selection: stabilising makes it narrower, directional shifts it to one side, and disruptive splits it into two peaks
    Stabilising narrows the range, directional shifts the mean, disruptive splits it in two

    Allele frequencies can also change in other ways:

    • the founder effect 奠基者效应 — a few individuals start a new population, so they carry only some of the alleles of the original group.
    • genetic drift 遗传漂变 — in a small population, allele frequencies change by chance from generation to generation.
    • the bottleneck effect 瓶颈效应 — a sudden fall in population size leaves few survivors, reducing the variety of alleles.
    A large population with many colours passes through a disaster where only a few survive, so the population that grows back has only a couple of colours left
    A bottleneck: only a few survive a disaster, so the recovered population has less genetic variety

    Antibiotic resistance as natural selection

    A chance mutation 突变 makes a few bacteria resistant to an antibiotic 抗生素. When the antibiotic is used, the non-resistant bacteria die, but the resistant ones survive and reproduce. Over time the resistance 耐药性 spreads through the population. This is natural selection in action.

    Explore

    Natural selection

    Step through Darwin's idea: variation + a selection pressure means the best-adapted survive and pass on their alleles.

    Vocabulary Train
    English Chinese Pinyin
    population 种群 zhǒng qún
    offspring 后代 hòu dài
    compete 竞争 jìng zhēng
    adapted 适应 shì yìng
    reproduce 繁殖 fán zhí
    natural selection 自然选择 zì rán xuǎn zé
    stabilising selection 稳定选择 wěn dìng xuǎn zé
    directional selection 定向选择 dìng xiàng xuǎn zé
    disruptive selection 分裂选择 fēn liè xuǎn zé
    founder effect 奠基者效应 diàn jī zhě xiào yìng
    genetic drift 遗传漂变 yí chuán piāo biàn
    bottleneck effect 瓶颈效应 píng jǐng xiào yìng
    mutation 突变 tū biàn
    antibiotic 抗生素 kàng shēng sù
    resistance 耐药性 nài yào xìng
    Exercise sheet
    17.2

    The Hardy–Weinberg principle

    The Hardy–Weinberg principle 哈迪-温伯格原理 lets you calculate the allele frequencies 等位基因频率 and genotype 基因型 frequencies in a population. It only holds true when there is a large population, mating is random, and there is no mutation, no migration and no natural selection.

    Call the frequency of the dominant allele $p$ and the frequency of the recessive allele $q$. There are only two alleles, so:

    $$p + q = 1.$$

    The genotype frequencies then add up to 1, where $p^2$ is homozygous dominant, $2pq$ is heterozygous (the carriers), and $q^2$ is homozygous recessive:

    $$p^2 + 2pq + q^2 = 1.$$

    Worked example. A recessive condition affects $1$ in every $100$ people. Find the frequency of carriers.

    Only the homozygous recessive genotype ($q^2$) shows the condition, so $q^2 = \tfrac{1}{100} = 0.01$, giving $q = \sqrt{0.01} = 0.1$. Then $p = 1 - q = 0.9$. The carriers are the heterozygotes:

    $$2pq = 2 \times 0.9 \times 0.1 = 0.18.$$

    So about $18\%$ of the population are carriers — far more than the $1\%$ who show the condition.

    Hardy–Weinberg: allele frequencies p and q give genotype frequencies p², 2pq, q²
    Hardy–Weinberg: allele frequencies p and q give genotype frequencies p², 2pq, q²
    Vocabulary Train
    English Chinese Pinyin
    Hardy–Weinberg principle 哈迪-温伯格原理 hā dí - wēn bó gé yuán lǐ
    genotype 基因型 jī yīn xíng
    17.2

    Selective breeding (artificial selection)

    In selective breeding 选择育种, also called artificial selection 人工选择, humans (not nature) choose which organisms breed, so that useful features are passed on. Examples:

    • breeding disease resistance 抗病性 into varieties of wheat and rice.
    • using inbreeding 近交 and hybridisation 杂交 (crossing different lines) to make vigorous, uniform maize.
    • breeding dairy cattle to improve their milk yield 产量.
    Three generations of individuals: each time only the ones with the wanted feature (green) are bred, so the green proportion rises until the whole variety has the feature
    Selective breeding: choosing only the best to breed each generation makes the wanted feature more and more common
    Explore

    Selective breeding

    Step through it. Humans take the role of the environment — choosing the breeders, generation after generation.

