1. B2 Topic 1 Revision Slides 2-12 GM - these activities are designed to take a whole lesson. Make sure you stick to the timings given in the notes that go with each slide. Slides Graphs, data and enzymes - these activities should take 30mins. Slides Mitosis & Meiosis, protein synthesis and DNA replication - this content recap and exam questions should take 30-40mins Slide 30 - Revision Quiz, covers lots of bits and pieces, 15 questions, will probably take 20-25mins

2. Unpicking the Question
Science-y bit - step by step guide to GM (worth 4 marks)
Unpicking the Question
At least 6 statements about science in your answer
1. This question is about genetic modification Explain how bacteria can be genetically modified to produce human insulin. Suggest benefits of using human insulin rather than insulin extracted from animals. (6 marks) (The quality of written communication will be assessed in your answer to this question)
2 reasons why it is used (think science - proteins and their shape)
5 mins - Go through this slide, explaining how to interpret the question. Students can underline/highlight key words in the exam to help them with QWC questions. Students should also be encouraged to write a list of key words to help with these questions. It is important to emphasise the logical/key words bit at the bottom.
Logical order, uses key words, good spelling, good punctuation

3. The Science - Genetic Engineering
1. Isolate the desired gene using enzymes
2. Replicate the gene
3. Put gene into vector (eg a plasmid)
4. Transfer vector containing gene into bacteria
5 mins - Go through the scientific process with the students, allow them to make notes if they wish. The words highlighted are the ones that are important in QWC questions.
5. Bacteria will now produce the protein from the desired gene

4. Decide: which two of the following are relevant to the question being asked?
Suggest benefits of using human insulin rather than insulin extracted from animals.
Using human insulin is better because vegetarians will be able to use it too
Human insulin will be an exact match for the insulin needed by the diabetic person, animal insulin is a slightly different shaped protein
It isn’t right to kill pigs to collect insulin from them
The immune system might reject or attack the pig insulin as the protein is a different shape to human insulin
2 mins - Some prompts to help students think about the sorts of answers they should be giving to the benefits part of the question - try to encourage students to avoid ’wishy-washy’ answers about vegetarians etc - it’s not what the question asks.

5. 2 mins 3 mins 4 mins 5 mins Vocab Diagrams Bullet points Paragraph
Explain how bacteria can be modified to produce human insulin. Suggest benefits of using human insulin rather than insulin extracted from animals (6 marks QWC).
Vocab
Diagrams
2 mins
3 mins
Bullet points
Paragraph
This activity will take 15 mins - use a timer and be really strict about how long you give them to complete each section. Whilst they are doing this, you can give support to weaker students
4 mins
5 mins

6. Swap books and mark someone else’s answer. Give them a WWW and EBI
Swap books and mark someone else’s answer. Give them a WWW and EBI. How many marks did they get for the Science (max 6)?
4 mins - Get students to swap books and mark each others using the green pens. Get them to give each other a WWW and EBI for the scientific content.

7. Now mark the quality of their writing using the criteria on the left.
Did they use the key words?
Is it logical?
Are all the spellings correct?
Good use of punctuation?
Give them a WWW and EBI for the quality of their answer
3 mins - Now get the students to mark the answer using the QWC criteria. Pay attention to the banding - the students should decide on the final mark they give based on the Level 1-3 banding given here. Give a WWW and EBI for QWC

8. Now improve your answer! 3 minutes
3 mins - This is the really important part. Students need time to use the feedback they have been given to make improvements to their work and experience success. Again, be really strict with the time you are giving them

9. Mark your own work this time.
How did you do compared to your first attempt?
2 mins

10. Now take what you know and apply it!
Organisms can be genetically engineered to make them more useful to humans. Suggest how wheat could be genetically engineered to allow it to grow in wet, marshy land (6 marks QWC)
6 mins

11. Mark scheme - mark your own this time
Identify a gene that allows a plant to grow in wet/marshy areas.
Isolate/extract/cut out the gene with a restriction (endonuclease)/enzyme
Replicate the gene
Insert desired gene into a vector (eg plasmid/virus)
Transfer vector/plasmid containing desired gene into wheat/crop
Crop plant will now produce/synthesis protein that allows it to grow in wet/marshy conditions
Give yourself a WWW and EBI
4 mins

