NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
Human Biology
Human Cell Types
Teacher’s Notes
[HIGHER]
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the arrangements for National Qualifications. Users of
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reminded that it is their responsibility to check that the
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Acknowledgement
Learning and Teaching Scotland gratefully acknowledges this contribution to the National
Qualifications support programme for Human Biology.
The publisher gratefully acknowledges permission to use the following sources: Thinking
smiley, presentation icon © 2011 Microsoft Corporation; Links to
http://www.teachers.tv/video/ks3-ks4-sceince-stem-cell-research-the-issue,
http://teachers.tv/videos/ks3-ks4-science-stem-cell-research-the-lesson,
http://teachersdomain.org/resource/tdc02.sci.life.cell.stemcellvid/,
http://learn.genetics.utah.edu/content/tech/stemcells/, http://glasgowonvideo.co.uk; Images B
Lymphocyte © CNR/Science Photo Library; Smooth Muscle © Innerspace Imaging/Science
Photo Library; Ciliated Epithelial Cell © Susumu Nishinaga/Science Photo Library; Nerve
Cells © Steve Gschmeissner/Science Photo Library; Hyaline Cartilage © Steve
Gschmeissner/Science Photo Library; Red Blood Cells, SEM © Power and Syred/Science
Photo Library; Neutrophil Engulfing TB Bacteria © Science Photo Library; Smooth Muscle
Tissue © Medical RF.Com/Science Photo Library; T Lymphocytes and Cancer Cell, SEM ©
Steve Gschmeissner/Science Photo Library; Blood Platelets, TEM © Dr Gopal Murti/Science
Photo Library; Computer-enhanced LM of Human Epithelial © Pasieka/Science Photo Library;
Christopher Reeve © Getty Images; Articles First trial of embryonic stem cells in humans,
Windpipe transplant breakthrough both © BBC News website; Spinal cord injury treatment
hoe after new stem cell breakthrough by Andrew Hough, 17 August 2010 © Telegraph Media
Group Limited 2010
Every effort has been made to trace all the copyright holders but if any have been inadvertently
overlooked, the publishers will be pleased to make the necessary arrangements at the first
opportunity.
© Learning and Teaching Scotland 2011
This resource may be reproduced in whole or in part for educational purposes by educational
establishments in Scotland provided that no profit accrues at any stage.
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Contents
Activity guide for teachers
4
Summary of pupil activities
10
Introduction
10
Student activity 1: KWL chart on stem cells
11
Student activity 2: Interactive website that explains the basic of
stem cells and the different types of stem cells
11
Student activity 3: Adult and embryonic card match
13
Student activity 4: Somatic cell passports
14
Student activity 5: Stem cells: seeds of hope?
20
Student activity 6: Research and presentation
20
Student activity 7: Role play and debate
20
Student activity 8: Cancer information leaflet
21
Student information cards
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Activity guide for teachers
Activity
Learning intentions
Description of activity
Resources required
1
To collect student ideas
and opinions on stem
cells at the beginning
of the topic and
provide an opportunity
for them to reflect on
their learning at the
end
K(now) W(ant) L(earned) chart. Students work in
groups to summarise what they know already,
what they would like to know and what they have
learned (completed at end of unit)
PowerPoint for instructions
1. To understand what
a stem cell is
Website activity:
http://learn.genetics.utah.edu/content/tech/stemce
lls/
Computers
Stem
cells…
what do
you know
already?
2
2. To identify the two
main types of stem
cell and compare
their abilities to
differentiate into
specialised cells
3
Adult or
embryonic?
4
1. To identify and
compare the main
features of adult and
embryonic stem
cells
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KWL chart template
Students complete interactive activities
What is a stem cell?
What are some different types of stem cell?
Students can complete online quiz at end
Group activity: Students match cards provided
under the headings of adult and embryonic stem
cells
A3 laminated table
Laminated cards
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4
Somatic
cells and
tissue
1. To understand what
a somatic cell is
2. To give examples of
somatic cells and
describe their
functions and name
the tissue that they
are part of
3. To use a light
microscope to
identify the
structural features of
some somatic cells
(a) Microscopy: students use light microscopes
to look at the features of various types of
somatic cells
(b) Students work in groups. Each student given
picture card of a type of somatic cell.
Students to find out:
1.
the function of the cell
2.
the type of tissue the cell is part of
3.
the name of one organ in which that
tissue is found
4.
other information
Laminated picture cards
Computer/textbook for research
Template passport
Light microscopes and prepared slides, eg
leaf mesophyll, squamous epithelial cells,
xylem, nerve cells, various blood cells,
bone
Each student creates a ‘somatic cell passport’. A
class display can then be made of the different
types of somatic cell
5
Stem cells:
seeds of
hope?
