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The first line of defence w.r.t. physical barriers skin, mechanical and chemical e.g. pH of stomach and reproductive tracts, sweat, peristalsis etc. Second line of defence or non-specific responses of the body to infection, including inflammation, lysozyme action, interferon, phagocytosis;

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First need to discuss the first line of defence against infection:

Edexcel textbook pages 92-95

Use the following animation which they need to watch at home since unable to access at school http://www.youtube.com/watch? v=18ROCyHY5lU&feature=related VERY GOOD AS INTRO TO NON SPECIFIC BARRIERS AS FIRST LINE AND THEN OTHER SECOND LINE BARRIERS AND LASTLY SPECIFIC LINE OF DEFENCE

a. Deal with the epithelial defences and the

15 skin forming an impenetrable keratin reinforced layer and that all epithelial cells form tight junctions with other cells and then look further into chemicals associated with epithelia such as sweat, sebum, mucus, and lysozymes and ph of secretions. Also look at gastric enzymes and HCL and acidity of reproduction secretions also the role of cilia and peristalsis and vomiting also include a mention of the natural micorflora on the skin and various areas of the body as competitors.

Other notes and tables on file that summarise and simplify.

b. Discuss the contrary Helicobacter PYLORI

a bacterium found to live and cause stomach ulcers. So much for sensitivity to pH!!!!

Edexcel textbook pages 96-99 2. Before going into the non-specific 2nd line of
defence use the following animation under animated tutorials entitled cells and organs of the immune system http://bcs.whfreeman.com/thelifewire8e/pages/bcsmain.asp? s=18000&n=00040&i=18040.01&v=chapter&o=|26000| 00040|&ns=0&uid=0&rau=0

a. need to introduce the different cell types in

the immune system use the following animation under animated tutorials entitled cells and organs of the immune system in particular the source of phagocytes in blood and difference of fixed phagocytes in tissue. Introduce idea of different

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lymphocytes. and why they are called T and or B wrt maturation process in the thymus or the bone marrow.

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. http://highered.mcgrawhill.com/sites/0072507470/student_view0/chapter22/an imation__antigenic_determinants__epitopes_.html Animation of what an antigen is be it a chemical substance e.g. A protein, bacterium or virus and the epitope concept.

b. Need to introduce the concept of antigenic

determinant or epitope. Ensure students understand that chemical substances such as globular proteins can also have epitopes as often have misconception that bacteria and viruses only show this characteristic.

c. Now can discuss 2nd line defence which

recognise the difference between self and non-self and react against anything that is non-self. Necessary to mention the major histocompatability complex expressed on cell membranes where all cells have MHC type I whilst cells capable of being antigen presenting cells have MHC type II. Second line defence to include: i. INFLAMMATION ii. FEVER iii.PHAGOCYTOSIS iv.INTERFERONS v. COMPLEMENT Also mention that often the non-specific and specific lines of defence work together in that once the non specific has been overwhelmed the specific line has then been alerted to the problem.

Interactive book animation about the second line of defence viz. phagocytes, fever inflammation, fever and complement. really good continue with this http://media.pearsoncmg.com/bc/bc_ip/demo/immune/i mmihd/topic6.html

The role of antigens and antibodies in the bodys immune response, including the involvement of plasma cells, macrophages and antigen-presenting cells; the

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Next the student needs to understand that once first line defences have failed the antigen needs to be processed and presented to the immune system for further specific action to be taken. Depending on the location of the antigen, extracellular or intracellular two routes can be followed:

Edexcel textbook pages 100-103

http://highered.mcgrawhill.com/sites/0072507470/student_view0/chapter22/an imation__antigen_processing.html

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roles of B cells (including B memory and B effector cells) and T cells (T helper, T killer and T memory cells) in the bodys immune responses. Under either the humoral immune response to deal with extracellular antigens and the cell-mediated immune response to deal with endogenous infected cell antigens.

