3.4 Explain The Advantages Of Using Mycoprotein As A Food Source
Lesson B3.19 Biotechnology
Specification learning outcomes
HSW statements
Prior learning from KS 3
Exemplar teaching activities
Main differentiation
Resource sheets
BTEC Links
3.1 Describe biotechnology as the alteration of natural biomolecules using science and engineering to provide goods and services
3.2 Describe a fermenter as a vessel used to cultivate microorganisms for the production of biomolecules on a large scale
3.3 Explain the need to supply suitable conditions in fermenters and the effect they have on growth rates, including: a) aseptic precautions b) nutrients c) optimum temperature d) pH e) oxygenation f) agitation
HSW 5 Planning to test a scientific idea, answer a scientific question or solve a scientific problem …show more content…
HSW 11 Presenting information, developing an argument and drawing a conclusion, and using scientific, technical and mathematical language, conventions and symbols and ICT tools
HSW 12 The use of contemporary science and technological developments and their benefits, drawbacks and risks
N/A
Starter: Biotechnology foods
Show students a display of foods and ask them to sort the foods into two groups: those made using microorganisms and those that are not. Suitable examples are: made with: yogurt, 'blue' cheese, wine or beer, Marmite, bread made without: cake or biscuits, custard, cola, jam, butter.
Main: Fermenter jigsaw
Worksheet B3.19a presents a diagram of a fermenter in separate pieces, and their labels. Ask students to work in groups to cut out the pieces, select one piece and its relevant label (or labels) and then work together to complete the diagram. They could then complete the labelling individually or as a group to show the function of each part of the fermenter.
Plenary: Questions for answers (AfL)
Ask students to write a question related to the lesson for each of the following answers (these are presented in order of difficulty): suitable conditions penicillin pH fermenter agitation biomolecule to stop competition for nutrients
Take examples from around the class and discuss the questions.
Homework: Worksheet B3.19c (for students requiring extra support).
Worksheet B3.19d (for those working at a higher level).
Stretch: Ask students to research examples of products and services other than penicillin (such as using biodigesters to dispose of waste and purify water) that are produced by microorganisms in fermenters, including foods and medicines.
Worksheet B3.19a
Worksheet B3.19c
Worksheet B3.19d
Lesson B3.20 Factors affecting the growth of yeast (Practical)
Specification learning outcomes
HSW statements
Prior learning from KS 3
Exemplar teaching activities
Main differentiation
Resource sheets
BTEC Links
3.4 Investigate the effect of factors on the growth of yeast, including pH
HSW 1 The collection and analysis of scientific data
HSW 5 Planning to test a scientific idea, answer a scientific question or solve a scientific problem
HSW 6 Collecting data from primary or secondary sources, including the use of ICT sources and tools
HSW 7 Working accurately and safely, individually and with others, when collecting first-hand data
HSW 8 Evaluating methods of data collection and considering their validity and reliability as evidence
HSW 10 Using both qualitative and quantitative approaches
HSW 11 Presenting information, developing an argument and drawing a conclusion, and using scientific, technical and mathematical language, conventions and symbols and ICT tools
Year 8 Use quantitative observations when describing patterns in a range of reactions.
Year 9 Explain the importance of controlling factors affecting a reaction if patterns are to be accurately identified.
Starter: Yeast
Mix a little bit of yeast and sugar with warm water in a flask and wrap it in bubble wrap or put it in a water bath at about 30°C. You could also have one which was made up about 30 mins before the lesson. Ask students to write a brief paragraph to explain what is happening in the boiling tube as the yeast ferments, why they think production of carbon dioxide can be used to investigate the rate of growth of yeast and how they think pH will affect that growth. By the end of this time the yeast should have become active and produced lots of bubbles and froth which students can see and use to visualise the production of carbon dioxide by the yeast cells.
Main:
Students follow the instructions on Worksheet B3.20b. This suggests a simple procedure for collecting some readings. The range of data that students need to collect is given on Worksheet B3.20c which students will also need. This sheet guides students through recording, considering their results, and evaluating their investigation.
You could then ask students to come up with one or two further hypotheses, based on their observations in this practical.
N/A
Teacher and technician practical sheet B3.20
Worksheet B3.20b
Worksheet B3.20c
Lesson B3.21 Microorganisms for food
Specification learning outcomes
HSW statements
Prior learning from KS 3
Exemplar teaching activities
Main differentiation
Resource sheets
BTEC Links
3.5 Explain the advantages of using microorganisms for food production, including: a) rapid population growth b) ease of manipulation c) production independent of climate d) use of waste products from other industrial processes
3.6 Describe how mycoprotein is manufactured, including the role of the fungus Fusarium sp.
3.7 Explain the advantages of using mycoprotein as a food source
HSW 12 The use of contemporary science and technological developments and their benefits, drawbacks and risks
HSW 13 How and why decisions about science and technology are made, including those that raise ethical issues, and about the social, economic and environmental effects of such decisions
Year 7 Describe some useful products arising from excretory processes from microorganisms, e.g. alcohol, carbon dioxide, antibiotics and methane.
