IAL - Bio - SB2 - Teaching Plans - 7A

TOPIC 7: Teaching plan 7A.
1 Respiration in cells
Student Book links Specification links Links to prior learning Suggested teaching order
● 7A.1 ● 7.1(i) ● Anaerobic and aerobic 1. What is cellular respiration?
● 7.1(ii) respiration  The role of ATP
● The ultrastructure of  Overview of the stages of aerobic
prokaryotic and respiration
eukaryotic cells
2. Where does cellular respiration take place?
● The structure of ATP
 Hydrogen acceptors
Learning objectives 3. Investigating cellular respiration:
● Understand the overall reaction of aerobic respiration as splitting of the respiratory  Factors affecting the rate of respiration
substrate to release carbon dioxide as a waste product and reuniting hydrogen with
 Investigating the site of ATP synthesis
atmospheric oxygen with the release of large amounts of energy.
● Understand that respiration is a multi-step process, with each step controlled and
catalysed by a specific intracellular enzyme. (Names of specific enzymes are not
required.)
Key terms Practical skills
● Cellular respiration  No practical activity associated with this
● Respiratory substrate section.
● Aerobic respiration
● Stalked particles
● Reduction
● Oxidation
● Hydrogen acceptor
● NAD (nicotinamide adenine dinucleotide)
● Reduced NAD
● FAD (flavin adenine dinucleotide)
● Respirometer
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Maths skills Digital learning ideas
● Use ratios, fractions and percentages (e.g. in considering the production of ATP ● Students might benefit from a cellular
during aerobic respiration) (A.0.3) respiration animation. Search online for
● Estimate results (e.g. production of ATP in the process of cellular respiration) (A.0.4) ‘cellular respiration in mitochondria’.
● Use an appropriate number of significant figures (e.g. calculating percentage
efficiency of anaerobic respiration in mammalian muscles) (A.1.1)
● Construct and interpret frequency tables and diagrams, bar charts and histograms
(e.g. anaerobic exercise and oxygen debt) (A.1.3)
● Translate information between graphical, numerical and algebraic forms (e.g. oxygen
debt) (A.3.1)
● Plot two variables from experimental or other data (e.g. investigating the rate of
respiration) (A.3.2)
● Calculate rate of change from a graph showing a linear relationship (e.g. investigating
the rate of respiration) (A.3.5)
Pre-unit homework suggestions
● Students should produce a concept map to show the links between the key definitions provided in Section 7A.1 in the Student Book.
● Students should prepare three questions with mark schemes on this topic that you could give to another student to answer.
Suggested starter activities Equipment Teacher notes
1. Write different questions about respiration at the top A3 paper Use this activity to establish students’ prior
of a number of A3 sheets of paper. Give one sheet knowledge. Possible questions include: ‘What is
to each group of students. Give each group 1 ATP?’ ‘What is respiration?’ and ‘Where do we
minute to write their responses, and then move the get energy?’
sheet to the next group, and so on.
4. Set a short quiz to check students’ existing Prepared questions, mini Quiz questions could be multiple choice. Prepare
knowledge and understanding of respiration. whiteboards for responses them in advance, including some ‘hinge-point’
(optional) questions that will inform the direction of the
lesson based on your assessment of students’
prior understanding.

5. Challenge students to draw and label a Drawing materials, paper Allow time for students to ask their questions at
mitochondrion from memory, then share their the end of the lesson if they have not been
diagram with a partner and amend it if necessary. resolved.
Together, they should write down one question
about mitochondria.
Suggested main activities Equipment Teacher notes
1. Students make a simple model of mitochondria
showing the various structures in the mitochondria
and list their functions.
6. Students produce an infographic based on a Drawing materials, textbooks Begin by introducing the stages of respiration.
drawing of a mitochondrion. or internet access The infographic should show where the stages of
respiration occur and include a description for
each stage of no more than ten words.
7. In small groups, students research about the role of Textbooks or internet access
the hydrogen acceptors in respiration. One member
of the group gives the presentation in class.
Suggested plenary activities Equipment Teacher notes
1. Students each write down one thing they have Allow students 2 minutes to write and 2 minutes
learned that they did not know at the start of the to explain.
lesson. They then explain it to another student.
8. Students swap questions prepared in the Pre-unit Questions and answers Students should answer the questions then return
homework. prepared as Pre-unit them to the author to mark and comment on.
homework
9. Students each write two questions that they would Slips of paper This might be most appropriate after the core
like to ask following the lesson, then hand them to practical. Answer the questions at the start of the
the teacher before leaving. next lesson.
Homework suggestions
● Students answer the Checkpoint questions at the end of Section 7A.1 in the Student Book.
● Students answer Exam practice question 1 at the end of Chapter 7A in the Student Book.