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a. Humoral immune response b. Cell mediated immune response Suggest first deal with the production of antibodies. Students need to understand that whilst B lymphocytes make Abs they need the help of T helper cells. Both these cells express different surface receptors to process antigens and need to select the correct type or clone specific for that particular epitope. Now discuss using flow diagrams the process of antibody production via antigen presentation, processing, clonal selection and proliferation and Th cells assistance using cytokines and effector and memory cells etc.

Discusses the similarities and differences between B and T lymphocytes also explains the concepts of antigen receptors on each of these stu types and clonal selection http://media.pearsoncmg.com/bc/bc_ip/demo/immune/i mmbtl/topic8.html

Compare and contrast the primary and secondary immune responses. Primary immune response: slow as antigen processing and cell presentation and clonal selection first. Produces low levels IgM after a lag period but in 2o response no lag and IgG is the most abundant antibody. No need for clonal selection of B cell and activation as use the memory cells. http://coursewareobjects.elsevier.com/objects/patho physiology/mccance6e_v1/mod05/05l0164.html this is an interactive resource showing the primary and secondary immune response. A second one is on vaccination(Refer back to this one later ) Students need to understand the different types of antibodies and their specificity. Need to understand the general structure particularly the Fab fragment

http://highered.mcgrawhill.com/sites/0072507470/student_view0/chapter22/an imation__the_immune_response.html SIMPLE INTRODUCTION TO IMMUNE RESPONSE

http://bcs.whfreeman.com/thelifewire/content/chp18/18 02004.html shows the humoral immune response http://www.theimmunology.com/animations/T%20cells %20Dependent%20Antigens.htm shows tcell dependent B cell antibody production http://www.linkstudio.info/portfolio/animation06.htm VERY GOOD

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or hapten(antigen binding site) as being an area of great variation in amino acid composition of the light and heavy chains, whilst the rest of the molecule is fairly constant in its composition although often gycosylated to assist in complement fixation. Chains held together by disulphide bridges between cysteine amino acids in adjacent chains. The importance of flexibility in the hinge region to enable crosslinking of multiple antigens in order to minimise their spread and to assist in coagulation or agglutination in preparation for phagocytosis Show them IgG IgM IgD IgA and IgE and discuss their roles and fact that the first 2 are the most predominant of all the immunoglobulins.

Students need to understand that antibodies have a shelf life and once the antigen has been destroyed residual Ab is likely to be degraded. Link this to graph showing increase in Ab titre post exposure and then decline in titre as Ab-Ag complex formed.

Show using animation and tables the many ways in which the antibody brings about the destruction of the extracellular antigen. Next need to talk about the specific defence against intracellular or endogenous antigens and how T killer cells or T cytotoxic cells destroy these tissue localised pathogens.

http://coursewareobjects.elsevier.com/objects/pat hophysiology/mccance6e_v1/mod05/05l0172.html do this with kids has 2 quiz exercises showing different types of immunoglobulins

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http://biovideos.zampbioworld.org/videos.php? id=159974 another simple animation which also shows ways in which the Ab neutralises the pathogen. http://www.austincc.edu/apreview/PhysText/Immuno.ht ml has some lovely diagrams if needed and notes got the routes of attack followed by antibodies

http://www.youtube.com/watch? v=V38Hp2mHnM8&NR=1 SECOND PART TO ABOVE ABOUT SPECIFIC DEFENCES VERY GOOD OVERVIEW BEFORE GOING INTO IT SYNOPTIC

next need to cover the cellular immune response http://bcs.whfreeman.com/thelifewire8e/pages/bcsmain.asp? s=18000&n=00040&i=18040.01&v=chapter&o=|26000| 00040|&ns=0&uid=0&rau=0 in the animated tutorial section

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http://highered.mcgrawhill.com/sites/0072841869/student_view0/chapter21/an imations__english_.html#

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http://www.abpischools.org.uk/page/resource/age/subjec t/topic.cfm?age=Age Range 14-16&subject=Biology has 4 different very good texts on diseases, pathogens immune system vaccination advantages etc http://www.abpischools.org.uk/page/modules/infectiousdi seases_immunity/immunity6.cfm?age=Age Range 1416&subject=Biology STUDENTS could read through this for homework is very simple