    Vocabulary Train
    English Chinese Pinyin
    selective breeding 选择育种 xuǎn zé yù zhǒng
    artificial selection 人工选择 rén gōng xuǎn zé
    disease resistance 抗病性 kàng bìng xìng
    inbreeding 近交 jìn jiāo
    hybridisation 杂交 zá jiāo
    yield 产量 chǎn liàng
    17.3

    Evolution

    Syllabus
    1. outline the theory of evolution as a process leading to the formation of new species from pre-existing species over time, as a result of changes to gene pools from generation to generation
    2. discuss how DNA sequence data can show evolutionary relationships between species
    3. explain how speciation may occur as a result of genetic isolation by: • geographical separation (allopatric speciation) • ecological and behavioural separation (sympatric speciation)

    Source: Cambridge International syllabus

    Evolution 进化 is the slow formation of new species 物种 from earlier ones, as the gene pool 基因库 (all the alleles in a population) changes from generation to generation.

    DNA sequence 序列 data can show how closely related two species are: the more similar their DNA sequences, the more recently they shared a common ancestor.

    Speciation 物种形成 happens when two populations become genetically separated, so they can no longer breed together. This genetic isolation 隔离 can come about in two ways:

    • allopatric speciation 异域物种形成 — the populations are kept apart by a geographical separation 地理隔离, such as a sea or a mountain range.
    • sympatric speciation 同域物种形成 — the populations live in the same area but are separated by differences in behaviour or way of life.
    Two routes to new species: allopatric, where a physical barrier splits a population, and sympatric, where a population in the same area splits by behaviour
    Allopatric speciation needs a physical barrier; sympatric speciation happens in the same area
    Explore

    Allopatric speciation

    Step through it. A barrier splits one population; the two halves diverge until they can no longer interbreed.

    Vocabulary Train
    English Chinese Pinyin
    evolution 进化 jìn huà
    species 物种 wù zhǒng
    gene pool 基因库 jī yīn kù
    sequence 序列 xù liè
    speciation 物种形成 wù zhǒng xíng chéng
    isolation 隔离 gé lí
    allopatric speciation 异域物种形成 yì yù wù zhǒng xíng chéng
    geographical separation 地理隔离 dì lǐ gé lí
    sympatric speciation 同域物种形成 tóng yù wù zhǒng xíng chéng
    Exercise sheet
    17.3

    Exam tips

    • Explain natural selection as a sequence: variation → selection pressure → the better-adapted survive and reproduce → allele frequency changes.
    • Use the Hardy–Weinberg equations ($p+q=1$, $p^2+2pq+q^2=1$); $q^2$ is the recessive-phenotype frequency — a common calculation.
    • Distinguish stabilising, directional and disruptive selection with an example of each.
    • Distinguish allopatric vs sympatric speciation (geographic vs reproductive isolation).
    Vocabulary Train
    English Chinese Pinyin
    allele frequency 等位基因频率 děng wèi jī yīn pín lǜ
  • 18 Classification, biodiversity and conservation
    18.1

    Classifying living things

    Syllabus
    1. discuss the meaning of the term species, limited to the biological species concept, morphological species concept and ecological species concept
    2. describe the classification of organisms into three domains: Archaea, Bacteria and Eukarya
    3. state that Archaea and Bacteria are prokaryotes and that there are differences between them, limited to differences in membrane lipids, ribosomal RNA and composition of cell walls
    4. describe the classification of organisms in the Eukarya domain into the taxonomic hierarchy of kingdom, phylum, class, order, family, genus and species
    5. outline the characteristic features of the kingdoms Protoctista, Fungi, Plantae and Animalia
    6. outline how viruses are classified, limited to the type of nucleic acid (RNA or DNA) and whether this is single stranded or double stranded