Wider reading
● Students research the causes and symptoms of mitochondrial disease. They try to link this to their learning on respiration.
Support ideas
● Show an online video to explain how to use the respirometer (see ‘Digital learning ideas’).
Extension ideas
● Produce an illustrated glossary of keywords relating to hydrogen acceptors.
Potential misconceptions
● Confusion between cellular respiration and breathing or physiological respiration may still persist. Some students even forget that plants
respire.
● Some students will find it difficult to make the link between their knowledge of the products of respiration from Key Stage 3 and GCSE and
the A-level ideas around the production of ATP.
● Students frequently think ATP is a form of energy rather than a storage molecule.
● The idea of inorganic phosphate may need clarification.
Links to future learning
● The importance of ATP in the biochemistry of muscle contraction.
● The importance of ATP and cellular respiration in the maintenance of a stable equilibrium in the body, in the transmission of nerve
impulses, in the functioning of the kidney and many other processes.
Notes

TOPIC 7: Teaching plan 7A.2 Glycolysis and anaerobic respiration
● 7A.2 ● 7.2 ● Anaerobic and aerobic 1. Glycolysis:
● 7.5 respiration ● Phosphorylation of hexose by ATP and
● 7.7 ● The structure of ATP breakdown to GP
● CP15 ● Production of NADH and ATP
● Fate of pyruvate in aerobic respiration
10. Anaerobic respiration:
● In mammals
● In plants and fungi
11. Glycolysis
Learning objectives
● Understand the roles of glycolysis in aerobic and anaerobic respiration, including the
phosphorylation of hexoses, the production of ATP by substrate level
phosphorylation, and the production of reduced coenzyme, pyruvate and lactate.
● Understand what happens to lactate after a period of anaerobic respiration in
animals.
● Glycolysis ● Anaerobic respiration ● Use an artificial hydrogen carrier (redox
● Pyruvate ● Dehydrogenases indicator) to investigate respiration in yeast
(Core practical 15).
● Ethanol ● Redox indicators
● Lactate

● Recognise and make use of appropriate units in calculations (e.g. kJ in exothermic
reactions of cellular respiration) (A.0.1)
(e.g. anaerobic exercise and the oxygen debt (A.1.3)
● Translate information between graphical, numerical and algebraic forms (e.g.
oxygen debt) (A.3.1)
● Calculate rate of change from a graph showing a linear relationship (A.3.5)
● Draw and use the slope of a tangent to a curve as a measure of rate of change
(A.3.6)
● Students should set goals for this topic by creating a chart with the headings: ‘What I know about the topic’ and ‘What I want to know’.
They then should read Section 7A.2 in the Student Book and add the heading ‘What I have learned’.
1. Students jot down ten words relating to their current Stop clock Allow 2 minutes for this activity. Then choose
knowledge of anaerobic respiration. students at random to share their ideas.
12. Display pictures of a rice paddy field, an athlete Prepared images Allow 3 minutes for students to discuss in groups
under extreme exertion and a bottle of beer, and how the pictures are linked to the topic. Then ask
use them to introduce the topic of anaerobic each group to give as much detail about one
respiration. picture as possible.
13. Demonstrate muscle fatigue due to lactate build-up Strong elastic band, clamp Hook the elastic band over the clamp. Position it
in the muscle of the finger. Count how many times a and stand, eye protection so that the little finger can pull it just far enough to
volunteer can fully stretch an elastic band before touch the bench when the hand is resting on the
feeling muscle fatigue. desk. Discuss what causes fatigue.
1. In pairs, students design a digital presentation that Computers with presentation Presentations can include as much detail as you
explains the process of glycolysis on a quick software require. Set a rule that there should be no
continuous loop. Use slideshow presentation passages of text; the presentation should provide
software and set the slide transition to zero to a visual rather than a written summary of
produce this effect. glycolysis.