1. To give examples of
some of the
therapeutic uses of
stem cells
2. To consider the
moral and ethical
issues surrounding
the use of
(a) Students view video to introduce ethical
issues:
Four information cards on recent stem
cell research projects
http://www.teachersdomain.org/resource/tdc
02.sci.life.cell.stemcellvid/
and/ or
http://www.teachers.tv/videos/ks3-ks4science-stem-cell-research-the-issue
Laminated statement cards
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embryonic stem
cells in scientific
research
(b) Students work in groups of four or five. Each
group reads a different information card
detailing recent research projects involving
stem cells. Students extract the key
information and present a summary to the
other groups covering the following
information:
 how stem cells were used in the research
 the overall outcome/findings of the
research
 areas of controversy surrounding the
research
(c) Students watch some short video clips that
show some further examples of stem cell
research in action and also begin to raise
some moral and ethical issues. Note that not
all videos need to be watched – teachers can
select which ones they feel are most
relevant/appropriate
(d) Card sort. Student use cards to organise their
ideas/opinions and as a source of
information. Cards can be grouped in a
variety of ways:
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 fact, opinion, not relevant
 agree, disagree
 for and against (embryonic research)
Extension
 Students come up with their own grouping
systems
 Grade in order of importance/strength of
argument
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Research
and
presentation
1. To consolidate
information learned
about stem cells in
previous lessons
Students work in small groups to present their
ideas on the following:
 The biology of stem cells – what they are and
where they come from
http://learngenetics.utah.edu/content/tech/
stemcells/sctoday
2. To make and justify
personal opinions
about stem cell
research
 The potential of stem cells – details of one or
two research projects involving stem cells that
they have found particularly interesting.
Details of potential therapies
Assessment rubric
 Stem cell dilemmas – explore the moral and
ethical issues surrounding stem cell research.
Personal points of view can be expressed if so
wished.
Websites for research:
http://www.ukscf.org
PowerPoint for student instructions
Presentation can be peer assessed using the
assessment rubric
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1. To consider
opposing points of
view in relation to
stem cell research
Should a business license be issued to ESC
lifeworks Inc by the city of Glasgow?
Stakeholder laminated cards
ESC lifeworks Inc is a private corporation that
has applied for a business license and has been
offered premises within the city of Glasgow. The
company wishes to construct a biotechnology
research and development laboratory to develop
stem cell therapies to treat Parkinson’s disease
and other neurodegenerative diseases.
A council meeting has been called to discuss
whether or not a business licence will be issued.
Council members must vote on the issue after the
discussion.
Students will take on the role of various
stakeholders.
They will present their point of view and
recommendations to council members in a
presentation that will last no longer than 2
minutes. All or some of this role can be split up
amongst class members.
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PowerPoint for student instructions
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Students must state their position, supporting it
with reasons based on their knowledge of stem
cells and research. After all stakeholders have
spoken, students assigned to the role of council
member must cast their vote and should also
support their point of view as above.
Stakeholder roles on laminated cards to be
distributed
8
Cancer
leaflet
1. To describe the
differences between
normal cells and
cancer cells
Students create an information leaflet designed to
answer the questions of a patient recently
diagnosed with cancer. Questions to answer
might include:
2. To understand how a
tumour forms
 How are cancer cells different from other
cells?
3. To explain the
difference between
benign and
malignant tumours
 What is a tumour?
 How will I know if my cancer has spread?
PowerPoint for student instructions
Sample leaflets from health centre as
exemplars
Website for research:
http://www.cancerresearchuk.org/uk
 What is the difference between a malignant
tumour and a benign tumour?
 How will my cancer be treated?
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Summary
This unit explains the ability of stem stem cells to reproduce themselves.
Students will study the four main types of somatic cells: connective, muscle,
nerve and epithelial. The importance of maintaining the diploid chromosome
number during mitosis is emphasised. The division of germline cells to
produce haploid gametes during meiosis is also considered. There is the
opportunity to explore the wider social and ethical issues of human cell types
in the study of stem cells and cancer.
Links to previous knowledge
Students should be familiar with the organisation of cells into tissue, organs
and systems. They should be able to state the function of the structures found
within all animal cells and should be able to describe the function of some
human cell types. They should be familiar with the process of cell division
and the maintenance of the chromosome complement.
Introduction
1.
Differentiation in human cells
During embryological development the unspecialised cells of the early
embryo differentiate into cells with specialised functions
Differentiation is a process in which an unspecialised cell becomes one of the
many specialised cells that make up the tissues within a multicellular
organism. Specialised cells have specific structural, functional and
biochemical properties.
The mechanism behind cellular differentiation is not yet precisely known. It
is believed that cellular differentiation is under genetic control and involves
cell signalling processes. These signals can be from within the cell itself
(intrinsic) or from outside the cell (extrinsic). Induction refers to a series of
signalling events taking place within a cell which control the development of
that cell. Many scientists believe that induction processes are mediated by
cell–cell contacts. During differentiation, genes that express proteins
important for the function of that cell remain ‘switched on’. The induction
process is much better understood in prokaryotes, where genes are often
grouped into arrangements called operons. The classic example of an operon
is the lac operon in Escherichia coli for which Jacob and Monod put forward
their hypothesis in 1951.
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Specialised cells have special features that allow them to perform specialised
functions. Specialised cells with similar functions are grouped into tissues,
similar tissues are grouped into organs and similar organs are grouped into
systems. Once a cell becomes specialised it stops dividing and only expresses
the genes are characteristic for that type of cell.