Edexcel textbook pages 112 - 115

http://www.iavireport.org/publications-andgraphics/Pages/Understanding-the-Immune-SystemAnimation.aspx SHOWS why so difficult to make a vaccine against HI

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Compare and contrast active, passive, natural and artificial immunity

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http://highered.mcgrawhill.com/olcweb/cgi/pluginpop.cgi? it=swf::525::530::/sites/dl/free/0072841869/234748/con structing_vaccines.swf::Constructing Vaccines how to make vaccines very good animation IF PROBLEM LOOK at following site and select vaccine

Immunisation and vaccination explain how vaccination can control disease

http://www.austincc.edu/apreview/PhysText/Immuno.htm l has some lovely diagrams if needed and notes got the routes of attack followed by antibodies http://www.its.caltech.edu/~bi114/Lecture%201-Intro.pdf good teacher resource for using some pages of slide show

http://www.pbs.org/wgbh/nova/bioterror/vaccines.html gets students to look at the interactive how to make vaccines and from this generate notes. Very good

http://www.who.int/features/factfiles/immunization/facts /en/index9.html gives some important facts that are the results of WHO immunisations. The method of monoclonal antibody production and its Mortal B lymphocyte and immortal b lymphocyte myeloma treated with PEG to form a Hybridoma and http://www.sumanasinc.com/webcontent/animations/co ntent/monoclonalantibodies.html

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applications

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how need to use selective media HAT to isolate hybrid cells only. Each step needs to be explained carefully.

Great animation on how monoclonal antibodies are made. Done in an easy to understand manner. http://highered.mcgrawhill.com/sites/0072556781/student_view0/chapter32/an imation_quiz_3.html very good and simple http://fooyoh.com/fitness_video/watch/71-8kzfD7mc SEVERAL METHODS ANIMATION http://fooyoh.com/fitness_video/watch/71-8kzfD7mc DOUBLE IMMUNO DIFFUSION http://fooyoh.com/fitness_video/watch/RRbuz3VQ100 elisa ANIMATION

Outline other techniques used to measure antibodies or antigens in blood e.g. ELISA and immunodiffusion methods. And their applications as diagnostic procedures for detection of HIV or early pregnancy testing.

Due to time constraints may be good to give each student a method to research and present to class in a PowerPoint and then as teacher do overview.

http://pathmicro.med.sc.edu/mayer/abag-rx.htm NICE INFORMATION ON IMMUNO TECHNIQUES MAYBE TO HIGH FOR STUDENTS USE DIAGRAMS TO DISCUSS IMMUNODIFFUSION
http://www.bio.davidson.edu/courses/genomics/IMPfol der/IMP.html animation on immunoprecipitation

How antibiotics work and the development of multiresistance in bacteria.

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Bacteriostatic vx bactericidal ? Should be revision of work covered at AS level. Broad spectrum or narrow spectrum antibiotics and difference. Revisit methods of determining sensitivity of bacteria and dose or sensitivity limits.

Edexcel textbook pages 106 -111 http://www.sumanasinc.com/scienceinfocus/sif_antibiot ics.html

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Need to discuss the method of action of antibiotics in fair amount of detail which is not covered sufficiently in

http://www.classzone.com/cz/books/bio_09/resources/ htmls/animated_biology/unit4/bio_ch11_0353_ab_armr ace.html

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textbook. Need to discuss how they may interfere with the synthesis of cross-linking in new cell walls or alter membrane permeability. Others prevent dna replication by targeting gyrase enzyme or stop RNA polymerase so transcription or m RNA is not formed. Some interfere with the formation of the functional ribosome or interfere with t RNA so translation is prevented.

super interactive animation showing the evolutionary arms race to develop new drugs in light of multiresistance

