The shape of the lesson
By the end of the lesson, learners can
- The prokaryotic plan: Rotate the bacterium and click each part.
- Viruses: non-cellular: Switch between the three viruses in the sim and tick Cut-away to see the nucleic acid inside.
- Are cells the basic unit of life?: Cell theory says that all living organisms are made of cells, that the cell is the smallest unit of life, and that cells come only from pre-existing cells.
- Wall: peptidoglycan in bacteria, cellulose in plants.
- DNA: circular and naked in prokaryotes; linear with histones in eukaryotes.
- Ribosomes: 70S in prokaryotes, 80S in eukaryotic cytoplasm.
- Virus: DNA or RNA + protein capsid (+ envelope in some).
One picture every idea returns to
A prokaryotic cell, such as a bacterium, is unicellular and usually 1 to 5 μm across. It has a peptidoglycan (murein) cell wall, circular DNA free in the cytoplasm with no histones, 70S ribosomes, and no organelles surrounded by double membranes: no nucleus, mitochondria or chloroplasts. A virus is non-cellular: a core of nucleic acid, either DNA or RNA, inside a protein capsid, and in some viruses an outer envelope of phospholipids taken from the host cell. Viruses can only reproduce inside a host cell.
Forty-five minutes, phase by phase
| Time | Phase | What happens in the room | Grouping |
|---|---|---|---|
| 0 to 5 min | Hook: predict | Open with the question in the title, Small cells, and things that are not cells at all.. A bacterium is a complete living cell built on a much simpler plan than yours: no nucleus, no mitochondria, smaller ribosomes. Put the figure on the board: it is the one picture every idea in the lesson returns to. | Whole class, then pairs |
| 5 to 13 min | Teach and check: The prokaryotic plan | Rotate the bacterium and click each part. Project tab 3 of the lab (Cell structure lab, 3D bacterium) and let a student drive it while the class predicts. | Whole class, then pairs |
| 13 to 21 min | Teach and check: Viruses: non-cellular | Switch between the three viruses in the sim and tick Cut-away to see the nucleic acid inside. Project tab 7 of the lab (Cell structure lab, viruses) and let a student drive it while the class predicts. | Pairs |
| 21 to 30 min | Teach and check: Are cells the basic unit of life? | Cell theory says that all living organisms are made of cells, that the cell is the smallest unit of life, and that cells come only from pre-existing cells. | Cooperative Concept Mapping |
| 30 to 36 min | Check | The four Stage 1 questions from the student lesson, answered on mini whiteboards or by show of fingers. Re-teach the one most get wrong. | Individual, then whole class |
| 36 to 43 min | Plenary | The exam-style questions from Stage 2, one at a time: thirty seconds alone, then a random call. The feedback lines in the key give the examiner's wording. | Individual, random call |
| 43 to 45 min | Exit and homework | Set the worksheet below (6 questions, 18 marks). Learners self-assess against the objectives before they leave. | Individual |
Protect the parts that carry the learning
The sequence carries about fifty minutes of material, so the lab is driven by one student while the class predicts rather than explored freely. Times are a guide.
Protected: the check at 30 minutes. It is the only individual read on whether the key idea landed, and it is not cut.
Cut first if the build overruns: the last check in Are cells the basic unit of life?, never the check or the plenary.
In a 60 minute block: run worksheet questions 1 to 3 in class as a Rally Coach set and model both the hardest worked example and its check live.
Cooperative Concept Mapping
Teams receive the key terms on cards and arrange them on a large sheet, drawing and labelling the links. Compare maps between teams before showing the model map.
The full structure, with its variations and the other twelve, is on the cooperative-learning page.
What to head off, and how
| Trap learners fall into | Teaching move that pre-empts it |
|---|---|
| Prokaryotes do have a cell surface membrane, cytoplasm and ribosomes: they lack only the membrane-bound organelles. | And their cell wall is peptidoglycan, never cellulose. Writing “bacteria have no ribosomes” or “a cellulose wall” loses the mark. |
| Never describe a virus as a “cell” or as a type of bacterium. | A virus is 10 to 100 times smaller than a bacterium, has no cytoplasm or ribosomes, and is not affected by antibiotics, which target bacterial structures such as the peptidoglycan wall and 70S ribosomes. |
Prokaryotic cells and viruses: worksheet
6 questions, 18 marks. Written in the style of the papers; no past paper question is reproduced.
