What the Cell
C3.2

Defence against disease

5 hours18 statementsTextbook pp. 517–547

Guiding questions

  1. How does the body detect pathogens and fight infection?
  2. What affects how common a disease is in a population?

Slides

Slide 1 of 33

Notes

Written for this site from the course textbook and class slides. Use the page numbers to read the book's fuller account. Image credits are on slide 33.

Getting in

C3.2.1

Pathogens are what cause infectious disease

pp. 517–518

A pathogen is anything living or virus-like that causes disease in a host. Because pathogens can pass between hosts, the illnesses they cause are called infectious or communicable. That separates them from conditions such as cancer, malnutrition or inherited disorders, which you cannot catch.

The word is mainly used for four groups, and each has features you can use to identify it:

  • Bacteria: prokaryotes with a peptidoglycan wall. Most species are harmless; those that are not include the causes of cholera and tuberculosis.
  • Viruses: not cells. A virus is nucleic acid in a protein coat and can reproduce only inside a host cell, so every virus is a parasite.
  • Fungi: eukaryotes with chitin walls, responsible for infections such as athlete's foot.
  • Protists: single-celled eukaryotes, including the parasite that causes malaria.

Some parasitic worms also cause human disease. No archaeon is known to be a human pathogen, and scientists still debate why.

C3.2.2

How skin and mucous membranes act as the first defence

pp. 519–520

The first job is to stop pathogens entering at all.

Skin defends in two ways. As a physical barrier, its outer layer of dead, keratin-filled cells is tough and sealed with lipid, and shedding removes microbes that settle on it. As a chemical barrier, its secretions lower the surface pH and sweat contains lysozyme, an enzyme that damages bacterial walls.

Mucous membranes line the airways, gut and other openings. They are thin and living, so they need more protection. Mucus traps particles, and in the airways, cilia sweep it up to the throat to be swallowed. Stomach acid then kills many of the microbes that arrive.

Slide: key points on mucous membranes beside an electron micrograph of cilia in the trachea

Exam note: you do not need to draw or label skin.

C3.2.3

How blood clotting closes cuts in the skin

pp. 520–521

A cut breaks the barrier, so it must be sealed quickly. Doing this limits blood loss and keeps pathogens out.

  1. Platelets collect at the wound and stick together, which is enough to plug a tiny break.
  2. Platelets and damaged tissue release clotting factors, starting a cascade.
  3. The cascade converts prothrombin into the enzyme thrombin.
  4. Thrombin rapidly converts soluble fibrinogen into insoluble fibrin fibres.
  5. The fibres form a mesh that traps erythrocytes, and this is the clot.
Slide: steps from clotting factors to a clot, beside an electron micrograph of a real clot

Watch out: fibrinogen is the soluble starting material and fibrin is the insoluble product. Write that a clot "prevents the entry of pathogens", not that it "stops diseases getting in".

Fighting back

C3.2.4

How innate and adaptive immunity differ

p. 522
InnateAdaptive
Responds toBroad categories of pathogenOne particular pathogen
During your lifeStays the sameBuilds a memory of pathogens met
On re-exposureNo improvementFaster and more effective
Cells to knowPhagocytesLymphocytes

Both start when a pathogen gets past the surface barriers. The only innate component you must know is the phagocyte.

C3.2.5

How phagocytes help to control infection

pp. 522–523
Slide: five steps of phagocytosis beside an electron micrograph of a neutrophil engulfing bacteria

Phagocytes are white blood cells that leave the blood by amoeboid movement, squeezing through capillary walls and crawling to the infected tissue. They recognise a pathogen, engulf it by endocytosis so it sits inside a vesicle, then fuse a lysosome with that vesicle. Lysosomal enzymes digest the pathogen.

C3.2.6

How lymphocytes work together in adaptive immunity to make antibodies

pp. 523–524

Lymphocytes circulate in the blood and are also held in lymph nodes. Two kinds matter here: B-cells, which go on to make antibodies, and helper T-cells, which activate B-cells.

You carry a huge number of different B-cell types. Each type can make one specific antibody. That variety lets the body respond to almost any antigen, but it also means only a few cells match any one antigen when it first appears.

