Student book links - Weebly



|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 |

| |

| |

-----------------------

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.

-----------------------

© Pearson Education Ltd 2009

This document may have been altered from the original

1

Weekly plan 7

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download