Outline four key structural features of a typical prokaryotic cell.
Compare the structure of a bacterium with that of a plant mesophyll cell. Give two similarities and two differences.
Describe the structure of a virus such as influenza.
Explain why viruses are described as non-cellular.
A bacterium 2.5 μm long and a virus 100 nm across are shown in the same electron micrograph at ×20 000. Calculate the image size of each in mm.
Mitochondria are about the same size as bacteria, contain circular DNA and have 70S ribosomes. Explain why a mitochondrion is nevertheless not a prokaryotic cell.
Answer key and marking notes
- Unicellular and generally 1 to 5 μm in diameter.
- A cell wall made of peptidoglycan.
- Circular DNA, not associated with histones, free in the cytoplasm.
- 70S ribosomes and no organelles surrounded by double membranes (no nucleus, mitochondria or chloroplasts).
- Similarities (any two): both have a cell wall, a cell surface membrane, cytoplasm, ribosomes and DNA.
- Difference: bacterial wall is peptidoglycan; plant wall is cellulose.
- Difference: bacterium has 70S ribosomes only; plant cytoplasm has 80S ribosomes.
- Difference (also accept): bacterium has circular DNA without a nucleus; plant cell has a nucleus and chloroplasts and mitochondria with double membranes.
- A core of nucleic acid (single-stranded RNA in influenza).
- Surrounded by a protein capsid made of repeating subunits.
- An outer envelope of phospholipid, taken from the host cell membrane, with glycoprotein spikes.
- They have no cell surface membrane of their own enclosing cytoplasm (any envelope comes from the host).
- They have no cytoplasm, ribosomes or other organelles, and no metabolism.
- They can only reproduce inside a host cell, using its ribosomes, enzymes and ATP.
- Bacterium: 2.5 × 20 000 = 50 000 μm = 50 mm.
- Virus: 100 nm = 0.1 μm; 0.1 × 20 000 = 2000 μm = 2 mm.
- A mitochondrion is an organelle inside a eukaryotic cell and cannot live or reproduce independently outside it.
- It has a double membrane and no peptidoglycan cell wall, so it lacks key features of a prokaryotic cell.
8 multiple-choice questions on this lesson
From the topic question bank. Assign them in the app for a marked score in your gradebook, or run the topic as a class game.
What is the typical diameter of a bacterial cell?
- A1 to 5 μm
- B10 to 100 μm
- C20 to 300 nm
- D0.1 to 0.5 mm
Which structure is absent from a typical bacterial cell?
- Aa nuclear envelope
- Bribosomes
- Ca cell surface membrane
- DDNA
The table describes four biological structures, W, X, Y and Z. Which one is a prokaryote?
- AX
- BW
- CY
- DZ
Which pair of components is found in both a bacterium and a virus?
- Anucleic acid and protein
- Bnucleic acid and ribosomes
- Cnucleic acid and a cell surface membrane
- Dprotein and a peptidoglycan wall
A bacterium is 2 μm long and a virus has a diameter of 40 nm. How many times longer is the bacterium than the diameter of the virus?
- A50
- B0.05
- C5
- D500
The antibiotic penicillin kills growing bacteria by preventing the cross-linking of peptidoglycan. Which statement explains why penicillin does not harm human cells?
- AHuman cells do not have a cell wall containing peptidoglycan.
- BHuman cells have 80S ribosomes in their cytoplasm instead of 70S ribosomes.
- CHuman DNA is enclosed within a nuclear envelope.
- DHuman cells have mitochondria to supply ATP for repairing damage.
Which feature is shared by a mitochondrion and a typical bacterium but is NOT found in the nucleus of a eukaryotic cell?
- A70S ribosomes
- Ba double membrane
- Ca peptidoglycan wall
- Dlinear DNA associated with histone proteins
Tobacco mosaic virus is a rod 300 nm long and 18 nm wide. In a transmission electron micrograph the rod is 45 mm long. What are the magnification and the width of the rod in the image?