What factors are involved in development of drugresistant bacteria? Particularly the hospital acquired infections MRSA (stap aureus) and Clostridium difficile) Need to cover conjugation, transduction and transformation and methods of passing on resistant genes. Also need to talk about how this stops the antibiotic from working, by producing an enzyme that degrages the antibiotic or alters its structure or produces an efflux carrier protein which removes all incoming antibiotic molecules and transports them out so they are unable to collect inside the organism. Activity Summary Students model how horizontal gene transfer (e.g., conjugation) contributes to the spread of antibiotic resistance genes in bacteria http://www.pbs.org/wgbh/nova/teachers/activities/03 03_04_nsn.html Great animation showing all the different ways in which antibiotic resistance develops. Need to scroll down to animations and load the first one listed EXCEllent! http://www.fda.gov/AnimalVeterinary/SafetyHealth/Antimi crobialResistance/ucm134359.htm Also could use the wellington college intranet site in biology and view ppt on treatment of HIV and TB where deal with resistance. Virus and life cycle http://www.slic2.wsu.edu:82/hurlbert/micro101/pages/Ch ap11.html must print this out for students and copy but students should still look at the animations in it as this

http://www.classzone.com/cz/books/bio_09/resources/ htmls/animated_biology/unit6/bio_ch18_0567_ab_pres crbe.html lovely interactive game in which pupil is given several patients with symptoms and diseases to choose from to make diagnosis and say whether antibiotic needed or not great fun

Edexcel textbook pages 82-85

http://biology.about.com/od/virology/a/aa11108a.htm

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shows bacteriophage and then also eukaryotic viruses (naked and enveloped and how they replicate) really simple to read and super diagrams. Use as notes.

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bacteriophage lytic reproduction http://highered.mcgrawhill.com/sites/0072556781/student_view0/chapter17/an imation_quiz_1.html http://highered.mcgrawhill.com/sites/0072556781/student_view0/chapter17/an imation_quiz_2.html excellent showing both lytic and lysogenic life cycle phases

Need to distinguish between bacteriophage and retroviruses life cycle methods.

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Generate a model of a bacteriophage using different materials e.g. toilet roll, yoghurt pots etc. Emphasise size of viruses in relation to cells. Differentiation of bacteriophages entering bacterial cells while HIV enters T-helper cells in humans. Phages containing DNA bounded by a protein coat use diagrams to show this. HIV containing RNA bounded by a protein coat and a lipid bilayer containing glycoprotein reference to lipid bilayer and glycoprotein structure as a method of remaining largely undetected by human immune system. RNA used to synthesise viral DNA.

http://www.sumanasinc.com/webcontent/animations/co ntent/lifecyclehiv.html replication of HIV virus simple and good

http://www.blackwellpublishing.com/trun/artwork/Anima tions/Lambda/lambda.html very goood but I think this is far to advanced for them..

Edexcel textbook pages120-123

http://www.learner.org/courses/biology/archive/animati ons/hires/a_hiv2_h.html Now need to focus on HIV Modes of transmission 4 Stages in infection in particular need to follow the early effects on CD4 helper T cells . http://www.pbs.org/wgbh/nova/aids/perspective.html several articles of interest on HIV simple animation showing the attachment sites and mode of replication of HIV http://www.learner.org/courses/biology/archive/animati ons/stills/as_hiv4.html shows the different receptors on t helpe cellused by the HIV virus t o gain entry at different stages of the disease.

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http://www.pbs.org/wgbh/nova/aids/immunewave.html interactive game for children to view problems with HIV vaccine

http://www.learner.org/courses/biology/archive/animati ons/hires/a_hiv5_h.html how to use DNA to make an HIV vaccine http://www.authorstream.com/Presentation/Amateur7162-serology-images-Photos-ppt-powerpoint/ NEED TO TRY FIND THE SOURCE OF DIAGRAMS ON TECHNIQUES.

Cell wall structure of bacteria and use of the gram stain

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Need to revise bacterial stuctures such as mesosome function debatable possibly plays role during separation of DNA and the formation of new cross-walls during replication. Also role of capsule or slime layer as protecting the bacterium against antibiotic action and also often then can escape detection by host immune system as cell markers are covered. Distinguish flagella, pili and fimbriae. Circular DNA and very often plasmid dna often associated with antibiotic resistant genes.

