SBT B101: Cellular Basis of Life

Contact/Academic Hours: 45

Lecturer: Ngala JN

BSc Biochemistry, UoN, Kenya, 2018 WhatsApp: +254716436082

MSc FSCN, GU, Uganda, 2024 Call: +254780700063
MSc MAP, MUST, Uganda (Ongoing) Email: [email protected]
Research interests: Food safety & Public health, Product dev, One Health Approach, AMR,
Ethnopharmacology & Functional foods (M. somalensis- anti-ulcer and anti-candida...
“What makes something alive?” e.g “Are Viruses living
or non-living? “ What of bacteria, parasites?
“If all cells come from pre-existing cells, how did the
first cell arise?”

•Marine Biology: Understanding cellular processes helps

explain how marine organisms adapt to changing ocean
conditions such as salinity, temperature, and acidity
•Fisheries: Knowledge of fish cell biology supports
disease control and improved aquaculture productivity
through better breeding and nutrition
•Agricultural Extension: Plant cell biology explains how
improved seeds, fertilisers, and pest control measures
enhance crop growth and resilience
•Education: Mastery of cellular concepts equips
educators to teach biology effectively by linking
microscopic processes to everyday life
Course Purpose
• To equip learners with foundational knowledge and
competencies in cell biology, enabling them to apply cellular
principles to fisheries, livestock, crop science, and agricultural
extension practices.

Integrates theory + practical reasoning + real-world application,

in line with a competence-based approach
Expected Learning Outcomes (ELOs)
• By the end of this course, the learner should be able to:
• Define the theories on the origin of life.
• Apply knowledge of the cell cycle & apoptosis to explain the life and death of
cells.
• Explain the different ways and reasons for which a cell could die.
• Demonstrate how the differences between Animal, Plant and Prokaryotic cell
structures translate to the different functions.
• Understand the roles of cellular organelles is maintaining the structure and the
proper function of a cell.
• Describe the different types of Plant and Animal tissues
• Demonstrate and apply the scientific method in everyday life.
Week 1: Philosophies and Theories on the Origin of Life
• Content: Spontaneous generation, panspermia,
biochemical evolution (Oparin–Haldane), Miller-
Urey experiment

• Competence: Explain scientific perspectives on

the emergence of life and relate them to
biodiversity in agriculture and aquatic ecosystems

• Application Example: Microbial origins →

importance of bacteria in soil fertility and
aquaculture ponds.
Week 2: Cell Types – Prokaryotic vs. Eukaryotic
Week 2: Cell Types – Prokaryotic vs. Eukaryotic

• Content: Structure, differences, and significance of cell types

(prokaryotic, eukaryotic, plant, animal)

• Competence: Distinguish cell types and explain their importance in

crop, livestock, and fisheries systems

• Application Example: Bacteria as soil nitrogen fixers (prokaryotes);

protozoan parasites in fish (eukaryotes).
Week 3: Cell Structure I – Plant and Animal Cells
• Content: Overview of the structural
organization of typical plant and
animal cells

• Competence: Relate structural

components of cells to their roles in
survival and productivity

• Application Example: Plant cell wall

in drought resistance; gill epithelial
Week 4: Cell Organelles I – Nucleus, Mitochondria,
Endoplasmic Reticulum, Ribosomes
• Content: Structure and function of energy and
protein-synthesising organelles

• Competence: Explain how organelles function

to support plant growth and animal physiology

• Application Example: Mitochondria in muscle

activity of livestock; ribosomes in protein-rich
seed production.
Week 5: Cell Organelles II – Lysosomes, Golgi
Apparatus, Peroxisomes
• Content: Role in intracellular digestion,
detoxification, and packaging

• Competence: Analyze how organelle

dysfunction leads to disease or poor
productivity

• Application Example: Lysosomal enzymes

in fish stress response; peroxisomes in
detoxifying pesticides in crops
Week 6: Cell Organelles III – Chloroplasts, Chlorophylls,
and Carotenoids
• Content: Structure and role of chloroplasts; pigments in light capture