Student activity 1: KWL chart on stem cells
Aim
To collect student ideas and opinions on stem cells at the beginning of the
topic and provide an opportunity for them to reflect on their learning at the
end.
Student activity 2: Interactive website that explains the basics
of stem cells and the different types of stem cells
Aims
1.
2.
To understand what a stem cell is.
To identify the two main types of stem cell and compare their abilities
to differentiate into specialised cells.
Good video link that explains the basics of stem cells :
http://eurostemcell.org/films/a-stem-cell-story/English
(a)
Stem cells
Stem cells are unspecialised cells that have the ability to reproduce and
differentiate into a diverse range of specialised cells. There are two broad
types of mammalian stem cells: embryonic and adult.
Embryonic stem cells
Embryonic stem cells are isolated from the inner cell mass of blas tocysts
(early embryo around 4–5 days old). These cells are pluripotent, so have the
ability to differentiate into almost any of the 200 adult cell types that exis t
but cannot independently form an organism.
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Most embryonic stem cells come from spare embryos from IVF technology.
The production of cloned embryos that have been made specifically for the
collection of stem cells operates under very strict regulations.
The use of embryonic stem cells for scientific research has many moral and
ethical implications that will be considered later in the course.
Adult stem cells
Adult or tissue stem cells are found in small numbers in the tissues and
organs of adults and children, including the brain, bone marrow, skeletal
muscle and skin. These cells give rise to a much more limited range of cell
types (multipotent) and tend to develop into cell types that are closely related
to the tissue in which they are found (eg those found in the blood might
differentiate into red blood cells, white blood cells or platelets) . The primary
role of these stem cells is to maintain cell number and replace damaged cells
within the tissue or organs where they are found.
Red bone marrow stem cells
Red bone marrow (hematopoietic) stem cells are found in the bone marrow of
bones such as the femur, hip, ribs and sternum. Some are also found
circulating in the bloodstream. These stem cells give rise to all blood cell
types, including red blood cells, phagocytes, lymphocytes and platelets. They
are responsible for the constant renewal of blood and the production of
billions of blood cells each day.
More information can be found at:
http://stemcells.nih.gov/info/scireport/chapter5.asp
Stem cell cultures
Once stem cells have been isolated from either adult tissue or a blastocyst
they are placed in a controlled culture which allows the cells to divide and
replicate but cells are prohibited from differentiating into specialised cells . A
collection of healthy, undifferentiating stem cells is called a stem cell line.
These cells can then be used for research (see later).
Induced pluripotent stem cells (iPSCs) are stem cells derived from non pluripotent (somatic) cells. This is done by genetically reprogramming the
nucleus of somatic cell to an embryonic stem cell-like state. The
reprogramming process essentially ‘de-differentiates’ the cells by forcing
them to express genes and factors important for making defining properties of
embryonic stem cells.
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The initial induction of pluripotent stem cells was done in mouse models in
2006 by researchers at Hyoto University in Japan. In 2007, two teams of
scientists reported successes in creating iPSCs from adult human cells.
Currently, retroviral vectors are used to deliver transc ription factors that will
lead to the reprogramming of the adult cell. The virus uses reverse
transcriptase to replicate within the host cell and produce DNA from its RNA
genome. This DNA can then be incorporated within the host genome, leading
to the forced expression of genes. This has caused some concern as these
viruses have been shown to cause cancers in mouse models and it is
recognised that more significant research is required before the true value of
these cells can be established.
A good video clip to show students that explains these cells in a relatively
simple way can be found at:
http://www.youtube.com/v/xnBAhaDLamI?autoplay=1
To read more on iPSCs see the following links :
http://stemcells.nih.gov/info/2006report/2006Chapter10.htm
and
http://www.scientificamerican.com/article.cfm?id=cell-induced-pluripotent
Student activity 3: Adult and embryonic card match
Aim
To identify and compare the main features of adult and embryonic stem cells .
(b)
Differentiation in somatic cells
Somatic cells form different types of body tissue
Somatic cells are the differentiated cells derived from the stem cells
discussed earlier. These cells have differentiated to have specific functions
and are grouped within the different types of tissue that exist. They are
diploid, as opposed to the germline cells, which are haploid. There are many
types of tissue that make up the human body, including epithelial tissue,
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connective tissue, muscle tissue and nervous tissue. The body’s organs are
formed from a variety of these tissues.
Student activity 4: Somatic cell passports
Aims
1.
2.
3.
To understand what a somatic cell is.
To give examples of somatic cells and describe their functions and
name the tissue that they are part of.
To use a light microscope to identify the structural fe atures of some
somatic cells.
Somatic cells are diploid cells as they have forty-six individual chromosomes
arranged as 23 homologous pairs. Each chromosome in a homologous pair
carries the alleles of its gene at the same position (loci) along its length. They
may carry different alleles of the same gene at any one locus.
Division of somatic cells
Somatic cells divide during growth and repair to increase and maintain total
cell numbers. Prior to cell division, the genetic material within the nucleus is
replicated and then divided equally between the daughter cells , which are
therefore genetically identical. During division of somatic cells the nucleus
divides by mitosis in order to maintain the diploid number (46) of
chromosomes. Maintenance of the chromosome complement is important to
ensure that no genetic information is lost or duplicated and that each daughter
cell contains all of the characteristics of its species.