Edexcel textbook pages 86-87

http://highered.mcgrawhill.com/sites/007337525x/student_view0/exercise9/gr am_stain.html shows how the gram stain is performed and why the results are seen

Also revise the possible shapes and explain the terms; obligate aerobe or anaerobe and facultative anaerobic bacteria. Need to understand the different component of the cell wall and how gram stain distinguishes between the two main types of cell walls.

http://archive.microbelibrary.org/microbelibrary/files/ccI mages/Articleimages/keen/Gramstainkeen.htm super takes viewer through each gram type cell in turn looking closely at cell wall and what happens as each chemical is added. A MUST http://courses.cit.cornell.edu/biomi290/microscopycase s/methods/FLASH%20GRAM/The%20Gram %20Stain.htm http://faculty.massasoit.mass.edu/whanna/122_assets/ media/gram_stain_m.swf

http://faculty.ccbcmd.edu/courses/bio141/labmanua/la b6/lab6.html useful information if interested

Different modes of bacterial sexual type replication

Edexcel textbook 88-89

http://highered.mcgrawhill.com/sites/0072556781/student_view0/chapter17/an imation_quiz_3.html specialised transduction when

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Need to be able to describe 11 Binary fission and understand generation time

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bits of one bacterium genetic material is passed on to another bacterium via a phage infection,

Must explain how genetic material can be passed from one bacterium to another, that is , gene transfer methods:

http://www.hhmi.org/biointeractive/animations/conjugat ion/conj_frames.htm showing with text bacterial conjugation step by step can be paused with notes and text alongside http://highered.mcgrawhill.com/sites/0072556781/student_view0/chapter13/an imation_quiz_3.html conjugation and concept of F+ and F- bacterial cells

Transformation (look at experiment done by F Griffith to show this using a mouse model and two strains of Pneumococci) Transduction Conjugation ( sex pilus in the F+ or male and no pili in the recipient female cell or F- ))

http://www.ryancshaw.com/Files/micro/Animations/Bac terialConjugation/PLAY_conjugation.html

Understand that bacteria can be pathogens but many have a beneficial role not only in the body but also in nature.

Beneficial role of bacteria in the body has been covered during the ist line of defence in immunity.

Edexcel textbook pages 90-91

11 Role of bacteria in decomposition.

http://www.britannica.com/EBchecked/topic/155262/de composition there are 3 different videos one on bacterial decomposition, fungal and lastly insects. Simple and good.

Various notes printed out to give students to read as source of notes. Includes names and descriptions of N cycle bacteria, decomposers, sulphur bacteria , anaerobes and actinomycetes.

Could set up activity in which using glass bottles can track over several weeks the decomposition of organic and inorganic materials http://www.calacademy.org/teachers/resources/lessons/

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composting-a-scientific-investigation/

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Case study of bacterial disease Tuberculosis.

Causes and symptoms of TB Treatment and control of TB

Edexcel textbook pages 116-119

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BCG immunisation Dev elopement of drug resistant strains of Mycobacterium tuberculosis

http://ravirajakumar.com/flash-player/tb-animation http://www.thetruthabouttb.org/resources/symptomsanimation http://www.sp.uconn.edu/~terry/Common/phago053.ht ml super animation of mycobacterium tuburculosis infecting a macrophage must watch.

http://intranet.wellingtoncollege.org.uk/biology/biologyelibrary download TB and print out as notes for students has some super slides showing infection that has moved to kidneys , spine and brain. Great.

http://www.wellcome.ac.uk/Educationresources/Teaching-andeducation/Animations/Bacterialdiseases/WTDV026681.htm

How to determine the time of death of a mammal by examining the extent of decomposition, stage of succession, forensic entomology body temperature and degree of muscle contraction; the role of microorganisms in the decomposition of organic matter and the recycling of carbon.

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To understand the

Definition of a DNA probe- using the analogy of a space

Edexcel textbook 126 -129

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Use of DNA probes in medical diagnosis

probe which has an accurate set of landing coordinates etc. DNA probe with known nucleotide and therefore base sequence which is radioactively labelled with radioactive isotopes of nitrogen in the nucleotide structure. Show an example of the application of this process to improve understanding e.g. preimplantation genetic diagnosis of embryos to reduce the chance of a hereditary disease in a family. Using DNA probes and DNA hybridisation specific genes can by located. Once located the base sequence of the gene can by determined by restriction mapping and DNA sequencing. The information can then be used to screen patients for clinically important genes. Patients may then undergo genetic counseling. www.nowgen.org.uk/stories/208education_and_schools

Nowgen are a good source of up to date information. http://www.classzone.com/cz/books/bio_09/resources/ htmls/animated_biology/unit3/bio_ch07_0217_ab_hum chrom.html excellent interactive build up a karyotype and gives info about disorders and gene locus for each of 23 chromosomes.