Year 8 Explain how microorganisms can be used to produce a range of useful products, e.g. vinegar, yoghurt.
Starter: What is Quorn
Show students some pictures or packaging of Quorn products that you have collected or downloaded from the Internet. Ask students to identify what they contain, how they differ from meat products and how and why the mycoprotein has been prepared like that. Then ask how mycoprotein fits the phrase ‘microorganisms for food’.
Main: How mycoprotein is made (Lit)
Worksheet B3.21a provides a description of how mycoprotein is made. Students are asked to highlight different aspects of the text in different colours.
Plenary: Mycoprotein advantages …show more content…
(AfL)
Ask students to jot down quickly as many advantages of producing and eating mycoprotein compared with meat as they can think of. Then ask them to put their answers in order of importance and to justify their choices. Note, there is no right answer, it is the justification that is important.
Homework: Worksheet B3.21b (for students requiring extra support) and ask students to draw a poster advertising eating mycoprotein as the 'healthy option' or prepare a song/poem or a mock TV interview (for those working at a higher level).
Stretch: Ask students to find out why Fusarium was chosen to make mycoprotein and how the process of making mycoprotein has changed since it first began, and to explain why it changed.
Support: Work with students to highlight the appropriate pieces of text. They could then work in pairs or small groups to answer one or more of the questions.
Worksheet B3.21a
Worksheet B3.21b
Lesson B3.22 Investigating the effect of different factors on yogurt making (Practical)
Specification learning outcomes
HSW statements
Prior learning from KS 3
Exemplar teaching activities
Main differentiation
Resource sheets
BTEC Links
3.9 Investigate the effect of different factors on yogurt making
HSW 1 The collection and analysis of scientific data
HSW 5 Planning to test a scientific idea, answer a scientific question or solve a scientific problem
HSW 6 Collecting data from primary or secondary sources, including the use of ICT sources and tools
HSW 7 Working accurately and safely, individually and with others, when collecting first-hand data
HSW 8 Evaluating methods of data collection and considering their validity and reliability as evidence
HSW 10 Using both qualitative and quantitative approaches
HSW 11 Presenting information, developing an argument and drawing a conclusion, and using scientific, technical and mathematical language, conventions and symbols and ICT tools
Year 7 Describe some useful products arising from excretory processes from microorganisms, e.g. alcohol, carbon dioxide, antibiotics and methane.
Year 8 Explain how microorganisms can be used to produce a range of useful products, e.g. vinegar, yoghurt.
Year 8 Use quantitative observations when describing patterns in a range of reactions.
Year 9 Explain the importance of controlling factors affecting a reaction if patterns are to be accurately identified.
Starter: Making yogurt
Students could add a few drops of lemon juice or dilute mineral acid to milk and stir gently to see how the milk thickens as the pH falls, mimicking the process of bacterial action in yogurt making.
Main:
Students follow the instructions on Worksheet B3.22b. Students compare the pH changes in several different milk samples, all held at the same temperature and with the same volume of the same yogurt added as a starter culture. One of the milks should be lactose free. The number of different milks considered can be varied with the ability of the students to manage several investigations at once. Students should recognise the problems of controls. For example, the numbers of microorganisms in the starter culture will vary because they are living cultures and because it is difficult to measure exactly the same volume each time. Students need to recognise that the different milk types represent different lactose concentrations. The range of data that students need to collect is given on Worksheet B3.22c which students will also need. This sheet guides students through recording, considering their results, and evaluating their investigation.
You could then ask students to come up with one or two further hypotheses, based on their observations in this practical.
N/A
Teacher and technician practical sheet B3.22
Worksheet B3.22b
Worksheet B3.22c
Lesson B3.23 Enzyme technology
Specification learning outcomes
HSW statements
Prior learning from KS 3
Exemplar teaching activities
Main differentiation
Resource sheets
BTEC Links
3.10 Describe the use of enzyme technology including: a) chymosin, produced by genetically modified microorganisms, used in the manufacture of vegetarian cheese b) invertase (sucrase) produced by Saccharomyces cerevisiae (yeast), used in the manufacture of sweets c) enzymes used in washing powders
H 3.13 Explain recombinant DNA technology using insulin as an example, including: a) restriction enzymes b) ligase c) sticky ends
HSW 3 Many phenomena can be explained by developing and using scientific theories, models and ideas
HSW 8 Evaluating methods of data collection and considering their validity and reliability as evidence
HSW 10 Using both qualitative and quantitative approaches
HSW 11 Presenting information, developing an argument and drawing a conclusion, and using scientific, technical and mathematical language, conventions and symbols and ICT tools
HSW 12 The use of contemporary science and technological developments and their benefits, drawbacks and risks
N/A
Starter: Enzymes (AfL)
Give students 3 minutes to write down the names of any enzymes they can remember from work in B2.