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(c)
Differentiation in germline cells
The nucleus of a germline cell can divide by mitosis to produce more
germline cells or divide by meiosis to produce haploid gametes.
The germline cells are a lineage of cells that include the gametes and the cells
that produce the gametes, the gamete mother cells (gametocytes). These cells
have the ability to divide by mitosis to produce more germline cells or, in the
case of the gamete mother cells, by meiosis to produce hapl oid gametes.
Germline cells are immortal in the sense that they have the ability to divide
indefinitely.
If genetic mutations occur in germline cells, they will be passed on to the
offspring during sexual reproduction. Mutations that may occur in somatic
cells will not be inherited by the offspring as these cells are not involved in
sexual reproduction.
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(d)
Research and the therapeutic value of stem cells
Website links
1.
http://www.ukscf.org
Contains excellent information about the history of stem cells as well as
many current examples of research projects being undertaken in the UK .
2.
http://learn.genetics.utah.edu/content/tech/stemcells/sctoday
Gives examples of many areas of current research in a student-friendly
format. Students can work their way through successive modules to
explore various areas of stem cell research.
3.
http://stemcells.nih.gov/info/basics
Good reference for teachers.
The discovery of stem cells and their capabilities dates back to 1963 , when
Ernest McCulloch and James Till provided the first quantitive description of
the self-renewing activities of transplanted mouse bone marrow cells . This
was succeeded by research that proved that stem cells were able to be
cultured in the laboratory in the 1980s and early 1990s. Exciting
developments in the study of embryonic stem cells came in 1998 , when James
Thomson successfully removed cells from embryos and cultured them in the
laboratory. This was the beginning of a plethora of studies that explored the
uses of stem cells in the replacement of tissues and organs. Today, stem cell
research is one of the most exciting areas of scientific research , with over
2000 research papers on embryonic and adult stem cells published each year.
Stem cell research provides us with a wealth of information and can be
studied in a variety of ways, including:
 how cell processes such as growth, differentiation and gene regulation
work
 the study of diseases and their development
 drug testing
 therapeutic uses in the treatment of diseases such as leukaemia (bone
marrow transplant), Hunter’s disease and heart disease
 therapeutic uses in medicine, including skin grafts for burns and stem cell
grafts for cornea repair.
Information on these applications can be found using the w eblinks given
above.
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The ethical issues of stem cell use and regulation
http://www.teachers.tv/videos/ks3-ks4-science-stem-cell-research-the-issue
15 minutes. Looks at the potential for stem cell therapy in the treatment of
Parkinson’s disease. Follows a sufferer and investigates the potential that
stem cell therapy could offer him as well as considering the ethical issues
surrounding this.
Other videos showing ethics
http://www.teachersdomain.org/resource/tdc02.sci.life.cell.stemcellvid/
7 minutes. Professor of neurology gives an overview of stem cell technology
and outlines the ethical debate surrounding its use.
The UK government acknowledges the potential that stem cell research offers
in delivering the treatment of diseases for which there is currently no cure. In
2005, the UK stem cell initiative was established. This aims to make the UK
the most significant and commercially productive location for research by
2015.
Practices using adult stem cells remain fairly uncontroversial. It is the use of
embryonic stem cells, because of their pluripotent nature, that really excites
scientists today. The research surrounding these types of stem cells raises
many moral and ethical issues, such as the rights of the embryo. Many prolife and religious groups argue that embryos have human rights and that it is
wrong to create a human life simply for the purpose of scientific research.
Opposing arguments include the fact that embryonic stem cells have the
potential to discover cures for diseases for which there are currently none.
In the UK, the laws controlling the use of embryonic stem cells remain very
tight. Some of the conditions put on stem cell research using embryonic cells
include the following:
 The research must be licensed by the Human Fertilisation and Embryology
Authority.
 Researchers must justify that the creation of an embryo is necessary and
that the work could not be carried out in another way .
 Embryos over the development stage of 14 days cannot be used as this is
the stage at which there is some primitive development of the nervous
system.
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The use of stem cells in therapeutic treatments in the UK is currently
restricted to adult stem cells. Whether or not embryonic stem cells can be
used in the future remains to be seen.
Student activity 5: Stem cells: seeds of hope?
Aims
1.
2.
To give examples of some of the therapeutic uses of stem cells.
To consider the moral and ethical issues surrounding the use of
embryonic stem cells in scientific research.
Student activity 6: Research and presentation
Aims
1.
2.
To consolidate the information learned about stem cells in previous
lessons.
To make and justify personal opinions about stem cell research.
Student activity 7: Role play and debate
Aim
1.
To consider opposing points of view in relation to stem cell research.
(e)
Cancer cells
Cancer cells do not respond normally to regulatory signals and divide
excessively to produce a mass of abnormal cells.
Cancer starts with changes in one cell or a small group of cells. These
changes happen because the cells lose many of their vital control systems. In
order for a normal cell to change into a cancer cell the genes which regulate
cell growth and differentiation must be altered. Oncogenes are found in many
cancers and are thought to be formed when proto -oncogenes mutate. This
leads to excessive cell division and tumour formation. Tumour suppressor
genes are those that code for proteins which restrict cell division by operating
at the cell cycle checkpoints. In this way they prevent excessive cell division.
