A Level Biology Project OCR Biology A Biology
A Level Biology Project OCR Biology A Biology Core Concepts An introduction…
Session 1 AO 1 – Demonstrate knowledge and understanding of scientific ideas, processes, techniques and procedures.
AO 1: Demonstrate knowledge of scientific ideas. You will recognize images like this from your GCSE studies. Cells are more complicated than this image leads you to believe.
AO 1: Demonstrate knowledge of scientific ideas. The same image at ALevel looks more like this. Cells are highly compartmentalised. Each separated part has a specific role within the cell.
AO 1: Demonstrate knowledge of scientific ideas. Task 1: Use the resources below (and others you find to create a summary poster on structures within cells and their functions. Resource 1 - click to view Resource 2 - click to view Resource 3 - click to view
AO 1: Demonstrate knowledge of scientific ideas. Task 2: Many cellular organelles are involved in protein production and release. Use Fallout the image and the video link to write a summary paragraph linking the functions of several organelles together. Resource 1 - click to view
Session 2 AO 2 – Apply knowledge and understanding of scientific ideas.
AO 2: Apply knowledge and understanding of scientific ideas. Task: Fallout Look at the electron micrographs of different cells. Here are labelled examples with familiar structures: 1. Identify the structures present in each image. 2. Suggest a function for each cell, justifying your reasons using the knowledge gained from Session 1.
AO 2: Apply knowledge and understanding of scientific ideas. Task: Look at the electron micrographs of different cells. 1. Identify the structures present in each image. Think about Falloutwhy there might be a lot of one or two particular organelles. 2. Suggest a function for each cell, justifying your reasons using the knowledge gained from Session 1. The important word is ‘suggest’. Take what your have learnt earlier and use it to support statements you make. There is no right or wrong. Your reasoning is important here.
AO 2: Apply knowledge and understanding of scientific ideas. Task: Look at the electron micrographs of different cells. 1. Identify the structures present in each image. Think about Falloutwhy there might be a lot of one or two particular organelles. 2. Suggest a function for each cell, justifying your reasons using the knowledge gained from Session 1. The important word is ‘suggest’. Take what your have learnt earlier and use it to support statements you make. There is no right or wrong. Your reasoning is important here.
AO 2: Apply knowledge and understanding of scientific ideas. Task: Look at the electron micrographs of different cells. 1. Identify the structures present in each image. Think about Falloutwhy there might be a lot of one or two particular organelles. 2. Suggest a function for each cell, justifying your reasons using the knowledge gained from Session 1. The important word is ‘suggest’. Take what your have learnt earlier and use it to support statements you make. There is no right or wrong. Your reasoning is important here.
Session 3 AO 1 – Demonstrate knowledge and understanding of scientific ideas, processes, techniques and procedures.
Session 3 – Structure of biological molecules The basic units and structures of proteins (amino acid & levels of protein structure)
AO 1: Demonstrate knowledge of scientific ideas. At GCSE you would have studied proteins and what they are made up of. A-Level looks at these molecules in more depth.
AO 1: Demonstrate knowledge of scientific ideas. Task 1: What is a protein? Resource 1 - click to view make notes about proteins. Research the four levels of protein structure using the following links: Resource 2 - click to view Resource 3 - click to view Use them to produce a storyboard of at least six sections. Include - the structure of amino acids and how they differ. - the types of proteins including globular and fibrous
AO 1: Demonstrate knowledge of scientific ideas. Task 2: Building a paper model of insulin. Resource 1 - click to view Download and print the paper template: Resource 2 - click to view You will also need scissors and tape. Follow the instruction sheet and video to learn about the levels of protein structure. Resource 3 - click to view
Session 4 AO 2 – Apply knowledge and understanding of scientific ideas.
