CoRe+for+Enzymes,+photo+synthesis+and+respiration

// VCE YEAR LEVEL // // 12 // |||||||| ===== BIOLOGY IDEA: ===== || ** Enzymes ** || ** Respiration ** || ** Photosynthesis ** || || Enzymes are biological catalysts. Enzymes control all the chemical reactions in the cell || Respiration produces chemical energy stored in the form of ATP || Plants synthesise their own food from inorganic molecules in the presence of light || || 1. Enzymes control metabolism. 2. They reduce energy requirements of biochemical reactions. || 1. To know how body fulfils its energy requirements. 2.Cells can utilise only the energy stored in the chemical bonds || Plants have unique ability of capturing light energy and transform into chemical energy. || || Enzymes with cofactors. Enzymes that can work at high temperatures. || Cells can perform anaerobic respiration during stress (Muscle cells)  || Photosynthesis can occur in the absence of sunlight and the product is not glucose, but simple sugars || || An alternative conception that Enzymes participate in a reaction and are used up. || In memorizing the sequence of steps involved in respiration and the confusion about net energy gain || The confusion between light and dark reaction. Why oxygen is considered a waste product? || || Visual models to show the catalytic properties of enzymes, so that students are able to visualise how enzymes are different than reactants and how they work. Practicals to demonstrate effect of different variables on the enzymatic activity || Flow diagram to memorize different steps and energy released/used at every step. Diagram of cell in particular mitochondria while discussing the sites of chemical reaction. || Venn diagrams to show overlapping of light and dark reactions. Flow chart of Photosynthetic process broken down in series of steps. || || Brainstorming before the start of topic. Asking what, why and how questions || Sharing control of the lesson by asking them what they know and what they want to know about respiration. || Using mind maps to know different ideas and missing links in student’s understanding of the concept. || ||
 * What you intend the __students__ to learn about this idea. ** ||
 * What you intend the __students__ to learn about this idea. ** ||
 * Why it is important for students to know this. ** ||
 * Why it is important for students to know this. ** ||
 * What else __you__ know about this idea (that you do not intend students to know yet). ** ||
 * What else __you__ know about this idea (that you do not intend students to know yet). ** ||
 * Knowledge about students’ thinking **
 * /difficulties connected with teaching this idea. ** ||
 * /difficulties connected with teaching this idea. ** ||
 * Teaching procedures **
 * (and particular reasons for using these to engage with this idea). ** ||
 * (and particular reasons for using these to engage with this idea). ** ||
 * Specific ways of ascertaining students’ understanding or confusion around this idea **
 * (include likely range of responses). ** ||
 * (include likely range of responses). ** ||

Type in the content of your page here.