These genes are often disabled by the changes that take place d uring the
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formation of cancer cells. Changes in many genes are required to transform a
normal cell into a cancer cell.
Cancer cells have many characteristics that make them different from normal
cells:
 Cancer cells divide uncontrollably to produce a mass of abnormal cells (a
benign tumour).
 They do not respond to normal regulatory signals that would instruct them
to stop dividing when necessary.
 They lose the molecules on their surface that would normally hold them in
place and can therefore be detached from their neighbours, causing the
cells to spread (malignant tumour).
Cancers are classified according to the tissue presumed to be the origin of the
tumour. Examples of general categories include:
1.
2.
3.
4.
Carcinoma: Malignant tumours derived from epithelial cells. These are
the most common types of cancers and include breast, prostate, lung
and colon cancer.
Sarcoma: Malignant tumour derived from connective tissue or
mesenchymal cells.
Lymphoma/leukaemia: Malignancies derived from blood-forming cells.
Germ cell tumour: Tumours derived from germline cells. Most common
in the ovaries and testes of humans.
It is thought that 90–95% of cancers are caused by environmental and
lifestyle factors such as obesity and tobacco. It is estimated that 5–10% are
due to genetics.
http://www.cancerresearchuk.org/
see above website for further information on cancer cells.
Student activity 8: Cancer information leaflet
Aims
1.
2.
3.
To describe the differences between normal cel ls and cancer cells.
To understand how a tumour forms.
To explain the difference between a benign tumour and a malignant
tumour.
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Student information cards
Student information card – Activity 1: KWL chart template
What I Know already
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What I Want to know
What I have Learned
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Student information card – Activity 3: A3 laminated table
Adult stem cells
Embryonic stem cells
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Student information card – Activity 3: Laminated cards
Found in the tissue of adults and
children, including the brain, skin
and bone marrow
Found in the inner cell mass of
early embryos around 4–5 days old
Have the ability to divide into
almost any type of cell
Are capable of dividing into a
limited range of differentiated cells
Used to replenish cells that need
replaced
Have been successfully used in bone
marrow transplants
Use of these cells raises moral and
ethical issues
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Student information card – Activity 4: Passport template
Somatic cell passport
Name of cell:
Image/sketch of cell
Function of cell:
Tissue:
Other information:
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Student information card – Activity 4: Laminated picture cards
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Student information cards – Activity 5: Recent stem cell
research
First trial of embryonic stem cells in humans
By Michelle Roberts Health reporter, BBC News
There are hopes that stem cell therapy can be used to tackle many diseases
US doctors have begun the first official trial of using human embryonic stem
cells in patients after getting the green light from regulators.
The Food and Drug Administration has given a licence to Geron to use the
controversial cells to treat people with spinal injuries.
The cells have the potential to become many of the different cell types found
in the body, including nerve cells.
The trials at a hospital in Atlanta will check if the treatment is safe.
Pivotal research
Geron, a biotech company based in ‘ silicon valley ’ south of San Francisco,
has spent $170m on developing a stem cell treatment for spinal cord injury.
The research will use cells coaxed to become nerve cells which are injected
into the spinal cord.
In animal trials of the treatment, paralysed rats regained some movement.
But it is not yet known if it will offer any benefit to p eople with spinal cord
injuries.
Every year around 12,000 people in the US sustain spinal cord injuries. The
most common causes are automobile accidents, falls, gunshot wounds and
sports injuries.
In the trial, patients who have sustained such an injury within the last 14 days
will be given the experimental stem cell treatment.
Geron president Dr Thomas Okarma said: ‘ When we started working with
human embryonic stem cells in 1999, many predicted that it would be a
number of decades before a cell therapy would be approved for human
clinical trials.
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‘ This accomplishment results from extensive research and development and a
succession of inventive steps. ’
But it will take some time to get the results.
And there are many years of rigorous testing ahead be fore it can be known if
the therapy is safe and effective.
Professor Sir Ian Wilmut, director of the Medical Research Council Centre
for Regenerative Medicine at the University of Edinburgh, said: ‘ This is very
exciting news, however, it is very important to appreciate that the objective
of trials at this stage is to confirm first of all that no harm is done to patients,
rather than to look for benefits.
‘ Once that has been confirmed then the focus moves on to development and
assessment of the new treatment. ’
Ben Sykes, executive director of the UK National Stem Cell Network, said:
‘ This is indeed a significant milestone in our journey towards the promise of
stem cell-based medicines.
‘ The global stem cell and regenerative medicine community will be aw aiting
the results of this safety trial with much anticipation. ’
Professor Chris Mason, an expert in regenerative medicine at University
College London, said UK researchers hope to follow suit and begin trials next
year with a stem cell treatment for age -related macular degeneration - a
leading cause of blindness.
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Windpipe transplant breakthrough
By Michelle Roberts
Health reporter, BBC News
Wednesday, 19 November 2008
Surgeons in Spain have carried out the world's first tissueengineered whole organ transplant - using a windpipe made with
the patient's own stem cells.