C3.2.7

Antigens: molecules that are recognised and set off antibody production

pp. 524–525

An antigen is a molecule that the immune system recognises as foreign and that triggers antibody production. Most are glycoproteins or other proteins, usually on the pathogen's outer surface.

An antibody is a Y-shaped protein made by B-cells. The binding site at the tip of each arm fits one particular antigen.

Red blood cells have antigens too. Group A cells given to someone with group B blood will be recognised as foreign, which can stimulate antibody production. This is why donated blood is matched.

Slide: key points on antigens and antibodies beside the molecular structure of an antibody
C3.2.8

How helper T-cells activate B-cells

pp. 526–527

A B-cell stays inactive until it receives two signals:

  1. Direct contact with its specific antigen.
  2. Contact with a helper T-cell that has been activated by the same antigen.

A phagocyte that has engulfed a pathogen displays pieces of it on its surface. A helper T-cell with the matching receptor binds to these and becomes activated. It then finds and activates the B-cell that matches the same antigen.

Slide: flow chart showing the two signals needed to activate a B-cell

Watch out: helper T-cells do not secrete antibodies. Their role is to activate the B-cell.

C3.2.9

How activated B-cells multiply into clones of plasma cells that secrete antibody

pp. 527–528

Too few B-cells match any one antigen to make enough antibody. So an activated B-cell first divides repeatedly by mitosis, forming a clone of identical cells. Most of them become plasma cells, whose rough ER makes large amounts of the same antibody for secretion. This process is known as clonal selection.

C3.2.10

How keeping memory cells gives immunity

p. 529

Immunity means being able to eliminate an infectious disease from the body. After an infection, plasma cells and antibodies decline, but some activated lymphocytes survive for the long term as memory cells.

If the same antigen returns, the memory cells respond at once. Antibodies are produced more rapidly and to a higher level, often before you feel ill. Use both comparisons in an exam answer.

Slide: sketch graph showing a small primary antibody response and a larger, faster secondary response

When defence fails

C3.2.11

How HIV passes between people in body fluids

p. 530

HIV passes from one person to another in body fluids, for example through sexual intercourse, shared hypodermic needles, breastfeeding and transfusions or transplants from unscreened donors. It does not pass through sharing a glass or towel, and mosquitoes do not transmit it.

The implications are practical. Condoms, clean needles and screening of donated blood all break the route of transmission, and knowing how HIV does not spread helps to reduce stigma.

Watch out: HIV is transmitted. AIDS is the condition that can follow, and it is not itself transmitted.

C3.2.12

How HIV infects lymphocytes and leads to AIDS

pp. 529–531

HIV is a retrovirus. Proteins on the virus bind to receptors called CD4 on helper T-cells, and its RNA core enters the cell. The enzyme reverse transcriptase copies the RNA into DNA, which is inserted into a host chromosome. The cell can then make new viruses, and over time infected lymphocytes are lost.

Only certain types of lymphocyte are infected, but losing them has wide effects. With fewer helper T-cells, fewer B-cells are activated and antibody production falls. The body then cannot fight opportunistic infections that a healthy person would normally overcome. This stage is AIDS, acquired immunodeficiency syndrome.

Medicines

C3.2.13

Antibiotics: chemicals that block processes in bacteria but leave eukaryotic cells unharmed

pp. 532–534

Antibiotics can treat a patient safely because bacteria and human cells differ. They target features found only in prokaryotes, such as cell wall synthesis or 70S ribosomes. Human cells have no cell wall and have different ribosomes in their cytoplasm, so they are not harmed.

Viruses have no cell wall, no ribosomes and no metabolism of their own. There is nothing for an antibiotic to act on, so it will not control a viral infection.

Slide: table of antibiotic targets in bacteria compared with human cells

Watch out: it is wrong to say that antibiotics fail because viruses "hide inside cells". The reason is that viruses lack the structures antibiotics act on.

C3.2.14

How pathogenic bacteria evolve resistance to several antibiotics

pp. 534–537
Slide: five steps in the evolution of resistance beside an electron micrograph of Staphylococcus aureus

This is natural selection. A random mutation, or a gene gained from another bacterium on a plasmid, makes a cell resistant. When an antibiotic is used, the susceptible bacteria die and the resistant ones survive and reproduce with less competition. Repeating this with different antibiotics can produce multiresistant strains such as MRSA.