    Source: Cambridge International syllabus

    A species 物种 can be defined in more than one way:

    • the biological species concept — a group whose members can breed together to produce fertile offspring.
    • the morphological species concept — a group whose members look alike.
    • the ecological species concept — a group that fills the same role in its surroundings.
    A museum drawer of neatly pinned, labelled insect specimens
    A museum insect collection: classification groups organisms by their shared features

    The three domains

    The largest groups in classification 分类 are three domains:

    • Archaea 古菌 and Bacteria 细菌 — both are prokaryotes 原核生物 (no nucleus). They look similar but differ in their membrane lipids, their ribosomal RNA, and the make-up of their cell walls 细胞壁.
    • Eukarya 真核生物 — all organisms whose cells have a nucleus.
    An aerial view of a hot spring: a deep blue centre ringed by bands of green, yellow and orange spreading out across the ground
    Each coloured ring around this scalding spring is a different community of microbes living at a different temperature. Archaea like these — thriving where almost nothing else can — were the clue that they form a domain of their own, separate from ordinary bacteria

    The taxonomic hierarchy

    Inside the Eukarya domain, organisms are sorted into a taxonomic hierarchy 分类层级 — a set of smaller and smaller groups: kingdom, phylum, class, order, family, genus and species.

    An inverted funnel of seven bands from a broad kingdom at the top down to a narrow species at the bottom, getting smaller and more alike at each level
    Each level of the taxonomic hierarchy is a smaller, more closely related group, ending at a single species

    The Eukarya are split into four kingdoms:

    • Protoctista 原生生物界 — mostly single-celled (such as Amoeba).
    • Fungi 真菌界 — feed by absorbing food; have cell walls of chitin.
    • Plantae 植物界 — make their own food by photosynthesis.
    • Animalia 动物界 — feed on other organisms.
    A tree showing all living things splitting into three domains — Archaea, Bacteria and Eukarya — with the Eukarya then splitting into the four kingdoms Protoctista, Fungi, Plantae and Animalia
    The three domains: Archaea and Bacteria are prokaryotes; the Eukarya split into four kingdoms

    Viruses are not placed in these groups. They are classified by the type of nucleic acid 核酸 they contain (DNA or RNA) and whether it is single-stranded 单链 or double-stranded 双链.

    Explore

    Species and domains lab

    Classify organisms and definitions by the level they describe.

    Explore

    The taxonomic hierarchy

    Step down the levels for one species — humans — from the broadest domain to the most specific species.

    Vocabulary Train
    English Chinese Pinyin
    species 物种 wù zhǒng
    classification 分类 fēn lèi
    domain
    Archaea 古菌 gǔ jūn
    Bacteria 细菌 xì jūn
    prokaryote 原核生物 yuán hé shēng wù
    cell wall 细胞壁 xì bāo bì
    Eukarya 真核生物 zhēn hé shēng wù
    taxonomic hierarchy 分类层级 fēn lèi céng jí
    kingdom jiè
    phylum mén
    class gāng
    order
    family
    genus shǔ
    Protoctista 原生生物界 yuán shēng shēng wù jiè
    Fungi 真菌界 zhēn jùn jiè
    Plantae 植物界 zhí wù jiè
    Animalia 动物界 dòng wù jiè
    nucleic acid 核酸 hé suān
    single-stranded 单链 dān liàn
    double-stranded 双链 shuāng liàn
    18.2