The groundbreaking technology also means for the first time tissue
transplants can be carried out without the need for anti-rejection drugs.
Five months on the patient, 30-year-old mother-of-two Claudia Castillo, is
in perfect health, The Lancet reports.
She needed the transplant to save a lung after contracting tuberculosis.
The Colombian woman's airways had been damaged by the disease.
Scientists from Bristol helped grow the cells for the transplant and the
European team believes such tailor-made organs could become the norm.
To make the new airway, the doctors took a donor windpipe, or trachea,
from a patient who had recently died.
Then they used strong chemicals and enzymes to wash away all of the cells
from the donor trachea, leaving only a tissue scaffold made of the fibrous
protein collagen.
This gave them a structure to repopulate with cells from Ms Castillo herself,
which could then be used in an operation to repair her damaged left
bronchus - a branch of the windpipe.
How windpipe transplant works
By using Ms Castillo's own cells the doctors were able to trick her body into
thinking the donated trachea was part of it, thus avoiding rejection.
Two types of cell were taken from Ms Castillo: cells lining her windpipe,
and adult stem cells - very immature cells from the bone marrow - which
could be encouraged to grow into the cells that normally surround the
windpipe.
After four days of growth in the lab in a special rotating bioreactor, the
newly-coated donor windpipe was ready to be transplanted into Ms Castillo.
Her surgeon, Professor Paolo Macchiarini of the Hospital Clínic of Barcelona,
Spain, carried out the operation in June
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He said: ‘I was very much afraid. Before this, we had been doing this work
only on pigs.
‘But as soon as the donor trachea came out of the bioreactor it was a very
positive surprise.’
He said it looked and behaved identically to a normal human donor
trachea.
The operation was a great success and just four days after transplantation
the hybrid windpipe was almost indistinguishable from adjacent normal
airways.
After a month, a biopsy of the site proved that the transplant had
developed its own blood supply.
And with no signs of rejection four months on, Professor Macchiarini says
the future chance of rejection is practically zero.
‘We are terribly excited by these results,’ he said. ‘She is enjoying a normal
life, which for us clinicians is the most beautiful gift.’
Today Ms Castillo is living an active, normal life, and once again able to
look after her children Johan, 8 and Isabella, four. She can walk up two
flights of stairs without getting breathless.
Professor Martin Birchall, professor of surgery at the University of Bristol
who helped grow the cells for the transplant, said: ‘This will represent a
huge step change in surgery.
‘Surgeons can now start to see and understand the potential for adult stem
cells and tissue engineering to radically improve their ability to treat
patients with serious diseases.’
He said that in 20 years time, virtually any transplant organ could be made
in this way.
US scientists have already successfully implanted bladder patches grown in
the laboratory from patients' own cells into people with bladder disease.
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The European research team, which also includes experts from the
University of Padua and the Polytechnic of Milan in Italy, is applying for
funding to do windpipe and voice box transplants in cancer patients.
Clinical trials could begin five years from now, they said.
Between 50,000 and 60,000 people are diagnosed with cancer of the
larynx each year in Europe, and scientists say about half them may be
suitable candidates for tissue engineering transplants.
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US company finds ‘safer’ way to
make stem-like cells
Thu May 28, 2009 5:01pm EDT
Method could move quickly to human trials, company
says
Bypasses cancer-causing methods to make human stem
cells
By Maggie Fox, Health and Science Editor
WASHINGTON, May 28 (Reuters) - U.S. researchers said on
Thursday they had come up with the safest way yet to make stemlike cells using a patient's ordinary skin cells, this time by using
pure human proteins.
The team at Harvard University and Massachusetts-based
Advanced Cell Technology IncACTC.PK said their technique
involves soaking cells in human proteins that turn back the clock
biologically, making the cells behave like powerful embryonic stem
cells.
Dr. Robert Lanza of Advanced Cell sees almost immediate commercial
applications.
‘After a few more flight tests -- in order to assure everything is working
properly -- it should be ready for commercial use,’ Lanza said by e-mail.
He said the company would seek Food and Drug Administration permission to
test the cells in people by next year -- a process unlikely to be quick,
especially with a brand-new technology such as this one.
Stem cells are the body's master cells, giving rise to all the tissues, organs
and blood. Embryonic stem cells are considered the most powerful kind, as
each one is pluripotent, with the potential to morph into any type of tissue.
Doctors hope to someday use them to transform medicine, for instance, by
regenerating the cells destroyed in type 1 diabetes or regrowing eye cells to
reverse blindness.
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But embryonic cells require the use of an embryo or cloning technology, and
several countries, including the United States, limit funding for such
experiments.
Several teams of scientists have homed in on four genes that can turn back
the clock in ordinary cells, making them look and act like embryonic stem
cells. These so-called induced pluripotent stem cells, or iPS cells, could in
theory be made using a patient's own skin, allowing grow-your-own
transplants with no risk of rejection.
DIFFICULT WORK
Getting these genes into the cells is not easy, however.
The first attempts used retroviruses, which integrate their own genetic material
into the cells they infect. Others used loops of genetic material called plasmids
or other genetically engineered molecules to reformat the cells.