14. Students write a simple guide for athletes to explain Textbooks or internet access
oxygen debt, the effects of lactate on muscle
contraction, and the benefits of training.
15. Students use an artificial hydrogen carrier (redox See Core practical 15 for Carbon dioxide production is measured and the
indicator) to investigate the effect of temperature on equipment list and full rate of respiration in yeast determined at a range
anaerobic respiration in yeast (Core practical 15). instructions of temperatures. Students can be given the
opportunity to plan the gas collection method
used.

1. In groups, students make up mnemonics to help
them remember the stages of glycolysis.
16. Provide students with a list of statements or read Prepared statements, mini Prepare 5–10 statements, some of which are
them out. Students decide whether they are true or whiteboards (optional) false. Target the statements so that they will
false. uncover any misconceptions you suspect
students may hold. Students could display their
answers on mini whiteboards.
17. Each student writes down two things they have Ask students to share their targets with you.
enjoyed, done well or learned in the lesson, along
with one target for improvement.
● Students produce a diagram of glycolysis with the processes and compounds involved written on different pieces of paper. Bring this to
the next lesson and ask another student to assemble it correctly.
● Students complete their write-up and analysis of results for Core practical 15.
● Students answer the Checkpoint questions in Section 7A.2 in the Student Book.
Wider reading
● Research a definition for the term ‘fermentation’. Then find out how Louis Pasteur and Edward Buchner contributed to our understanding
of fermentation.
Support ideas
● It may be necessary to review the structure of hexose sugars.
● When they analyse their results from Core practical 15, some students may need reminding of how to use the slope of a tangent to a
curve as a measure of rate of change.
Extension ideas
● 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 explaining how the fact that all living things use the glycolysis pathway supports the theory of evolution.

● It is important to explain the nature of reduction and oxidation reactions and ensure that all students understand where these occur.
● Students often confuse NAD with NADP, and NAD with FAD. These can also appear in diagrams with H added, e.g. NADH – explain that
this refers to reduced NAD.
● Comparison of photosynthesis with cellular respiration.
● The importance of ATP in a range of metabolic reactions.
● The importance of anaerobic respiration in survival under adverse conditions.
Notes

TOPIC 7: Teaching plan 7A.3; 7A.4 The Krebs cycle; The electron chain
● 7A.3 ● 7.3 ● Anaerobic and aerobic 1. Link reaction
● 7A.4 ● 7.4 respiration 1. Krebs cycle
● The ultrastructure of 2. Electron carriers and oxidative phosphorylation
eukaryotic and
prokaryotic cells 3. Oxygen as the terminal electron acceptor
● The structure of ATP 4. Chemiosmosis
5. Comparing ATP production in each stage of
Learning objectives respiration
● Understand the role of the link reaction and the Krebs cycle in the complete
oxidation of glucose and formation of carbon dioxide (CO2) by decarboxylation, ATP
by substrate level phosphorylation, reduced NAD and reduced FAD by
dehydrogenation (names of other compounds are not required) and that these steps
take place in mitochondria, unlike glycolysis which occurs in the cytoplasm.
● Understand how ATP is synthesised by oxidative phosphorylation associated with
the electron transport chain in mitochondria, including the role of chemiosmosis and
ATP synthase.
● Krebs cycle ● Electron transport chain ● There are no new practical skills in this section.
● Link reaction ● Chemiosmosis
● Acetyl coenzyme A (acetyl CoA) ● Cytochromes
● Decarboxylase ● Cytochrome oxidase
● Dehydrogenase ● Chemiosmotic theory
● Oxidative phosphorylation