    Biodiversity

    Syllabus
    1. define the terms ecosystem and niche
    2. explain that biodiversity can be assessed at different levels, including: the number and range of different ecosystems and habitats, the number of species and their relative abundance, the genetic variation within each species
    3. explain the importance of random sampling in determining the biodiversity of an area
    4. describe and use suitable methods to assess the distribution and abundance of organisms in an area, limited to frame quadrats, line transects, belt transects and mark-release-recapture using the Lincoln index (the formula for the Lincoln index will be provided, as shown in the Mathematical requirements)
    5. use Spearman’s rank correlation and Pearson’s linear correlation to analyse the relationships between two variables, including how biotic and abiotic factors affect the distribution and abundance of species (the formulae for these correlations will be provided, as shown in the Mathematical requirements)
    6. use Simpson’s index of diversity (D) to calculate the biodiversity of an area, and state the significance of different values of D (the formula for Simpson’s index of diversity will be provided, as shown in the Mathematical requirements)

    Source: Cambridge International syllabus

    An ecosystem 生态系统 is all the living things in an area together with their non-living surroundings. A niche 生态位 is the particular role and place of a species within it.

    A coral reef is a good picture of high biodiversity — many different corals, fish and other species living together:

    A bright underwater photograph of a coral reef outcrop in clear blue water: many different kinds of coral — flat plate corals, branching staghorn coral and rounded brain coral in pink, purple and brown — packed together with small fish swimming around them
    A coral reef is one of the most biodiverse habitats on Earth: many species of coral and fish share one small area

    Biodiversity 生物多样性 can be measured at three levels:

    • the number and range of different ecosystems and habitats 栖息地.
    • the number of species and their relative abundance 丰度 (how common each one is).
    • the genetic variation within each species.
    Three levels of biodiversity shown left to right: different ecosystems, then different species within one, then genetic variation within one species
    Biodiversity is measured at three levels: the range of ecosystems, the number of species, and the genetic variation within a species

    Sampling an area

    You cannot count every organism, so you take samples. Random sampling 随机取样 (choosing positions by chance) avoids bias and gives a fair picture. Useful methods are:

    • quadrats 样方 — square frames placed to count or estimate the species inside them.
    • transects 样带 — counting along a line across the area (a line transect records what touches the line; a belt transect counts within a strip).
    • mark-release-recapture 标志重捕法 — for moving animals: catch, mark and release some, then later see what fraction of a new catch is marked (the Lincoln index).
    Three sampling methods: a quadrat counting species in a square, a transect recording along a line, and mark-recapture where some animals are marked, released and re-caught
    Quadrats and transects sample fixed plants; mark-release-recapture estimates numbers of moving animals

    To link the spread of a species to biotic factors 生物因素 (living) or abiotic factors 非生物因素 (non-living), you can use Spearman's rank or Pearson's correlation 相关性. To measure the diversity of an area as a single number, you use Simpson's index of diversity 辛普森多样性指数: a higher value means more diverse and usually more stable.

    Worked example. 60 snails are caught, marked and released. Later, 80 snails are caught, of which 15 are marked. Estimate the population. The Lincoln index assumes the marked animals have mixed back in evenly, so the fraction marked in the second sample equals the fraction marked in the whole population:

    $$N = \frac{\text{first sample} \times \text{second sample}}{\text{number marked in the second}} = \frac{60 \times 80}{15} = 320$$

    So there are about 320 snails. The estimate is only as good as its assumptions, so state them: no births, deaths or migration between the two catches; the marks neither rub off nor make the animal easier for a predator to spot; and enough time is allowed for mixing. Break one and the estimate breaks with it - a mark that attracts predators lowers the recapture count and therefore overestimates the population.

    Explore

    Biodiversity sampling lab

    Choose the sampling method or index that matches the field question.