To understand how the polymerase chain reaction can clone DNA in vitro

To describe and understand how Genetic fingerprinting is performed.

using the polymerase chain reaction (PCR) to form multiple copies of DNA fragments. Definition of PCR, Mode of action and its applications. Paper activity to represent the method of amplification- one piece DNA multiplied several times by the action of the DNA polymerase enzyme. Representation of the method in a 3 step low diagram which includes visual aids for the process. E.g. heating =water bath. Diagrams and notes on how PCR is carried out.

www.sumanasinc.com/webcontent/animations/content/ gelelectrophoresis.html Excellent and simple animation of gel electrophoresis of DNA fragments. http://learn.genetics.utah.edu/content/labs/pcr/ BRILLIANT interactive display of pcr method steps. www.sumanasinc.com/webcontent/animations/content/ pcr.html Excellent animation of polymerase chain. http://www.edumedia-sciences.com/en/a453-fromamniocentesis-to-karyotype excellent simple of amnio to karyotype method. http://www.muschealth.com/video/Default.aspx? videoId=10068&cId=34&type=rel on CVS method

Using notes and diagrams to explain that non-coding DNA can be used to form a genetic fingerprint for an individual. Using the DNA cloned by PCR electrophoresis will separate the sections of DNA to form

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Explain the uses of genetic screening in the identification of carriers, preimplantation genetic diagnosis and prenatal testing (amniocentesis and chorionic villus sampling) and the implications of prenatal genetic screening. a fingerprint which can be interpreted.

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Highlight the specificity of restriction endonuclease enzymes- they cut DNA at specific base sequences to produce specific segments of DNA. Separation of DNA fragments through the holes in the gel- use the analogy of a busy school corridor, the smaller pupils can squeeze through the gaps in the crowd more easily and more quickly so they reach the destination first. Use of DNA probes to locate specific fragments. Give application of this process- e.g. paternity test.

www.sumanasinc.com/webcontent/animations/content/ highthroughput2.html Excellent narrated animation on the DNA sequencing procedure. http://www.dnalc.org/resources/animations/restriction.h tml animation showing how restriction endonucleases work. Other super animations also available. www.sumanasinc.com/webcontent/animations/content/ paternitytesting.html Animation showing genetic fingerprinting with a paternity test.

Use animation for explanation Identify and discuss the social and ethical issues related to genetic screening from a range of ethical viewpoints.

www.pbs.org/wgbh/nova/sheppard/analyze.html
application of genetic fingerprinting in crime scene. Very good. 2 whole class discussion / question and answer to build understanding of the triplet code http://www.stolaf.edu/people/giannini/biological %20anamations.html animations which depict transcription and translation. Nice and simple.

The process of protein synthesis (transcription, translation, messenger RNA, transfer RNA, ribosomes and the role of start and stop codons) and the roles of the template (antisense) DNA strand in transcription, codons on messenger RNA, anticodons on transfer RNA; the nature of the genetic code (triplet code, non-overlapping and degenerate); how one gene can give rise to more than one protein through posttranscriptional changes to

3 use a DNA dictionary to work out, from specific nucleotide base sequences, specific amino acid sequences, including normal and sickle-cell haemoglobin

http://www.johnkyrk.com/DNAtranscription.html

make a flow diagram, linear sequential notes or annotated diagram showing that: DNA codes for the amino acid sequence in protein, which is the primary structure; primary structure determines where the protein chain spirals and folds (secondary and tertiary structure);

http://www.johnkyrk.com/DNAtranslation.html

following is great interactive site in which pupil can

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messenger RNA.