● Recognise and make use of appropriate units in calculations (e.g. kJ in the ● Some very good animations and videos can
exothermic reactions of cellular respiration (A.0.1) be found online. For example, search for
● Use ratios, fractions and percentages (e.g. in considering the production of ATP ‘Krebs cycle interactive’ or ‘interactive
during aerobic respiration) (A.0.3) electron transport chain’.
● Estimate results (e.g. production of ATP in the processes of cellular respiration)
(A.0.4)
● Students should read Sections 7A.3 and 7A.4 in the Student Book, and then answer the Checkpoint questions.
● Students should write five questions to ask their teacher that would improve their understanding of the topic.
1. Display a detailed diagram of the Krebs cycle for 20 Large paper diagram or Repeat the process as many times as necessary.
seconds. Students then work in groups to draw it in projected diagram of the You could rotate the diagrams between the
as much detail as they can remember. Krebs cycle, A3 paper, stop groups each time.
clock
18. Display the statement: ‘Respiration is not the same Use this activity as an opportunity to discuss
as breathing’. Ask students to write down at least students’ misconceptions and the links between
one point in agreement with this statement and one breathing and cellular respiration.
point that criticises it.
19. Play ‘Verbal tennis’ with the key terms linked to In pairs, students take turns to name a key term,
respiration that you have covered so far. which must be different from all the previous
terms. The first student to pause loses the ‘volley’.
Repeat, using tennis scoring to determine a
winner.
1. Provide a written passage that describes the Krebs Cardboard, circular templates,
cycle. In pairs, students convert it into a Krebs cycle paper fasteners, prepared
dial that can be turned to reveal what happens at passage describing Krebs
each stage. cycle

20. Provide a diagram or animation of the electron Diagram or animation of
transport chain. In pairs, students summarise it as a electron transport chain,
bullet point flowchart. projector
21. In groups, students choose the best animation or Internet access, projector Students should note any differences in detail
video of either the Krebs cycle or the electron compared to the Student Book and be prepared
transport chain they can find online. Once they have to explain them.
chosen, they should present and explain the
resource to the class.
1. Using blocks of six building bricks to represent Building blocks, connecting Students could carry out this activity in pairs,
hexose sugar, students talk through what happens beads or molecular models taking it in turns to speak.
to the six carbon atoms as they pass through the
stages of respiration.
22. Give each student a sticker that represents a Prepared stickers or cards
different component of glycolysis, the Krebs cycle or
oxidative phosphorylation. Ask them to organise
themselves into the correct order.
23. As a class, play ‘Hangman’ using the key terms
listed above.
● Students summarise the whole process of aerobic respiration by producing a numbered, step-by-step description of the stages starting
with phosphorylation and ending with production of a water molecule.
● Students write an exam-style question, with a mark scheme, about the Krebs cycle and oxidative phosphorylation. You could introduce
them to Bloom’s taxonomy.
● Students answer the Exam practice questions at the end of Chapter 7A in the Student Book.
Wider reading
● There is a theory that Napoleon died of arsenic poisoning while in captivity on Saint Helena – arsenic compounds were commonly used
as pigments in wallpaper. Research the evidence for this and find out the mechanism by which arsenic can affect respiration, and its
associated symptoms.
● Research the mechanism by which cyanide is toxic and details of its effect on respiration.

Support ideas
● Present a final overview of respiration against a diagram of the cell to help students link the stages to the different locations.
● Making 3D models of mitochondria with inner and outer membranes can help to reinforce ideas on the process of electron transport and
chemiosmosis.
Extension ideas
● Students should imagine they are the chairperson of the Nobel Prize awarding committee. Write a speech that outlines Peter Mitchell’s
work and the evidence for his chemiosmosis theory.
● Aerobic prokaryotes can carry out the link reaction, Krebs cycle and oxidative phosphorylation. Find out where in the prokaryotic cell
these reactions take place.
● Some students think ATP is a form of energy rather than a storage molecule.
● Students often confuse NAD with NADP, and NAD with FAD. These can also appear in diagrams with H added, e.g. NADH – refer to
‘oxidised NAD’ or ‘reduced NAD’ as appropriate.
● Comparison of photosynthesis with cellular respiration.
● The importance of ATP in a range of metabolic reactions.
impulses, in the functioning of the kidney, and in many other processes.
● The efficiency of cellular respiration and ecosystem relationships.
Notes

TOPIC 7: Teaching plan 7A.5 Respiratory substrates and respiratory quotient
● 7A.5 ● 7.6 ● The ultrastructure of 1. Respiratory substrates
● 7.8 eukaryotic cells, including 6. Respiratory quotients
the structure of
● CP16 mitochondria 7. Core practical 16
● The ultrastructure of
prokaryotic cells
● The structure of ATP
● The process of
photosynthesis
● The structure of
chloroplasts related to
their function
Learning objectives
● Understand what is meant by the term respiratory quotient (RQ).
● Respiratory substrate ● Use a simple respirometer to determine the
● Respiratory quotient (RQ) rate of respiration and RQ of a suitable
material (such as germinating seeds or small
invertebrates) (Core practical 16).