And another team used the proteins made by the four genes and valproic acid
to reprogram cells, but Lanza said these methods all have drawbacks.
His team, working with Kwang-Soo Kim of the Harvard Stem Cell Institute and
a team at CHA Stem Cell Institute in South Korea used a peptide, a protein
fragment, to drag the human proteins into the cells.
‘These have been around for a long time,’ Lanza said. ‘The AIDS virus uses
the peptide to get into the cells it infects,’ he said.
Using cells from the foreskins of newborn boys -- a common laboratory
technique -- they showed they could transform the cells into iPS cells. They
regrew them into a variety of mature new cell types, they reported in the
journal Cell Stem Cell.
‘This method eliminates the risks associated with genetic and chemical
manipulation, and provides for the first time a potentially safe source of iPS
cells for translation into the clinic,’ Lanza said.
‘This is the ultimate stem cell solution -- you just add some proteins to a few
skin cells and voila! Patient-specific stem cells!’
One question that is not clear is who owns the technology. Lanza said many
groups have tried to patent the various steps in the process and it is not yet
clear whose patents will prevail. (Editing by Anthony Boadle)
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Spinal cord injury treatment hope
after new stem cell breakthrough
Patients who have suffered spinal cord injuries have been
given new hope of a treatment, after scientists reported a
breakthrough in the use of stem cells.
17 Aug 2010
Christopher Reeve died in 2004 from complications following a riding accident
which left him suffering paralysis from the neck down. Photo: GETTY
IMAGES
Researchers said they have discovered that stem cells taken from the brain
could be used to restore movement to paralysed patients.
Experts said the breakthrough could pave the way for the creation of a spare set
of matching cells, which could be used to ‘repair’ such damage.
One of the most common causes of a disability in young adults, spinal damage
can result from incidents ranging from car accidents and sport injuries to falls.
Each year more than 1,000 people in Britain suffer traumatic injuries to their
neck or back leading to permanent paralysis. Currently, there is no proven
treatment that can repair this damage.
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In their study, the researchers from the Nara Institute of Science and
Technology, Japan, transplanted ‘neural stem cells’ (NSCs) to mice with severe
spinal cord injuries.
They then administered a drug known as valproic acid, which is used in the
treatment of epilepsy.
The acid promoted the transplanted stem cells to generate nerve cells, rather
than other brain cell types.
The team, reporting in the Journal of Clincal Investigation, concluded that the
‘combination therapy resulted in impressive restoration of hind limb function’.
Prof Kinichi Nakashima, who led the study, said the method could be
developed as an effective treatment for severe spinal cord injuries, giving hope
to paralysed patients.
‘The body’s capacity to restore damaged neural networks in the injured… is
severely limited,’ he said.
‘Although various treatment regimens can partially alleviate spinal cord injury,
the mechanisms responsible for symptomatic improvement remain elusive.
‘These findings raise the possibility that (stem cells)… can be manipulated to
provide effective treatment for spinal cord injuries.’
But Tamir Ben-Hur, from Hadassah Hebrew University Medical School, Israel,
said while the study showed ‘impressive’ results, he cautioned that further
work was needed ‘before it can be determined whether this approach will work
in human patients’.
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Student information card – Activity 5: Laminated statement
cards
Stem cells are thought to
hold huge potential for
treating a wide range of
disease and disabilities.
Scientists around the
world are working on
techniques to refine stem
cell therapy.
Many embryonic stem
cells come from aborted
embryos or from spare
embryos in fertility
treatment.
Stem cells are pluripotent,
which means they have
the ability to become any
type of cell. Adult cells
have lost this ability.
‘If someone is going to
have an abortion, isn’t it
better that we use it for
something useful?’
Scientists believe that the
best stem cells come from
embryos.
Stem cells are also found
within adult organs. They
have not taken on a final
role, and have the
potential to become any
of the major specialised
cell types within that
organ.
Adult stem cells are still
relatively ‘plastic’ but are
more limited in their ability
to become different cell
types than embryonic
stem cells.
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Theoretically, it should be Stem cell therapy could
possible to use stem cells treat Parkinson's disease,
to generate healthy tissue
Alzheimer's disease,
to replace that either
heart disease, stroke,
damaged by trauma or
arthritis, diabetes, burns
compromised by disease. and spinal cord damage.
It is also hoped that
studying stem cells will
provide vital clues about
how the tissues of the
body develop and how
disease takes hold.
Stem cells may also
provide a useful way to
test the effects of
experimental drugs.
When a stem cell divides, The umbilical cord may
each new cell has the
prove to be a good source
potential to either remain
of stem cells. Research
a stem cell or become
into the effectiveness of
another type of cell with a these stem cells is being
more specialised function.
carried out.
Many believe that the use
of embryonic stem cells
taken from aborted
embryos is unethical
because they view the
embryos just as they’d
view fully developed
human corpses.
Some types of stem cells
can be taken from other
places, including adults,
without ‘hurting’ anyone
or anything. However,
research has yet to find
anything that would work
better than embryonic
stem cells.