12. The Science - Genetic Engineering
1. Isolate the desired gene using enzymes
2. Replicate the gene
3. Put gene into vector (eg a plasmid)
4. Transfer vector containing gene into bacteria
Go through the theory one more time before they leave. Ask students to take it in turns to describe each step of this process.
5. Bacteria will now produce the protein from the desired gene

13. 2 - Daunting Data and Grim Graphs

14. Tell me what you see, using numbers from the graph
Why is the volume at it’s highest here?
(ii) Describe the effect of temperature on the volume of juice produced between 10°C and 40°C (2)
(iv) Use the lock and key hypothesis to help you explain the activity of pectinase in juice production between 10°C and 70°C (6)
8 mins - Highlight the describe and explain emphasis in the two questions. Go through the Science behind the graph - between 10 and 40 the enzymes becomes more active as they gain kinetic energy. This means more successful collisions and more enzyme-substrate complexes formed. Active site which has a specific shape and substrate shape is complementary to this. 40 is optimum temp so fastest rate of reaction. After 50, enzymes start to denature meaning the shape of the active site changes so substrates can no longer fit into it.
What is happening to the enzymes here?
What is happening to the enzymes here?
Use Science to tell me why you see this pattern

15. Student Model Answers Student A
As the temperature increases, the volume of juice produced increases.
Between 10oC and 40oC the enzymes are gaining kinetic energy meaning they are moving around faster and will form more enzyme-substrate complexes. At 70oC the enzymes have been denatured and don’t work anymore.
Student B
The volume of juice produced increases as the temperature increases. At 10oC 0.6cm3 is produced and at 40oC 2.7cm3 of juice is produced.
The enzyme has a specific active site and the substrates will only fit into the active site if it hasn’t been denatured by getting too hot. On the graph it denatures when it goes down. Before that, the enzyme works faster as it gets hotter.
Student C
The graph goes up and then goes down again. It goes up between 10oC and 40oC from 0.6 to 2.7.
The enzyme works faster as the temperature gets hotter. From 10oC to 40oC the enzymes gain kinetic energy so collide with each other more often, forming more enzyme-substrate complexes. The substrate fits into the active site, but when it gets too hot the enzyme denatures and the active site changes shape meaning that no more enzymes-substrate complexes will be formed. The graphs dips down after 50oC when the enzyme denatures.
12 mins - These should be printed and given to the students to mark and then stick into their books. They can use the mark scheme that follows and give WWW and EBI to each student response. This can be done individually or in pairs.

16. Mark the student answers and give each a WWW and EBI
Project this for students to mark the model answers.

17. Use what you have learnt!
Now write your own response to the questions

18. (ii) Describe the effect of temperature on the volume of juice produced between 10°C and 40°C (2)
(iv) Use the lock and key hypothesis to help you explain the activity of pectinase in juice production between 10°C and 70°C (6)
Give the students time (8 mins) to answer the questions using the things they have learnt from marking the model answers. This should be done in their books and then marked using the mark scheme on the next slide. Try to encourage them to write their own responses and not copy things from the model answers provided earlier.

19. Now mark your own answers
Students mark their own responses (3 mins)

20. 3 - Genes, Protein Synthesis, DNA Replication, Mitosis and Meiosis, Cloning

21. Protein Synthesis
Ribosome
Transcription
Translation

22. DNA Replication Before mitosis and meiosis Semi-conservative
1. Enzyme unzips DNA
2. Free complementary bases line up with exposed bases on DNA
3. A different enzyme zips them together
4. Two identical strands of DNA formed

23. Mitosis or Meiosis?
Daughter cells are genetically identical to parent cells
Produces cells with only half the number of chromosomes
Produces gametes
The cell goes through one division
Produces 4 daughter cells that are genetically different
Produces diploid cells
Is a process within the cell cycle
Occurs in the ovaries and testes
The cell goes through two divisions
Is used in Asexual reproduction
4 mins - decide which statements belong to which type of nuclear division. It would be good to use whiteboards for this to identify misconceptions/misunderstanding

24. 4 mins - go through the differences in the two types of cell division (when, where, how, replication of DNA before division, no of daughter cells, no of chromosomes, no of divisions, sexual vs asexual repro)