AO 2: Apply knowledge and understanding of scientific ideas. • Globular proteins Resource 1 - click to view • Fibrous proteins Resource 2 - click to view • Comparing the two types of protein Resource 3 - click to view Resource 4 - click to view A bit of fun to help with your essay diagrams: Print and colour in: Insulin: Resource 5 - click to view Haemoglobin: Resource 6 - click to view Task: Structure and function are very closely linked in biology. This session involves research into three proteins: - haemoglobin - insulin - collagen Their structure and, therefore function are very different. Produce a short essay (no more than a side and a half including diagrams) comparing and contrasting the structures and functions of globular and fibrous proteins using the three as examples. Some links to help you are on the left.
Session 5 AO 1 – Demonstrate knowledge and understanding of scientific ideas, processes, techniques and procedures.
AO 1: Demonstrate knowledge of scientific ideas. Enzymes were a big part of GCSE biology. You will be familiar with the how enzymes work. This week we are looking at this in more depth. How does this week link to last weeks learning?
AO 1: Demonstrate knowledge of scientific ideas. Enzymes are biological catalysts. The speed up chemical reactions both inside and outside cells. Task 1: Write a short paragraph, with diagrams to explain how enzymes speed up chemical reactions. Use the links below to assist you. Resource 1 - click to view Resource 2 - click to view Resource 3 - click to view Resource 4 - click to view
AO 1: Demonstrate knowledge of scientific ideas. Older theory Newer theory You’ll be familiar with the lock and key theory of enzyme action. This has changed over time as scientists learned more about how enzymes work. Task 2: Compare and contrast the lock and key theory with the more recent induced fit theory.
AO 1: Demonstrate knowledge of scientific ideas. Task 3: Enzyme inhibitors 1. Find out how competitive and non -competitive inhibitors of enzymes work. Include diagrams for each. 2. What is the difference between reversible and irreversible inhibition of enzymes? Resource 1 - click to view Resource 2 - click to view
Session 6 AO 2 – Apply knowledge and understanding of scientific ideas. .
AO 2: Apply knowledge and understanding of scientific ideas. • Some websites to help you: Resource 2 - click to view Aspirin: Resource 3 - click to view Penicillin: Resource 4 - click to view Viagra: Resource 5 - click to view Methotrexate: Resource 6 - click to view Statins: Resource 7 - click to view Some antidepressants: Resource 8 - click to view Task: Many medicines are enzyme inhibitors. Watch the video clip: Resource 1 - click to view Create a mind map of as many different enzyme inhibiting drugs as you can. Include: - The name of the drug - The enzyme it inhibits (competitive or non competitive if you can) - VERY BRIEF one or two sentences about how it works Some drugs to start you off: - Aspirin - antibiotics like penicillin - Viagra (sildenafil) - Chemotherapy drugs like methotrexate - statins - Antidepressants
Session 7 AO 1 – Demonstrate knowledge and understanding of scientific ideas, processes, techniques and procedures.
AO 1: Demonstrate knowledge of scientific ideas. You looked at the structure of DNA at GCSE. You’ll remember things like: double helix complementary base pairs and nucleotide. This week we are looking at this in more depth. How does this week link in to last weeks learning?
AO 1: Demonstrate knowledge of scientific ideas. Task 1: Building a paper model of DNA. Resource 1 - click to view Download and print the paper template: Resource 2 - click to view You will also need scissors and tape. Follow the instruction sheet and video to learn about the levels of protein structure. Resource 3 - click to view
AO 1: Demonstrate knowledge of scientific ideas. DNA is a polymer. The monomers of DNA are nucleotides. DNA is a polynucleotide. Task 2: Use the resources below (and others you find to create a summary poster on structure of DNA. Include: - The nucleotide - 5’ (5 prime) and 3’ (3 prime) - Purine and pyramidine bases Resource 1 - click to view Resource 2 - click to view Resource 3 - click to view A bit of fun: Sweetie DNA Resource 4 - click to view
AO 1: Demonstrate knowledge of scientific ideas. Task 3: What is DNA replication? Resource 1 - click to view Draw a flow chart of how it happens including: - DNA helicase (an enzyme) - Free DNA nucleotides pairing - DNA polymerase
Session 8 AO 2 – Apply knowledge and understanding of scientific ideas. .