Careful use slows this down: prescribing antibiotics only when needed, finishing the course, keeping hospitals hygienic and limiting routine use in farming. It matters because new antibiotics are hard to develop.

Crossing species

C3.2.15

Zoonoses: infectious diseases that can pass from other species to humans

pp. 537–540

A zoonosis is an infectious disease that can transfer from another species to humans. Many pathogens stick to one host, but others cross, especially when people and animals live closely together.

DiseasePathogenAnimal sourceRoute to humans
TuberculosisBacterium (zoonotic form: M. bovis)CattleRaw milk, contact with infected animals or tissue
RabiesVirusDogs and other mammalsBite, or saliva on broken skin
Japanese encephalitisVirusPigs and wading birdsMosquito bite
COVID-19Virus (SARS-CoV-2)Probably from bats; exact route not confirmedNow spreads between humans

COVID-19 shows how serious a recent transfer can be, with worldwide effects on health and daily life.

Protecting everyone

C3.2.16

How vaccines and immunization work

pp. 540–542

A vaccine contains antigens, or DNA or RNA coding for antigens. It may be a weakened or inactivated pathogen, a purified part of one, or a nucleic acid such as the mRNA in some COVID-19 vaccines. It stimulates a primary immune response and the production of memory cells, without causing the disease. If the real pathogen arrives later, the fast secondary response deals with it.

Going further: active and passive immunity

Not required by the syllabus statements, but covered on p. 541. Active immunity means your own B-cells made the antibodies and memory cells, after an infection or vaccine. Passive immunity means you received ready-made antibodies, such as across the placenta, and it fades because no memory cells form.

C3.2.17

How herd immunity helps to prevent epidemics

pp. 544–545

A population does not need everyone to be immune to stop a disease. When a high enough percentage is immune, the pathogen seldom reaches a susceptible person, so transmission is greatly impeded. This is herd immunity.

Its members depend on each other: those who can be vaccinated help protect those who cannot. The percentage needed varies with the disease and is higher for very contagious ones such as measles.

Slide: a crowd photograph, and two groups of dots showing infection spreading where few are immune and stalling where most are immune
C3.2.18

Evaluating data from the COVID-19 pandemic

pp. 546–547
Percentage change

(new − original) ÷ original × 100

Over time, or vaccine compared with placebo. In one vaccine trial, 162 cases with placebo and 8 with vaccine, in groups of similar size: (162 − 8) ÷ 162 × 100 = 95.1% fewer cases.

Percentage difference

difference ÷ average × 100

Two values at the same time. Invented example: 150 and 90 cases per 100 000 in two countries: (150 − 90) ÷ 120 × 100 = 50%.

When you evaluate data, think about what else could explain a pattern, such as the amount of testing, how cases are reported, or differences in public health rules. Try it with real figures on the WHO COVID-19 dashboard; slide 29 gives the steps.

Videos

Select a video to play it here. Select it again to close it.

Note-taking sheet

Print this guide and complete it as you work through the slides and videos. It asks for your own explanations, so close the notes while you try each section.

First page of the note-taking sheet

Quick self-check

The self-check needs JavaScript to run.

Practice questions

A printable worksheet covering all 18 statements, from quick recall to data questions and longer answers. It has 70 marks and takes about 70 minutes, or you can do one section at a time.

Your teacher has the mark scheme. Past-paper practice: IB Biology SL, November 2021, Paper 1, questions 25 and 26. Ask your teacher for a copy.

First page of the worksheet

Data-based questions

Questions built on realistic experimental data, in the style of Paper 1B and Paper 2. Work them on paper and show your working. 14 marks in total. Your teacher has the mark scheme.

Antibiotic peptides on the skin

8 marks
Staphylococcus aureus bacteria
Photo: Eric Erbe, Christopher Pooley, Public domain, Wikimedia Commons.

Human skin makes a peptide, LL-37, that kills some bacteria. A modified version, P2, was designed in the laboratory. Each peptide was added at different concentrations to cultures of Staphylococcus aureus, and growth was compared with untreated cultures.