    Vocabulary Train
    English Chinese Pinyin
    ecosystem 生态系统 shēng tài xì tǒng
    niche 生态位 shēng tài wèi
    biodiversity 生物多样性 shēng wù duō yàng xìng
    habitat 栖息地 qī xī dì
    abundance 丰度 fēng dù
    random sampling 随机取样 suí jī qǔ yàng
    quadrat 样方 yàng fāng
    transect 样带 yàng dài
    mark-release-recapture 标志重捕法 biāo zhì zhòng bǔ fǎ
    biotic factor 生物因素 shēng wù yīn sù
    abiotic factor 非生物因素 fēi shēng wù yīn sù
    correlation 相关性 xiāng guān xìng
    Simpson's index of diversity 辛普森多样性指数 xīn pǔ sēn duō yàng xìng zhǐ shù
    18.3

    Conservation

    Syllabus
    1. explain why populations and species can become extinct as a result of: • climate changecompetition • hunting by humans • degradation and loss of habitats
    2. outline reasons for the need to maintain biodiversity
    3. outline the roles of zoos, botanic gardens, conserved areas (including national parks and marine parks), ‘frozen zoos’ and seed banks, in the conservation of endangered species
    4. describe methods of assisted reproduction used in the conservation of endangered mammals, limited to IVF, embryo transfer and surrogacy
    5. explain reasons for controlling invasive alien species
    6. outline the role in conservation of the International Union for Conservation of Nature (IUCN) and the Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES)

    Source: Cambridge International syllabus

    A species can become extinct 灭绝 (die out completely) because of climate change 气候变化, competition (often from new species), hunting by humans, or the damage and loss of its habitats.

    We try to protect biodiversity because other species give us food, medicines and materials, help keep ecosystems stable, and have value in themselves.

    Ways to conserve species

    • zoos 动物园 and botanic gardens 植物园 keep and breed endangered species 濒危物种.
    • protected conservation 保护 areas, such as national parks and marine parks, keep habitats safe.
    • 'frozen zoos' store frozen cells, eggs and sperm, and seed banks 种子库 store seeds for the future.
    Two boxes: in-situ conservation such as national parks and marine reserves, and ex-situ conservation such as zoos, botanic gardens, seed banks and frozen zoos
    Conservation is either in-situ (protecting species in their own habitat) or ex-situ (keeping and breeding them away from the wild)

    For rare mammals, assisted reproduction can boost numbers: in vitro fertilisation 体外受精 (IVF), embryo transfer 胚胎移植, and surrogacy 代孕 (another female carries the young).

    Conservationists also control invasive species 入侵物种, which are brought in from elsewhere and out-compete native species.

    Two organisations help worldwide: the IUCN, which lists how threatened each species is, and CITES, which controls the international trade in endangered animals and plants.

    Explore

    Conservation action lab

    Follow how conservation moves from threat to protected population.

    Vocabulary Train
    English Chinese Pinyin
    extinct 灭绝 miè jué
    climate change 气候变化 qì hòu biàn huà
    zoo 动物园 dòng wù yuán
    botanic garden 植物园 zhí wù yuán
    endangered species 濒危物种 bīn wēi wù zhǒng
    conservation 保护 bǎo hù
    seed bank 种子库 zhǒng zi kù
    in vitro fertilisation 体外受精 tǐ wài shòu jīng
    embryo transfer 胚胎移植 pēi tāi yí zhí
    surrogacy 代孕 dài yùn
    invasive species 入侵物种 rù qīn wù zhǒng
    18.3

    Exam tips

    • Learn the taxonomic hierarchy (domain → kingdom → … → species) and the three domains; a species interbreeds to give fertile offspring.
    • Measure biodiversity with Simpson's index (a higher value = more diverse) and explain why high biodiversity aids stability.
    • Give in-situ vs ex-situ conservation methods with the advantage of each.
  • 19 Genetic technology
    19.1