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The two broad types of
mammalian stem cells are
embryonic stem cells, which
are isolated from the inner
cell mass of blastocysts, and
adult stem cells, which are
found in adult tissues.
Stem cells can now be grown
and transformed into
specialised cells with
characteristics consistent with
cells of various tissues, such
as muscles or nerves,
through cell culture.
Highly plastic adult stem
cells from a variety of
sources, including
umbilical cord blood and
bone marrow, are
routinely used in medical
therapies.
Stem cell debates have
reinvigorated the pro-life
movement, whose members
are concerned with the rights
and status of the embryo as
an early-aged human life.
They believe that embryonic
stem cell research is
tantamount to murder.
If you were to receive medical
treatment with cells grown
from stem cells, your body’s
Embryonic stem cells kill
immune system would
recognise the cells as foreign, innocent embryos. This is
and they would be rejected
murder.
and die. But this would not
happen if you received cells
with the same genes as you.
I don’t mind people
researching with adult
stem cells. But I do not
My husband has
think embryonic stem
Alzheimer’s. The research
cells should be used
done on embryonic stem
because that is ending
cells could find a cure.
the life of a baby. No-one
dies if you use adult stem
cells.
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Student information card – Activity 6: Assessment rubric
Criteria
4
3
2
1
The biology of stem cells
Covers the topic in depth
with details and examples.
All key terms and words
have been defined. Subject
knowledge is excellent.
Includes essential knowledge
about the topic. Subject
knowledge is good.
Includes most information
about the topic but there are
some factual
errors/omissions.
Content is minimal and there
are several factual
errors/omissions.
The potential of stem cells
More than one example of
stem cell research has been
covered in depth. More than
one example of potential
stem cell therapies has been
explored.
At least one example of stem
cell research has been
covered in depth. Potential
stem cell therapies have been
covered.
An example(s) has been
covered but is lacking in
depth and detail of
information.
Examples are minimal. Very
few details given.
Stem cell dilemmas
The moral and ethical issues
surrounding stem cell
research have been explored
in detail. More than one
perspective has been given
for many issues.
The moral and ethical issues
surrounding stem cell
research have been covered
well. More than one
perspective has been given
for some issues.
Some moral and ethical issues
have been mentioned but lack
detail. Arguments detailed not
balanced/only one perspective
given.
Very little detail given in this
area.
Quality of presentation
Interesting, well rehearsed,
all members of group
involved, word content of
slide minimal, good eye
contact with audience,
smooth delivery.
Relatively interesting, fairly
smooth delivery. Eye contact
mainly good and most
members of group involved
at some stage.
Able to maintain interest of
audience but delivery not
smooth. Failed to make eye
contact on some occasions.
Some group members not
involved.
Poor eye contact, not able to
maintain interest of audience.
Reading from slides, delivery
not smooth.
Group:
Mark:
Comment:
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Student information card – Activity 7: Stakeholder laminated cards
Not in our back
yard!!!!
Should a business license be issued to ESC Lifeworks Inc. by the city of Glasgow?
ESC Lifeworks Inc is a private corporation that has applied for a business license and
has been offered a property within the city of Glasgow. The corporation wishes to
instruct a biotechnology research and developmental laboratory to develop stem cell
therapies to treat Parkinson’s disease and other neurodegenerative diseases.
Both a hospital and in-vitro fertilisation (IVF) clinic with expertise in reproductive
medicine are located in the area within which they intend to open the lab. They have
acquired licensing agreements with both the private hospital and IVF clinic for the use
of human embryos and other resources. The company have expressed their intent to
use human embryonic stem cells from human embryos to develop treatments to cure
diseases.
Considerable controversy has resulted in a council meeting being called to which all
local residents and other stakeholders are invited. At this meeting, all attendees will be
given the opportunity to express their views and councillors will vote on whether or
not the license will be granted at the end of the meeting.
The controversy has reached home! You are a stakeholder in this controversy!
Each stakeholder will be given 2 minutes to express their point of view and
recommendations to the panel of councillors. You must state your position, supporting
it with reasons based on your knowledge of stem cells and stem cell research. After all
stakeholders have spoken, councillors must also state their position in the same
manner as described above and will then cast their vote.
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Council members: Listen to and clarify public input. Cast one vote per
member.
Parkinson disease patient: 65-year-old seeking relief from disease.
Paralysis victim: 22-year-old man confined to wheelchair after car accident .
Stem cell scientist: Employed by ESC lifeworks to develop embryonic stem
cells for disease treatments.
Stem cell scientist: Studying the use of adult stem cells for spinal cord
regeneration treatment.
Bioengineer: Developing promising drugs for Parkinson’s disease .
IVF physician: Employed by an IVF clinic to provide services for ESC
lifeworks.
Embryo owners: Couple with frozen embryos stored at IVF clinic conc erned
about how the embryos will be used.
Venture capitalists: Have invested large amounts of money into ESC
Lifeworks, seeking substantial economic gain.
Member of public: Opposed to development, increased property taxes and
traffic congestion.
Member of public: Supports economic growth and increased jobs .
Pro-life campaigners: Of the opinion that creating embryos for this purpose
is wrong and an unnecessary waste of a life.
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