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secondary and tertiary structure determines the shape; and shape (e.g. of active site, specific channel or receptor site) determines the function

build their own protein. http://learn.genetics.utah.edu/content/begin/dna/transc ribe/

decode new DNA sequences, with only a mRNA codon dictionary, transcribing from DNA to mRNA, and then working out from the dictionary, the sequence of amino acids Explain transcription using the analogy of writing down information in order for it to be transferred from one location to another. Explain translation as the de-coding or reading of the triplet message on the mRNA. Note that specificity of amino acid is determined by the sequence of the triplet code and anticodon. The complementary triplets on mRNA and tRNA will pair together in ribosomal sites ( P peptidyl and A animoacyl)- ribosomes situated in the cell cytoplasm hence the need for mRNA and tRNA. When 2 amino acids are side by side, at the 2 sites on the ribosome a condensation reaction will occur and a peptide bond will form between them. The ribosome then moves up one codon translocation. Explain the one gene one polypeptide theory. Explain how post transcriptional changes to m RNA can result in more than one protein.

here the student makes luciferase a chemical that makes fireflys glow great http://learn.genetics.utah.edu/content/begin/dna/firefly/

http://www.biostudio.com/demo_freeman_protein_synt hesis.htm

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A2 Topic 5 photosynthesis and on the wild side.

Photosynthesis

The overall reaction of photosynthesis as requiring energy from light to split apart the strong bonds in water molecules, storing the hydrogen in a fuel (glucose) by combining it with carbon dioxide and releasing oxygen into the atmosphere; how phosphorylation of ADP requires energy and how hydrolysis of ATP provides an immediate supply of energy for biological processes.

Need to discuss the structure of the chloroplast into a double membrane structure in which a third membrane system forms thylakoids stacked on top of one another to form grana in the stroma (like the cytoplasm). Compare to mitochondria.

Edexcel textbook pages 10-17 http://faculty.ccbcmd.edu/biotutorials/energy/adpa n.html animation of hydrolysis of ATP http://www.biologyinmotion.com/atp/index.html comical presentation of how Atp is broken down and how it is synthesised from oxidation of food interactive

Discuss the chlorophyll pigments and look at the different photosynthetic pigments, carotene (orange), phaeophytin (grey) xanthophylls (yellow) chlorophyll a (blue-green) and chlorophyll b (yellow-green). Chlorophyll a is the most abundant and need to look at the absorption spectrum of each. (COULD DO A TLC SEPERATION OF CHLOROPHYLL) Photosynthetic pigments organised into photosynthetic units or reaction centres PS1 and PSII. Psi mainly on the intergranal lamellae and PSII mainly on the grana. Talk about the antennae molecules that harvest the light energy and then pass it on to the reaction centre of the system for excitation of the electrons. PS2 absorbs 680nm (blue violet and red light) whilst PS1 absorbs maximally at 700nm or far-red light. In this way cover most of light spectrum In the light dependent phase need to cover both cyclic and non-cyclic ATP production. Students must understand that the products of this phase are used in the next stage to fix carbon.

http://www.johnkyrk.com/photosynthesis.html SHOWS ATP and NADPH production but at molecular structural level too detailed ??? http://www.stolaf.edu/people/giannini/flashanimat/meta bolism/photosynthesis.swf light dependant Z scheme http://faculty.nl.edu/jste/noncyclic_photophosphorylatio n.htm shows both cyclic and non cyclic ATP production Along with text good for students to watch at home. http://www.cst.cmich.edu/users/baile1re/bio101fall/enz photo/photoanima.htm# very simple single page animation use while discuss with students in class. Students also have access to notes area. http://www.science.smith.edu/departments/Biology/Bio 231/ltrxn.html

The light-dependent reactions of photosynthesis, including how light energy is trapped by exciting electrons in chlorophyll and the role of these electrons in generating ATP, reducing NADP and producing oxygen through the photolysis of water.

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The light-independent reactions of photosynthesis as the reduction of carbon dioxide using the products of the light-dependent reactions (carbon dioxide fixation in the Calvin cycle, the role of GP, GALP, RuBP and RUBISCO); the products are simple sugars which are used by plants, animals and other organisms in respiration and the synthesis of new biological molecules (including polysaccharides, amino acids, lipids and nucleic acids); the structure of chloroplasts in relation to their role in photosynthesis.