    Principles of genetic technology

    Syllabus
    1. define the term recombinant DNA
    2. explain that genetic engineering is the deliberate manipulation of genetic material to modify specific characteristics of an organism and that this may involve transferring a gene into an organism so that the gene is expressed
    3. explain that genes to be transferred into an organism may be: • extracted from the DNA of a donor organism • synthesised from the mRNA of a donor organism • synthesised chemically from nucleotides
    4. explain the roles of restriction endonucleases, DNA ligase, plasmids, DNA polymerase and reverse transcriptase in the transfer of a gene into an organism
    5. explain why a promoter may have to be transferred into an organism as well as the desired gene
    6. explain how gene expression may be confirmed by the use of marker genes coding for fluorescent products
    7. explain that gene editing is a form of genetic engineering involving the insertion, deletion or replacement of DNA at specific sites in the genome
    8. describe and explain the steps involved in the polymerase chain reaction (PCR) to clone and amplify DNA, including the role of Taq polymerase
    9. describe and explain how gel electrophoresis is used to separate DNA fragments of different lengths
    10. outline how microarrays are used in the analysis of genomes and in detecting mRNA in studies of gene expression
    11. outline the benefits of using databases that provide information about nucleotide sequences of genes and genomes, and amino acid sequences of proteins and protein structures

    Source: Cambridge International syllabus

    Recombinant 重组 DNA is DNA that has been made by joining together DNA from two different sources. Genetic engineering 基因工程 is the deliberate changing of an organism's genetic material — often by transferring a gene 基因 into an organism so that the gene is expressed (switched on to make its protein 蛋白质).

    A benchtop thermal cycler with its lid open
    A thermal cycler (PCR machine) makes many copies of a DNA sample

    The gene to be transferred can be obtained in three ways:

    • cut out of the DNA of a donor 供体 organism,
    • made from the donor's mRNA, using the enzyme reverse transcriptase 逆转录酶,
    • built chemically from nucleotides 核苷酸.

    The tools

    Tool Role
    restriction endonuclease 限制性内切酶 cuts DNA at a specific base sequence, leaving "sticky ends"
    DNA ligase 连接酶 joins pieces of DNA together
    plasmid 质粒 a small ring of bacterial DNA used as a cloning vector 载体 to carry the gene into a cell
    DNA polymerase 聚合酶 copies DNA
    reverse transcriptase makes DNA from an mRNA template
    A restriction enzyme leaves a single-stranded sticky end on a cut piece of DNA; a gene cut with the same enzyme has a matching sticky end, so DNA ligase can pair and join them
    A restriction endonuclease leaves matching sticky ends; DNA ligase joins a gene to the cut DNA

    A promoter 启动子 often has to be transferred along with the gene. The promoter is the "switch" that lets the gene be transcribed in its new organism, so without it the gene would stay silent.

    To check the gene has gone in and is working, scientists add a marker gene 标记基因 next to it — for example one that codes for a fluorescent 荧光 (glowing) product. If the cells glow, the transfer worked.

    A gene joined into a cut-open plasmid by ligase to make a recombinant plasmid, which is then taken up by a bacterium
    A plasmid acts as a cloning vector: the gene is joined into it, and the recombinant plasmid is taken up by a bacterium

    Gene editing

    Gene editing 基因编辑 is a precise form of genetic engineering. It inserts, deletes or replaces DNA at an exact site in the genome 基因组.

    Copying and sorting DNA

    • the polymerase chain reaction 聚合酶链式反应 (PCR) is used to clone 克隆 and amplify 扩增 DNA — to make millions of copies. It repeats cycles of heating and cooling, using a heat-stable enzyme called Taq polymerase.
    A three-step cycle: heating to 95 degrees separates the strands, cooling to 55 degrees lets primers attach, and 72 degrees lets Taq polymerase build new strands, which repeats to double the DNA each time
    PCR repeats heat-and-cool cycles; each cycle doubles the DNA, making millions of copies
    • gel electrophoresis 凝胶电泳 separates DNA fragments 片段 by length. The fragments move through a gel in an electric field, and shorter fragments move further, so the lengths spread out into bands.
    A gel with wells at the negative end and DNA fragments moving down towards the positive end; shorter fragments travel further, separating into bands
    Gel electrophoresis: DNA moves towards the + end, and shorter fragments travel further, sorting them by length
    A real agarose gel photographed under ultraviolet light: a stained DNA ladder of evenly spaced bands in the left lane, with bright orange and green bands at different heights in the sample lanes
    A real gel under UV light: the left lane is a DNA ladder, and the glowing bands show how the fragments have separated by length
    • microarrays 微阵列 are used to study whole genomes and to detect which genes are switched on, by picking up their mRNA.
    • databases 数据库 store the nucleotide sequences of genes and the amino acid 氨基酸 sequences of proteins, so scientists anywhere can compare them.
    Explore