AO 2: Apply knowledge and understanding of scientific ideas. Task: DNA Fingerprinting Watch the video clip: Fallout Resource 1 - click to view It uses our knowledge of DNA and a type of enzyme called restriction enzymes to compare DNA fragments. DNA fingerprinting is used by lots of different industry sectors including forensic scientists working with the Police to identify victims and suspects from evidence left at crime scenes, to paternity testing and diagnosing genetic conditions. Have a go at the activity: Resource 2 - click to view
Session 9 Assessment for Learning
AO 1: Demonstrate knowledge of scientific ideas. Let’s review some of the concepts we’ve looked at in this project so far. Test your knowledge in the quiz at the link below: Resource 1 - click to view 1. Start by reviewing the flash cards 2. Click on the ‘write’ tab. 3. Answer the questions and see how you do. If you get it right but the quiz doesn’t realise you can override the quiz…be honest!!!
Session 10 The importance of basic biological principles used by people working for sponsor employers to build knowledge and understanding of disease.
To link earlier learning of basic biological principles to advanced research. This session is a little different. They look at how concepts you have looked at earlier in this project link to work our sponsor employers are undertaking. 1. Read the shortened article below. How does this shot present the characters within their dystopian society? 2. This article links to weeks 1 -4 in many ways. a. Highlight at least two phrases that link to our prior learning. b. Explain why you have highlighted each of these. c. Suggest how this research could lead to a drug that prevents the exocytosis of TG 2. A new study at Sheffield University has identified a key culprit in the onset of kidney disease in a major marker for kidney disease development. Scientists have discovered nano-sized ‘shuttles, ’ which transport a damaging enzyme outside of the kidney cells in order for it to begin the scarring process on the surface. It is hoped that it could lead to new therapies to try to block the tiny micro vesicles – about 100 nanometres in diameter – and potentially stop the disease in its tracks. Kidney scarring, or ‘fibrosis’ is the primary cause of kidney disease and is triggered by factors including diabetes, autoimmune disease and high blood pressure, regular use of certain medications and prolonged infections. As part of the study, the researchers investigated how the enzyme Transglutaminase-2 (TG 2) – known to be responsible for kidney scarring – was transported from the cells to perform its damaging action. They developed a new approach to detect all TG 2 -associated proteins in simulated conditions of disease. From here, they were able to identify how TG 2 left the kidney cells to cross-link proteins like collagen and fibronectin, leading to fibrosis. The full article
To link earlier learning of basic biological principles to advanced research. 1. Read the shortened article below. 2. This article links to weeks 1 -4 in many ways. a. Highlight at least two phrases that link to our prior learning. b. Explain why you have highlighted each of these. c. Suggest how this research could lead to a cancer medication. An international team of scientists have discovered how compounds block flap endonuclease 1 (FEN 1) - a crucial enzyme class in the DNA damage response and potential target for cancer treatment. Branched or flapped DNAs with single stranded ends are formed during healthy human DNA replication and DNA repair. These single-stranded flaps can be removed by enzymes such as flap endonuclease 1 (FEN 1) to restore the integrity o the DNA to its double-stranded state. Higher levels of FEN 1 have been seen in cancer cells with a clinically worse prognosis and these cells are more reliant on this repair enzyme especially in the absence of other supporting DNA damage response proteins. These latter cells are sensitive to and die when FEN 1 is blocked – a term called synthetic lethality. Preventing the action of enzymes like FEN 1 maybe a way of selectively killing such cancer cells. The collaborative, interdisciplinary team took detailed images of the way previously confirmed inhibitors 4 bind and block FEN 1 to provide clues as to how the functionality of the protein is prevented. This was complemented by detailed studies of the effects of inhibition of FEN 1 on cell function within the DNA damage response. The full article
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