2 Discuss the Calvin cycle and show the CO2 fixation, reduction and then regeneration areas.

http://bcs.whfreeman.com/thelifewire/content/chp0 8/0802001.html Use this first as introduction gives overall equation for photosynthesis and then interactive experiment which found using labelled O2 that it was the water that was the source of oxygen in photosynthesis. http://dendro.cnre.vt.edu/forestbiology/photosynth esis.swf good look at the structure of the chloroplast and then step by step of light reaction. http://phototroph.blogspot.com/2006/11/pigmentsand-absorption-spectra.html shows the absorption spectrum of the different pigments in chlorophyll http://www.phschool.com/science/biology_place/bi ocoach/photosynth/action.html interesting experiment done by Englemann using bacteria and algae showing the wavelenths of light used most of all in photosynthesis as evident from where the O2 requiring bacteria accumulate. http://www.chem.purdue.edu/teacher/table_of_cont ents/uvvus/uvvis.plant%20pigments_ch.pdf Have printed this out as shows method for chromatography and interesting let students do absorption spectra details given good practise for children and exposure to using spectrophotometer. http://scidiv.bellevuecollege.edu/rkr/biology160/lab s/pdfs/AbsorptionSpectra101.pdf a second method to do the above has nice student sheets. Have printed them out. Make compilation of both together.

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http://www.austincc.edu/biocr/1406/labm/ex7/prela b_7_1.htm gives a short explanation of TLC

ftp://tdata.atu.edu/cindy.jacobs/Intro%20to %20Biology/Biol%201014%20Unit%202%20Spr %2007/Ch5%20Photosynthesis/animations/reactio n_center.html great animation short which shows how in a photosystem the antennae pigments or accessory pigments harvest the light and transfer by resonance to the chlorophlyll a reaction centre.

http://www.slideshare.net/guest2b59ac0/07-lectureanimation-ppt-2570218 suggest use this when teaching has all the other animations in order as follows: cyclic and non-cyclic phosphorylation Then protons pump 3. Photosynthetic electron transport and ATP synthesis and then 4. How the Calvin cycle works all from HIghered.mcgraw-hill EXCELLENT as teachers aid..

1) http://highered.mcgrawhill.com/sites/9834092339/student_view0/chapt er39/cyclic_and_noncyclic_photophosphorylat ion.html

2) http://highered.mcgrawhill.com/sites/9834092339/student_view0/chapt er39/proton_pump.html

3) http://highered.mcgrawhill.com/sites/9834092339/student_view0/chapt

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er39/photosynthetic_electron_transport_and_a tp_synthesis.html 4)

5) http://highered.mcgrawhill.com/sites/9834092339/student_view0/chapt er39/calvin_cycle.html

6) http://www.science.smith.edu/departments/Bio
logy/Bio231/calvin.html also very good http://spot.pcc.edu/~banderso/biolectures/ch0 7.pdf excellent ppt on photosynthesis http://www.emc.maricopa.edu/faculty/farabee/biobk/bio bookps.html if students want to make notes http://www.wiley.com/college/boyer/0470003790/anim ations/photosynthesis/photosynthesis.htm http://www.learner.org/courses/biology/textbook/index.ht ml an online textbook could be a wealth of information http://www.learner.org/courses/biology/archive/animati ons/hires/a_microb1_h.html put into AS for the three domain theory

http://www.learner.org/courses/biology/archive/images/ 1965_d.html nice table showing the differences between the 3 domains http://www.learner.org/courses/biology/textbook/index. html

http://www.learner.org/courses/biology/archive/images/ 1963_d.html

http://bcs.whfreeman.com/thelifewire/content/chp55/55 020.html succession

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http://bcs.whfreeman.com/thelifewire/content/chp56/56 02002.html interactive details on different types of biomes

http://pubs.ext.vt.edu/442/442-110/442-110.html text detailing agricultural emissions of ammonia Maybe useful for POTTER

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