● Use ratios, fractions and percentages (e.g. in considering the production of ATP ● A variety of relevant videos are available
during aerobic respiration) (A.0.3) online. Search for ‘measuring respiration with
● Estimate results (e.g. production of ATP in the process of cellular respiration) (A.0.4) a respirometer video’.
● Use an appropriate number of significant figures (e.g. calculating percentage
efficiency of anaerobic respiration in mammalian muscles) (A.1.1)
(e.g. anaerobic exercise and oxygen debt) (A.1.3)
● Translate information between graphical, numerical and algebraic forms (e.g. oxygen
debt) (A.3.1)
● Plot two variables from experimental or other data (e.g. investigating the rate of
respiration) (A.3.2)
● Calculate rate of change from a graph showing a linear relationship (e.g.
investigating the rate of respiration) (A.3.5)
● Students should read Section 7A.5 in the Student Book, and then prepare five questions that should be answered in class.
1. Students jot down ten words relating to their current Stop clock Allow 2 minutes for this activity. Then choose
knowledge of respiratory substrate and respiratory students at random to share their ideas.
quotient.
8. Show an animation to show how a variety of Internet access
respiratory substrates enter the respiratory pathway
to provide ATP for the cells.
9. Students complete a crossword using key terms Prepared crossword Use this activity to assess the level of students’
and definitions related to respiratory substrate and current knowledge. Free crossword building
respiratory quotient. software is available online.

1. In small groups, students research and produce a Textbooks or internet access Review the students’ presentations with the whole
concept map to show a summary of the complex class.
pathways by which different respiratory substrates
enter into glycolysis and the Krebs cycle.
2. Students use a simple respirometer to determine the Refer to Core practical 16 for
rate of respiration and RQ of a suitable material equipment list and full
(such as germinating seeds or small invertebrates) instructions
(Core practical 16).
3. In small groups, students practice how to calculate Textbooks or internet access
respiratory quotients of various substrates.
1. Each student writes down two things they have Targets should be shared with you at the end of
enjoyed, done well or learned in the lesson, along the lesson.
with one target for improvement.
2. Play ‘Splat’ with key terms displayed on the board. Prepared list of key terms Provide key terms from throughout Chapter 7A.
The teacher calls out definitions and students touch One player from each team stands on either side
the matching term as quickly as they can. Play with of the board. The first player to touch the correct
two teams. term wins a point for that team. Other team
members can help by shouting suggestions.
3. In small groups, students research and produce a Textbooks or internet access Review the students’ lists with the whole class.
list of all respiratory substrates used at different
times in the cells of the body.
● Students answer the Checkpoint questions at the end of Section 7A.5 in the Student Book.
● Students write up a report on Core practical 16.
Wider reading
● Investigate how activity and type of respiratory substrate affect respiratory quotient.

Support ideas
● Make a diagram to summarise the complex pathways by which different respiratory substrates enter into glycolysis and the Krebs cycle.
Extension ideas
● Research a suitable diet for an athlete in terms of respiratory substrates.
● Students can confuse cellular respiration and breathing.
● Students may confuse digestion with the respiratory substrates.
● The importance of ATP in the biochemistry of muscle contraction.
impulses, in the functioning of the kidney and many other processes.
Notes


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TOPIC 7: Teaching plan 7A.

© Pearson Education Ltd 2019.

© Pearson Education Ltd 2019.

© Pearson Education Ltd 2019.

© Pearson Education Ltd 2019.

© Pearson Education Ltd 2019.

© Pearson Education Ltd 2019.

© Pearson Education Ltd 2019.

© Pearson Education Ltd 2019.

© Pearson Education Ltd 2019.

© Pearson Education Ltd 2019.

© Pearson Education Ltd 2019.

© Pearson Education Ltd 2019.

© Pearson Education Ltd 2019.

© Pearson Education Ltd 2019.

© Pearson Education Ltd 2019.

© Pearson Education Ltd 2019.

© Pearson Education Ltd 2019.

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