- A×150 000 and 2.7 mm
- B×150 and 2.7 μm
- C×150 000 and 27 mm
- D×15 000 and 0.27 mm
Quiz key
Typical bacteria are about 1 to 5 μm across, roughly the size of a mitochondrion. 10 to 100 μm is the size range of typical eukaryotic cells (animal cells about 10 to 30 μm, plant cells larger). 20 to 300 nm is the size range of viruses, which are too small to be seen with a light microscope. 0.1 to 0.5 mm (100 to 500 μm) is large enough to see with the naked eye, like some single-celled protoctists.
A prokaryotic cell has no nucleus, so it has no nuclear envelope; its circular DNA lies free in the cytoplasm. Bacteria do have ribosomes (70S, smaller than the 80S ribosomes in eukaryotic cytoplasm). They have a cell surface membrane inside the peptidoglycan wall, which controls what enters and leaves. They also have DNA, as a circular chromosome and often as small plasmids.
X has a peptidoglycan wall, only 70S ribosomes and circular DNA with no nucleus: every feature of a typical prokaryote. W has a cellulose wall, 80S ribosomes in the cytoplasm (with 70S in its mitochondria and chloroplasts) and a nucleus, so it is a plant cell. Y has the same features but no wall, so it is an animal cell. Z has a protein capsid, nucleic acid and no ribosomes, so it is a virus, which is not a cell at all.
Every virus has a nucleic acid core (DNA or RNA) inside a protein capsid, and bacteria contain both DNA and proteins, so this pair is common to both. Viruses have no ribosomes; they use the host cell's ribosomes to make their proteins. Viruses have no cell surface membrane of their own; an envelope, where present, is taken from the host's membrane. Peptidoglycan is found only in bacterial cell walls, never in viruses.
2 μm = 2000 nm, so the bacterium is 2000 ÷ 40 = 50 times longer. 0.05 inverts the division (40 ÷ 2000), which would make the virus the larger of the two. 5 converts μm to nm with a factor of 100 (2 μm = 200 nm). 500 uses a factor of 10 000. Since viruses are typically 20 to 300 nm and bacteria 1 to 5 μm, a ratio of tens is expected.
Penicillin's target is the cross-linking of peptidoglycan in the bacterial cell wall. Human cells have no cell wall at all, so there is nothing for it to act on. The difference in ribosome size is true, and it explains why some other antibiotics that act on 70S ribosomes spare human cytoplasm, but penicillin does not act on ribosomes. The nuclear envelope is also a real difference, but penicillin does not act on DNA. Mitochondria supply ATP but cannot protect a cell from a drug that has no target in it; in any case the reason is the absence of the target, not repair.
Both mitochondria and bacteria contain 70S ribosomes (and small circular DNA), whereas the nucleus contains no complete ribosomes; it only assembles ribosome subunits in the nucleolus, and 80S ribosomes work in the cytoplasm. A double membrane surrounds the mitochondrion and also the nucleus (the nuclear envelope), but a bacterium has only a single cell surface membrane. Peptidoglycan is found only in the bacterial wall, not in mitochondria. Linear DNA with histones is the arrangement in the nucleus, not in mitochondria or bacteria.
300 nm = 0.3 μm and 45 mm = 45 000 μm, so the magnification = 45 000 ÷ 0.3 = ×150 000. Image width = 18 nm × 150 000 = 2 700 000 nm = 2.7 mm. ×150 divides 45 by 0.3 without converting mm to μm, which then gives a width of 2.7 μm. 27 mm has the right magnification but slips a factor of 10 converting nm to mm. ×15 000 treats 300 nm as 3 μm. A check: the rod is about 17 times longer than it is wide, and 45 mm ÷ 2.7 mm also gives about 17.
What to project
The student lesson embeds these tabs. Open them full screen on the projector; every slider has a drag handle on the stage.
Slides for this lesson
A projectable deck for every pack is on the way. Until then, present the student lesson full screen: its sections, figure and lab tabs follow the same order as the plan above.