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IGCSE · Cambridge (CIE) · 0610

Compare the structures of plant and animal cells

Compare shared structures with plant features without assuming every plant cell has chloroplasts.

Section 2.1 · Cell structure

Cells and organisation pathway · 2.1

Core and Extended; Biology 0610, 2026–2028. Use the stated specimen features and evidence. Diagrams are schematic. Written practice is self-checked

Before you begin

  • Recall the distinction between plant, animal and bacterial cells. Read the supplied evidence before drawing a conclusion.

Work on paper. Try each question before revealing help, and explain why your method works.

Quick readiness check

Which boundary occurs in both typical plant and animal cells?

What you will learn

  • Identify eight named cell structures.
  • Use cell features to justify a comparison.
Schematic typical plant and animal cells share membrane, cytoplasm, nucleus, ribosomes and mitochondria. The photosynthetic plant model adds a cellulose wall, chloroplasts and a large permanent vacuole; specialised exceptions remain.Typical cells share severalstructuresPlantAnimalSharedMembrane · cytoplasm · nucleusRibosomes · mitochondriaTypical plant additionsCellulose wall · chloroplastsLarge permanent vacuole
Schematic typical plant and animal cells share membrane, cytoplasm, nucleus, ribosomes and mitochondria. The photosynthetic plant model adds a cellulose wall, chloroplasts and a large permanent vacuole; specialised exceptions remain.

Start with shared structures

A typical plant cell and a typical animal cell have a cell membrane, cytoplasm, a nucleus, ribosomes and mitochondria. The membrane surrounds the contents, cytoplasm occupies the interior around structures, and the nucleus contains genetic information. Diagram colours are a teaching convention, not the natural colours of organelles.

A typical photosynthetic plant cell also has a cellulose cell wall outside its membrane, chloroplasts and a large permanent vacuole containing cell sap. Animal cells do not have cellulose walls or chloroplasts; they do not normally have the large central permanent vacuole shown in the plant model.

Use more than an outline

A rectangle is not proof of a plant cell and a rounded outline is not proof of an animal cell. Identify the named structures and use the specimen context. A root hair cell is a plant cell but usually lacks chloroplasts because it is not exposed to light for photosynthesis.

Specialised cells may depart from the typical model. Mature mammalian red blood cells lack a nucleus and mitochondria. The comparison diagram describes typical cells; it is not an exception-free list for every cell in an organism.

Pause and explain

Why can a root cell lack chloroplasts and still be a plant cell?

Put the idea to work

Worked example

A supplied cell has a cellulose wall, membrane, nucleus and large permanent vacuole, but no chloroplasts. Can it be a plant cell?

Show the worked solution
  1. The cellulose wall is a plant feature.
  2. A large permanent vacuole supports that interpretation.
  3. Lack of chloroplasts is compatible with a non-photosynthetic plant cell.

Answer Yes; these observations fit a non-photosynthetic plant cell.

Try a topic test

Choose Easy, Normal or Difficult. Save your answers and open worked review after finishing.

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From guided practice to a new situation

Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

1 · Guided

List three shared structures in typical plant and animal cells.

Give me a hint

Start with the membrane and interior.

Compare my reasoning
  1. Both have a membrane and cytoplasm.
  2. Both normally have a nucleus, ribosomes and mitochondria.

Any three of membrane, cytoplasm, nucleus, ribosomes and mitochondria.

Look for these in your work

  • Give three structures.
  • Do not include a chloroplast as shared.
2 · Independent

A photosynthetic leaf cell has structures absent from a typical cheek cell. Name three.

Give me a hint

Compare the plant additions.

Compare my reasoning
  1. Find the wall outside the membrane.
  2. Find chloroplasts and the large permanent vacuole.

Cellulose cell wall, chloroplasts and large permanent vacuole.

Look for these in your work

  • Distinguish wall from membrane.
  • Give all three.
3 · Transfer

A student says every green oval in any cell diagram is a chloroplast. Explain why the label requires more evidence.

Give me a hint

Colours are chosen by the illustrator.

Compare my reasoning
  1. Diagram colour is conventional.
  2. Read structural labels or a supplied key and the cell context.
  3. Compare the structures, not colour alone.

Use the key, structure and cell context; green colouring alone is insufficient.

Look for these in your work

  • Reject colour-only inference.
  • Specify better evidence.

Common mistakes

  • Do not classify by shape alone.
  • Not every plant cell has chloroplasts.
Recall without your notes

What can you explain now?

Name two structures shared by typical plant and animal cells.

Compare with the explanation

Cell membrane and nucleus; cytoplasm, ribosomes and mitochondria are also acceptable.

Shared structures do not by themselves separate the two cell types.

After trying it yourself, choose your next review. This is your self-assessment.

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Make it stick

Draw two typical cells and label both shared structures and plant additions.

If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.

Keep learning Biology

Course scope and assessment

780 sequenced lessons provide 2340 guided, independent and application problems in characteristics, classification, cells, organisation, specimen size, membrane transport, biological molecules, enzymes, plant and human nutrition, plant transport, circulatory systems, the heart, blood vessels, blood, disease transmission, body defences, immunity, gas exchange in humans, respiration energy uses and investigations, aerobic respiration, anaerobic respiration and recovery, excretion in humans, coordination and response, sense organs, hormones, homeostasis, tropic responses, drugs, asexual reproduction, sexual reproduction, sexual reproduction in plants, sexual reproduction in humans, sex hormones in humans, sexually transmitted infections, chromosomes, genes and proteins, mitosis, meiosis, monohybrid inheritance, variation, adaptive features, selection, energy flow, food chains and webs, nutrient cycles, population, community, ecosystem, population-growth phases, food supply, habitat destruction, pollution, conservation, biotechnology and genetic modification. 61 of 61 syllabus sections have linked teaching and staged practice. The earlier inheritance overview remains introductory, and the monohybrid pathway develops the relevant Core and Supplement requirements. This is not full programme completion or guaranteed exam readiness. Written practice is self-checked.

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