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|Student book links |Specification links |Link to GCSE/AS specification |Suggested time allowed (includes contact and non-contact time): |
|1.4.1 |4.4.1 (a)–(g) |GCSE Respiration |2 hours |
|1.4.2 | |Cell structure | |
|1.4.3 | |Diet and digestion | |
| | | | |
| | |AS 1.1.1 Cell structure | |
| | |1.1.2 Cell membranes | |
| | |2.1.1 Biological molecules | |
| | |2.1.2 Nucleic acids | |
| | |2.1.3 Enzymes | |
| | | |Suggested teaching order |
| | | |What is respiration? |
| | | |What is energy and why do we need it? |
| | | |Where does energy come from? |
| | | |Role of ATP |
| | | |Overview of the stages of respiration |
| | | |Role of coenzymes |
| | | |Glycolysis |
|Weekly learning outcomes | |
|Students should be able to: | |
|Outline why plants, animals and microorganisms need to respire – with reference to active transport and metabolic reactions. | |
|Describe with the aid of diagrams the structure of ATP. | |
|State that ATP provides the immediate source of energy for biological processes. | |
|Explain the importance of coenzymes in respiration – with reference to NAD and coenzyme A. | |
|State that glycolysis occurs in the cytoplasm of cells. | |
|Outline the process of glycolysis, beginning with the phosphorylation of glucose to hexose bisphosphate, splitting hexose bisphosphate | |
|into two triose phosphate molecules and further oxidation to pyruvate, producing a small yield of ATP and reduced NAD. | |
|State that during aerobic respiration in animals, pyruvate is actively transported into mitochondria. | |
|Key words |How Science Works |
|Energy Catabolic Photoautotroph Krebs cycle |HSW 7a Outline the work of Pasteur and Buchner in establishing glycolysis pathway. |
|ATP Metabolism Oxidation Oxidative phosphorylation | |
|Potential energy Anabolic Reduction Hexose-1,6-bisphosphate | |
|Kinetic energy Glycolysis Link reaction Substrate level phosphorylation | |
|NAD Coenzyme A | |
|Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) |ICT activities |
|Kinaesthetic |Interpersonal |Auditory |Visual |See Activity M2 below – use of the Internet to research the roles of Pasteur and Buchner. |
|Activities S1–2 |Activities S1–3 |Activities S1–3 |Activities S1–3 |See Activity M3 below – use of a PowerPoint presentation. |
|Activities M1–2 |Activities M1–3 |Activities M1–3 |Activities M1–3 |See Activity P1 below – use of an Internet-based crossword maker. |
|Activity P2 |Activities P1–3 |Activities P1–3 |Activity P1 | |
|Suggested starter activities |Equipment |Teacher notes |
|1. In groups, ask students to think of as many words as possible connected with | |As a class, write down one word from each group on the board until one group runs |
|respiration. | |out – use these words as a basis for introducing and structuring the teaching |
| | |sequence. |
|2. Write different questions about respiration at the top of a number of A3 sheets of|A3 paper |Use to establish students’ prior knowledge. Possible questions include: ‘What is |
|paper. Give one sheet to each group of students and give each group a minute to write| |ATP?’ ‘What is respiration?’ ‘Where do we get energy?’ etc. |
|their responses – then move the sheet on to the next group and so on. | | |
|3. Show students two flasks of peas: (i) containing germinating peas; and (ii) |Germinating peas, dead peas, flasks, thermometers |Ask students to explain why the germinating peas are warmer than the dead peas – |
|containing boiled peas – with thermometers in each. | |use their answers to introduce ideas about respiration. You may need to doctor the|
| | |flasks beforehand if your peas haven’t started germinating well enough. |
|Suggested main activities |Equipment |Teacher notes |
|1. In groups, students design and build a mobile to show the process of glycolysis or| |As a class, examine the resulting mobiles – assess the extent to which they model |
|the structure of ATP. | |glycolysis or ATP structure. |
|2. In pairs, students adopt the role of Buchner or Pasteur and prepare a conference |Poster making materials |You could also involve other scientists such as Meyerhof and Leloir. |
|poster outlining their work. | | |
|3. In pairs, students design a PowerPoint presentation which explains the process of | |They can include as much detail as you require – set a rule that there should be |
|glycolysis on a quick continuous loop – with slide transition set to zero. | |no passages of text. The PowerPoint should provide a visual rather than a written |
| | |summary of glycolysis. |
|Suggested plenary activities |Equipment |Teacher notes |
|1. In pairs, students create crossword clues for the above Key words. | |Free crossword makers are available on the Internet. |
|2. Students adopt the role of a famous scientist involved in discovering glycolysis | | |
|and tell a 30 second story about their work. | | |
|3. In groups, students make up mnemonics to help remember the stages of glycolysis. | | |
|Homework suggestions |
|Write a Wikipedia entry about ATP and the need for respiration. |
|Research and write a time-line, which outlines the stages in discovery of the glycolytic process. |
|Write an obituary for either Louis Pasteur or Edward Buchner. |
|Cross-curriculum links |
|Physics – forms of energy |
|Physical education – respiration |
|Chemistry – enzymes and coenzymes, redox, isomers |
|PSHE – diet |
|History – role of Pasteur |
|Stretch and Challenge |
|The links to the AS specification stated on page 1 are a good opportunity to develop Stretch and Challenge skills. |
|Explain why Mexican Indians do not suffer from pellagra, whilst people living in rural Southern states of the USA used to, although both ate a diet rich in corn. |
|Enzymes that cause a molecule to change, without changing the proportion of atoms in the molecule, are called isomerases. Explain at what stage in glycolysis isomerase enzymes are involved. |
|Write a news item that explains that the fact that all living things use the glycolysis pathway supports the theory of evolution. |
|Potential misconceptions |
|Students often find the concept of energy difficult to understand. |
|Some students may still think that respiration equates to breathing. |
|Students frequently think ATP is a form of energy rather than a storage molecule. |
|The idea of inorganic phosphate may need clarification. |
|You may need to remind students of the nature of hydrolysis. |
|You will need to clarify the meaning of anabolic and catabolic reactions. |
|It is important to explain the nature of reduction and oxidation reactions early on as these can be confusing at GCSE. |
|When you first present an overview of respiration to students, it is worth doing so against a diagram of the cell – they can link the stages to the different locations early on. |
|Students often confuse NAD with NADP, and NAD with FAD, and these can also appear in diagrams with H added, e.g. NADH! – refer to reduced NAD. |
|Students will sometimes miss the first s out of bisphosphate. |
|Only present the level of detail given in the textbook – although many other textbooks will give much more detail, it is more important for students to pick up the main ideas rather than the detail of every compound produced. |
|Notes |
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| |
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Respiration 1
The web links referred to here are some that the author has found personally helpful but are not intended to be a comprehensive list, many other good resources exist.
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© Pearson Education Ltd 2009
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Weekly plan 7
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