• Competence: Relate chloroplast structure and pigment function to agricultural productivity and
fisheries nutrition

• Application Example: Chlorophyll index as a measure of crop health; carotenoids in aquaculture

feeds for pigmentation

Photosynthetic Pigments
Week 7: Animal Tissues I – Epithelial, Connective,
Muscle, Nervous
• Content: Structure, functions, and
adaptations of major animal tissues

• Competence: Explain how animal tissues

support life and productivity

• Application Example: Fish muscle fibres

and fillet quality; nervous tissue in animal
behaviour.
Week 8: Animal Tissues II – Collagen and Adipose
Tissue
• Content: Role of collagen in support, adipose
in storage and insulation

• Competence: Relate tissue functions to

animal adaptation and product quality

• Application Example: Collagen in fish skin

elasticity; adipose tissue in energy storage
during estivation
Week 9: Plant Tissues I – Meristematic and Protective
Tissues
• Content: Apical, lateral meristems;
epidermis, cuticle

• Competence: Explain how growth

and protective tissues support
plant survival

• Application Example: Meristem

culture in crop breeding; cuticle in
drought resistance
Week 10: Plant Tissues II – Parenchyma, Collenchyma,
Sclerenchyma
• Content: Supporting and storage
tissues

• Competence: Relate tissue

structure to resilience and
productivity

• Application Example: Parenchyma

in fruit storage; collenchyma in
vegetable flexibility.
Week 11: Plant Tissues III – Vascular Tissues (Xylem and
Phloem)
• Content: Structure and function of
transport tissues

• Competence: Relate nutrient and water

transport to crop yield and stress
tolerance

• Application Example: Xylem cavitation

in drought crops; phloem transport in
fruit crops.
Week 12: Cell-Cell Junctions and Intercellular
Communication
• Content: Plasmodesmata, gap junctions, tight
junctions, desmosomes

• Competence: Analyze how communication

and junctions support tissue and organism
function

• Application Example: Plasmodesmata in viral

spread in plants; junctions in epithelial
barriers of fish gills.
Week 13: Chromatophores and Specialized Cells

• Content: Pigment cells and their role in

camouflage, signalling, and thermoregulation

• Competence: Explain cell specialization as an

adaptation mechanism

• Application Example: Chromatophores in fish

colouration; pigmentation in crop fruits for
market value.
Week 14: Cell Cycle and Apoptosis
• Content: Cell cycle stages (mitosis,
meiosis); programmed cell death

• Competence: Relate cell division and

death to reproduction, growth, and
disease control

• Application Example: Meiosis in crop

breeding; apoptosis in tissue remodelling
in aquatic organisms
Week 15: Scientific Method in Cell Biology
• Content: Observation, hypothesis formulation,
experimental design, data collection, interpretation

• Competence: Apply the scientific method to design

experiments in agriculture, fisheries, and zoology

• Application Example: Designing a study on the effect of

drought stress on maize chloroplasts; Testing pesticide
effects on fish mitochondria; Investigating tissue repair
in amphibians.
Organisation of Learning Experiences
• Interactive lectures to cover theoretical aspects using
visuals, diagrams and real-world examples to
illustrate concepts
• laboratory experiments to observe different animal
and plant cells
• Case studies and Problem Scenarios about defective
cells, encouraging critical thinking and problem-
solving skills
• Group projects/Flipped Classrooms for trainees to
apply knowledge to investigate the diseased cell
• Utilize ICT such as computer programs & online
resources to explore life's essential processes, such as
metabolism, reproduction, movement and
defense/survival.
Teaching/ Learning Methodologies
• Lectures, Problem-Based Learning (PBL) Scenarios,
flipped classrooms, Reading assignments, Laboratory
demonstrations and practicals
Instructional Material and Equipment
• Whiteboard, Whiteboard markers, LCD, DAPI staining
microscopes, dissecting kits, slides, assorted stains
and reagents
NOTE: PBL uses real-life or simulated problems as the
starting point for learning; Students work in groups to
analyze, discuss, and solve problems rather than
passively receiving information; The scenario is the
trigger or case study that sets the stage for inquiry
🔹 Features of a Good PBL Scenario
• Relevant – relates to students’ field of
study (e.g., biology, agriculture, medicine).
• Open-ended – no single direct answer;
encourages critical thinking.
• Challenging but achievable – promotes
research, discussion, and application of
knowledge.
• Integrative – requires drawing knowledge
from multiple disciplines.
• Contextual – mirrors real-world problems
that learners may encounter in practice.
Teaching/ Learning Methodologies ...
• 🔹 What are PBL Scenarios?
• Problem-Based Learning (PBL) uses real-life or simulated problems as the starting point
for learning.
• Students work in groups to analyze, discuss, and solve problems rather than passively
receiving information.
• The scenario is the trigger or case study that sets the stage for inquiry.