25. Describe and explain the differences in chromosome number between the daughter cells produced by Mitosis and Meiosis (6 marks)
Mitosis 1 division/2 daughter cells Chromosome number maintained Daughter cells contain 2n/23 pairs/46 chromosomes For growth and repair/ asexual reproduction Meiosis 2 divisions/ 4 daughter cells Chromosome number halved Daughter cells contain n/23 individual chromosomes For making gametes/egg cells/sperm cells Chromosome number restored at fertilisation

26. Cloning - put these statements into the correct order
A Enucleate the egg cell
B The diploid nucleus inside the egg cell starts dividing by mitosis
C Insert the diploid donor nucleus into the enucleated egg cell
D Implant the growing embryo into womb of surrogate
E Collect an egg cell from the egg cell donor
F Diploid nucleus is removed from body cell of organism you want to clone
G Stimulate the diploid nucleus using an electric shock or chemicals
A clone is born!
Answer: F, E, A, C, G, B, D

27. Q1. (a) The diagram shows the mass of DNA (m), before, during and after cell division in one cell. (i) Name the type of cell division taking place in this cell. (1) (ii) Complete the sentence: A gene is a section of DNA that codes for ……………………(1) (b) Mutations can cause genetic disorders in humans. Phenylketonuria (PKU) is a genetic disorder caused by a gene mutation. People with PKU produce an inactive enzyme. The normal base sequence and the mutated base sequence which can cause PKU are shown below. normal base sequence C T C G G C C C T mutated base sequence C T T G G C C C T (i) Describe how the changes that have occurred in the mutated base sequence produce an inactive enzyme (2) (ii) Explain how the mutated base sequence will result in an inactive enzyme being produced during protein synthesis. (6) (c) Explain how the shape of an enzyme can make it inactive. (2)
10 mins to answer the questions on this slide (b ii is higher tier only as it requires details of transcription and translation)

28. Mark scheme
a) i) Meiosis ii) C b) i) A description including any two from the following points • change in a base from C to T (1) • (causes) change in one {codon/triplet} of bases (1) • results in a different amino acid (1) b) ii) next page c) An explanation linking the following points • active site {different / blocked / changed} (1) • substrate cannot bind /eq (1)

29. An explanation linking some of the following points
• enzymes are proteins
• mutation in DNA will result in different mRNA strand
• during transcription
• mRNA leaves the nucleus through the nuclear pore
• the attachment of mRNA at the ribosomes
• involvement of tRNA and amino acids
• at the ribosome
• which is translation
• amino acid chain/peptide sequence altered
• different protein formed/protein not folded correctly (6)
QWC marks
the response is likely to indicate the type of mutation and link this to a change of codon/protein
the response will show good evidence of understanding that an incorrect mRNA molecule is formed and translation by tRNA will result in an incorrect amino acid being incorporated into the protein chain
the answer communicates ideas clearly and coherently uses a range of scientific terminology accurately
spelling, punctuation and grammar are used with few errors

30. Revision Quiz
Name two of the scientists involved in the discovery of DNA
How many cells are produced as a result of meiosis
By how much can an electron microscope magnify a specimen?
What bonds hold the two complementary strands of DNA together?
What does the word ‘diploid’ mean?
In cloning, what is used to stimulate the egg cell to start dividing?
Give one feature of a bacterial cell that isn’t present in animal or plant cells.
What is the function of the mitochondria?
By how much can a light microscopes magnify a specimen?
What do the letters A, T, C and G stand for in DNA?
A specimen appears 15mm under a light microscope at a magnification of 1000, what is its real length?
What is a gene?
Name two organisms that have been genetically engineered to benefit humans
Where do the majority of stem cells come from that are used in stem cell research?
What happens when an enzyme becomes denatured?

31. Watson, Crick, Rosalind, Franklin
Four x
Hydrogen bonds
Two of each chromosome/chromosomes in pairs
Body cell nuclus donor
Plasmid/chromosomal DNA, cell wall not made of cellulose, mesosome, Pilli (not flagella; sperm cells have flagella so be careful with this one)
Release energy OR produce/make ATP (NOT make energy!)
1500x
Adenine, thymine, cytosine, guanine
0.015mm (remember the units!)
Section of DNA that codes fro a protein
Bacteria to produce insulin, golden rice, herbicide resistant crop plants
Embryos left over from IVF
The active site changes SHAPE