    The tools of genetic technology

    Genetic engineering moves a useful gene into another organism so it makes a desired protein.

    Vocabulary Train
    English Chinese Pinyin
    recombinant 重组 chóng zǔ
    genetic engineering 基因工程 jī yīn gōng chéng
    gene 基因 jī yīn
    protein 蛋白质 dàn bái zhì
    donor 供体 gōng tǐ
    reverse transcriptase 逆转录酶 nì zhuǎn lù méi
    nucleotide 核苷酸 hé gān suān
    restriction endonuclease 限制性内切酶 xiàn zhì xìng nèi qiè méi
    ligase 连接酶 lián jiē méi
    plasmid 质粒 zhì lì
    cloning vector 载体 zài tǐ
    polymerase 聚合酶 jù hé méi
    promoter 启动子 qǐ dòng zi
    marker gene 标记基因 biāo jì jī yīn
    fluorescent 荧光 yíng guāng
    gene editing 基因编辑 jī yīn biān jí
    genome 基因组 jī yīn zǔ
    polymerase chain reaction 聚合酶链式反应 jù hé méi liàn shì fǎn yìng
    clone 克隆 kè lóng
    amplify 扩增 kuò zēng
    gel electrophoresis 凝胶电泳 níng jiāo diàn yǒng
    fragment 片段 piàn duàn
    microarray 微阵列 wēi zhèn liè
    database 数据库 shù jù kù
    amino acid 氨基酸 ān jī suān
    19.2

    Genetic technology in medicine

    Syllabus
    1. explain the advantages of using recombinant human proteins to treat disease, using the examples insulin, factor VIII and adenosine deaminase
    2. outline the advantages of genetic screening, using the examples of breast cancer (BRCA1 and BRCA2), Huntington’s disease and cystic fibrosis
    3. outline how genetic diseases can be treated with gene therapy, using the examples severe combined immunodeficiency (SCID) and inherited eye diseases
    4. discuss the social and ethical considerations of using genetic screening and gene therapy in medicine

    Source: Cambridge International syllabus

    Recombinant human proteins

    A human gene can be put into bacteria or other cells so that they make a recombinant human protein — an exact copy of the human one. This is safer and never in short supply, and it avoids using proteins taken from animals or donors. Examples are insulin 胰岛素 (for diabetes 糖尿病), factor VIII (for haemophilia) and adenosine deaminase (for a faulty immune system).

    A five-step flow: the human insulin gene is put into a plasmid, taken up by bacteria, grown in a fermenter, then purified into human insulin
    The same tools make a human protein: the insulin gene goes into bacteria, which become living factories — so the insulin is an exact human copy and never in short supply

    Genetic screening

    Genetic screening 基因筛查 tests a person's DNA for disease alleles before symptoms appear. Examples are the BRCA1 and BRCA2 alleles (which raise the risk of breast cancer 乳腺癌), Huntington's disease 亨廷顿病, and cystic fibrosis 囊性纤维化. Knowing the result helps people make informed choices about treatment and family.

    Gene therapy

    Gene therapy 基因治疗 treats a genetic disease by putting a working copy of a gene into the patient's cells. It has been used for SCID (a disease in which the immune system fails) and for some inherited eye diseases.