• 🔹 Features of a Good PBL Scenario

• Relevant – relates to students’ field of study (e.g., biology, agriculture, medicine).
• Open-ended – no single direct answer; encourages critical thinking.
• Challenging but achievable – promotes research, discussion, and application of
knowledge.
• Integrative – requires drawing knowledge from multiple disciplines.
🔹 Example PBL Scenarios by Field
• 1. Marine Fisheries / Agriculture
Local farmers report a sudden mass death of tilapia in ponds. Water samples
show unusual turbidity, and villagers complain of stomach upsets after
consuming the fish. As a fisheries biologist, what steps would you take to
investigate and manage this issue?
• 2. Zoology
A wildlife conservancy reports that several monkeys in a troop are showing
hair loss, lethargy, and skin lesions. Rangers fear a zoonotic disease outbreak.
As a zoology student, how would you investigate and advise on containment?
• 3. Public Health / Nutrition
In a coastal community, school children are showing high rates of anemia
despite food aid programs. Surveys show that the diet is dominated by cassava
and maize. As a nutrition scientist, propose an evidence-based solution.
🔹 Example PBL Scenarios by Field...
• 🌊 Interactive Activity Prompt
• “If the ocean lost all its phytoplankton cells for one week, what would happen?”
• Students will connect cell biology to marine ecosystems, oxygen production,
food chains, and fisheries collapse.
• Encourages systems thinking early on.
• 💡 Closing Motivation Statement
• “Cell biology is not just theory — it’s the foundation of solving global challenges
like food security, climate change, and disease.”
• Links their studies to real-world issues (nutrition, sustainability, health).
• Inspires students to see cell biology as practical and impactful, not abstract.
Course Assessment
• One sit-in End of semester written examination (70%)
• Continuous Assessment =30% (at least two 1hr Sit-in test=10% each, take-home
assignment=10%)
Attitudes and Values
• Encourages a critical and creative thinking approach in applying the scientific
method to their daily life
• Inspire learners’ curiosity and hunger for evidence-based knowledge, matters
of the cellular basis of life
• Inspire the learners to appreciate the complexity of cellular processes even in
”simple“ organisms
• Cultivate a sense of responsibility in preserving the sanctity of life in all forms
and at all levels
Core Textbooks
• Reece, Jane B. (2012). Campbell biology: concepts &
connections. San Francisco: Benjamin Cummings
• Gupta, M. L. D. (2010). Cell biology. Jodhpur: Sarswati.
• Snustad, D. Peter (2006). Principles of Genetics, 4th
Edition. John Wiley and Sons, Hoboken, NJ.
• Neil, A. C., & Campbell, N. A. (2009). Biology: concepts &
connections. San Francisco: Pearson/Benjamin Cummings.
• Starr, C., Evers, C. A., & Starr, L. (2008). Biology: concepts
and applications: without physiology. Belmont, CA:
Thomson / Brooks/Cole.
Further Reading Material
• Roberts, M.V. (2014). Biology, a functional approach, 4th