Line graph of growth inhibition. LL-37 rises from 0 to 18, 40, 72 and 95% at 2, 4, 8 and 16 micromoles per litre. P2 rises faster: 45, 80, 98 and 100%.
  1. State the inhibition of growth by LL-37 at 8 µmol dm−3. [1]
  2. Compare the effects of the two peptides on S. aureus. [2]
  3. Some antibiotic peptides also damage human cells. Human skin cells were grown with each peptide for 16 hours, and the percentage of cells with broken DNA was measured.

    Peptide / µmol dm−302610
    LL-37: cells with broken DNA / %33821
    P2: cells with broken DNA / %3346
    Calculate the percentage increase in cells with broken DNA when LL-37 rises from 2 to 10 µmol dm−3. [2]
  4. Using all the data, discuss whether P2 would be a better treatment than LL-37 for skin infections. [3]

Gut bacteria and body mass

6 marks
Escherichia coli bacteria
Photo: CDC/ Evangeline Sowers, Janice Haney Carr€, Public domain, Wikimedia Commons.

The human gut contains hundreds of species of bacteria. Some people have a low-diversity type of gut community, which is linked with inflammation. Gut bacteria were identified in 1100 adults, grouped by body mass index (BMI). Some of the people with obesity took statins, drugs that lower blood cholesterol.

Bar chart of people with a low-diversity gut community: normal BMI 18%, overweight 27%, obese 38%, obese taking statins 21%.
  1. Describe the trend in low-diversity gut bacteria with BMI. [1]
  2. Calculate how much lower, as a percentage, the proportion is in obese people taking statins than in obese people not taking them. [1]
  3. Suggest two ways in which diet could affect the bacteria living in the gut. [2]
  4. Discuss whether these data show that statins improve the gut bacteria of people with obesity. [2]

Practical

Modelling an epidemic and herd immunity

Model40 minC3.2.17

You will need: Numbered cups of water, one with dilute sodium hydrogen carbonate, pipettes, phenol red or universal indicator

  1. One cup is secretly infected. Each student swaps a pipette of liquid with three partners
  2. Test every cup with indicator, and record how many were infected
  3. Repeat with most students marked immune, who do not swap
  4. Compare how far the infection spread in each round

Safety: Eye protection. Do not taste the liquids. Wipe up spills.

Carry this out with your teacher's supervision and follow your school's lab rules.

Nature of science and TOK

Syllabus statements

Summarised in our own words. Use each code to find the exact wording in your textbook or the IB subject guide.

  • C3.2.1Pathogens are what cause infectious diseasep. 517
  • C3.2.2How skin and mucous membranes act as the first defencep. 519
  • C3.2.3How blood clotting closes cuts in the skinp. 520
  • C3.2.4How innate and adaptive immunity differp. 522
  • C3.2.5How phagocytes help to control infectionp. 522
  • C3.2.6How lymphocytes work together in adaptive immunity to make antibodiesp. 523
  • C3.2.7Antigens: molecules that are recognised and set off antibody productionp. 525
  • C3.2.8How helper T-cells activate B-cellsp. 526
  • C3.2.9How activated B-cells multiply into clones of plasma cells that secrete antibodyp. 528
  • C3.2.10How keeping memory cells gives immunityp. 529
  • C3.2.11How HIV passes between people in body fluidsp. 530
  • C3.2.12How HIV infects lymphocytes and leads to AIDSp. 530
  • C3.2.13Antibiotics: chemicals that block processes in bacteria but leave eukaryotic cells unharmedp. 532
  • C3.2.14How pathogenic bacteria evolve resistance to several antibioticsp. 534
  • C3.2.15Zoonoses: infectious diseases that can pass from other species to humansp. 537
  • C3.2.16How vaccines and immunization workp. 540
  • C3.2.17How herd immunity helps to prevent epidemicsp. 544
  • C3.2.18Evaluating data from the COVID-19 pandemicp. 546

HL extension

C3.2 has no HL-only content. SL and HL students learn the same material here.

© 2026 Akash Parthi Bendran. Please ask before using or sharing any resources from this site: see permission to use.