    Social and ethical questions

    Genetic screening and gene therapy raise concerns: who should see your genetic results, whether insurers or employers could misuse them, whether changes are safe and permanent, and who decides. These ethical 伦理 and social questions must be weighed against the benefits.

    Explore

    Making human insulin with GM bacteria

    Step through it. The human insulin gene goes into bacteria, which then churn out exact human insulin in fermenters.

    Vocabulary Train
    English Chinese Pinyin
    insulin 胰岛素 yí dǎo sù
    diabetes 糖尿病 táng niào bìng
    genetic screening 基因筛查 jī yīn shāi chá
    breast cancer 乳腺癌 rǔ xiàn ái
    Huntington's disease 亨廷顿病 hēng tíng dùn bìng
    cystic fibrosis 囊性纤维化 náng xìng xiān wéi huà
    gene therapy 基因治疗 jī yīn zhì liáo
    ethical 伦理 lún lǐ
    19.3

    Genetically modified organisms in agriculture

    Syllabus
    1. explain that genetic engineering may help to solve the global demand for food by improving the quality and productivity of farmed animals and crop plants, using the examples of GM salmon, herbicide resistance in soybean and insect resistance in cotton
    2. discuss the ethical and social implications of using genetically modified organisms (GMOs) in food production

    Source: Cambridge International syllabus

    Genetic engineering can help feed a growing world by improving farmed animals and crops. Examples of genetically modified organisms 转基因生物 (GMOs) are:

    • GM salmon 鲑鱼 that grow to size faster.
    • soybean 大豆 made resistant to a herbicide 除草剂, so weeds can be sprayed without harming the crop.
    • cotton 棉花 made resistant to insect pests 害虫, because it makes a protein that kills the insects.
    Two cotton plants side by side: the left one has full healthy leaves, the right one has been eaten down to torn stalks by insects
    Both plants faced the same insects. The insect-resistant GM cotton on the left is barely touched; the ordinary cotton on the right has been stripped — because the GM plant makes a protein that kills the pests as they feed

    GMOs also raise ethical and social questions: whether they are safe to eat, what effect they have on the environment and wild species, whether the engineered genes might spread, and whether a few large companies should control the food supply.

    Worked example. A tiny DNA sample from a crime scene must be amplified and then compared with a suspect's. Outline the two techniques and what each achieves. PCR copies the DNA in repeated cycles: denaturation at about $95\ °\text{C}$ separates the strands, annealing at about $55\ °\text{C}$ lets primers bind at each end of the target, and extension at about $72\ °\text{C}$ has Taq polymerase build the new strands. Each cycle doubles the amount, so $n$ cycles give $2^n$ copies - 30 cycles turn one molecule into roughly a billion. Gel electrophoresis then separates the fragments: DNA is negatively charged because of its phosphate groups, so it moves towards the anode, and shorter fragments travel further through the gel. Matching band patterns point to the same source. Taq polymerase is used because it is thermostable - an ordinary polymerase would denature at $95\ °\text{C}$ in the very first cycle.

    Explore

    How a GMO is made

    Step through it — the same recombinant-DNA toolkit, now used to give a crop or microbe a brand-new useful gene.

    Vocabulary Train
    English Chinese Pinyin
    genetically modified organism 转基因生物 zhuǎn jī yīn shēng wù
    salmon 鲑鱼 guī yú
    soybean 大豆 dà dòu
    herbicide 除草剂 chú cǎo jì
    cotton 棉花 mián huā
    pest 害虫 hài chóng
    19.3

    Exam tips

    • Outline the toolkit: restriction enzymes (cut at specific sequences, sticky ends), ligase (join), plasmid vectors, and PCR (amplify).
    • Explain gel electrophoresis: DNA separates by size, smaller fragments travel further — used in genetic fingerprinting.
    • Give a balanced benefit vs concern for GMOs and gene therapy.

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