They should include the kinds of reaction they catalyse. Take examples from around the class and briefly revise the key point about each enzyme catalysing a different reaction because of the link between the enzyme active site and the substrate(s).
Main: Investigating chymosin
Worksheet B3.23b presents a practical investigation on the effect of chymosin on different types of milk. Full details can be found on the Teacher and technician practical sheet B3.23 (2).
Plenary: Traffic light questions (AfL)
Give students 2 minutes to write a question to ask about the key aspects of this lesson. Collect the questions and give each student a green, red or amber card. Ask a selection of the questions. For each question, students should hold the green card up if they are sure of the answer, amber if they might know the answer and red if they do not know the answer. Ask students who are sure of the answer, if it is clear that others are uncertain.
Homework:
Worksheet B3.23d (for students requiring extra
support).
Worksheet B3.23e (for those working at a higher level).
Stretch: Students could develop the method to test other variables, such as different forms of chymosin (from yeast and from animal sources), or the effect of temperature or pH. See the Teacher and technician sheet for details of pH variables.
Support: Help students to draw the table to record their results. Tell them to draw a bar chart and work as a group to discuss the results
Worksheet B3.23b
Teacher and technician practical sheet B3.23 (2).
Worksheet B3.23d
Worksheet B3.23e
Lesson B3.24 Are immobilised enzymes less affected by temperature? (Practical)
Specification learning outcomes
HSW statements
Prior learning from KS 3
Exemplar teaching activities
Main differentiation
Resource sheets
BTEC Links
3.11 Investigate the use of immobilised lactase to produce lactose-free milk
HSW 1 The collection and analysis of scientific data
HSW 5 Planning to test a scientific idea, answer a scientific question or solve a scientific problem
HSW 6 Collecting data from primary or secondary sources, including the use of ICT sources and tools
HSW 7 Working accurately and safely, individually and with others, when collecting first-hand data
HSW 8 Evaluating methods of data ollection and considering their validity and reliability as evidence
HSW 10 Using both qualitative and quantitative approaches
HSW 11 Presenting information, developing an argument and drawing a conclusion, and using scientific, technical and mathematical language, conventions and symbols and ICT tools
N/A
Starter: Managing lactose intolerance
Remind students of what lactose intolerance means. Provide students with adverts and/or packaging for different types of milk or foods containing milk powder (lots of them do) and include one from cat milk and/or lactose-free human milk – you can scan in a number of different labels to produce a resource and ask students to find out how the lactose content of the milks varies. You could then extend this by giving them some information on managing lactose intolerance. You could ask students to explain why immobilised enzyme technology is so important in dealing with lactose intolerance.
Main:
Students follow the instructions on Worksheet B3.24b. This worksheet gives students the basic technique to show that immobilised lactase can catalyse the breakdown of lactose in milk as effectively as free enzyme and leads students to investigate the effect of temperature on the activity of immobilised lactase. The presence of glucose in the milk is used as evidence of the breakdown of lactose. This is demonstrated by using glucose indicator sticks. The range of data that students need to collect is given on Worksheet B3.24c which students will also need. This sheet guides students through recording, considering their results, and evaluating their investigation.
You could then ask students to come up with one or two further hypotheses, based on their observations in this practical. They can use the technique described here to investigate their further hypotheses e.g. that the rate of breakdown of lactose is related to the rate of flow of milk over the immobilised enzyme column.
N/A
Teacher and technician practical sheet B3.24
Worksheet B3.24b
Worksheet B3.24c
Lesson B3.25 Enzymes and food production (Practical)
Specification learning outcomes
HSW statements
Prior learning from KS 3
Exemplar teaching activities
Main differentiation
Resource sheets
BTEC Links
3.12 Investigate the use of enzymes in food production
HSW 1 The collection and analysis of scientific data
HSW 5 Planning to test a scientific idea, answer a scientific question or solve a scientific problem
HSW 6 Collecting data from primary or secondary sources, including the use of ICT sources and tools
HSW 7 Working accurately and safely, individually and with others, when collecting first-hand data
HSW 8 Evaluating methods of data ollection and considering their validity and reliability as evidence
HSW 10 Using both qualitative and quantitative approaches
HSW 11 Presenting information, developing an argument and drawing a conclusion, and using scientific, technical and mathematicallanguage, conventions and symbols and ICT tools
Year 8 Use quantitative observations when describing patterns in a range of reactions.
Year 9 Explain the importance of controlling factors affecting a reaction if patterns are to be accurately identified.
Starter: How do we get juice from an apple?
Have a jar of jam, jelly beans and some apples to show students. Start off by showing them the apple and asking how juice is extracted – they are likely to suggest chopping, crushing, filtering etc. Discuss what makes it more difficult to get the juice out of the apple. Guide students towards the answer that one factor is the cellulose cell wall. You could mention cellulase as an enzyme which breaks down cellulose. Next, introduce students to the idea of pectin as a carbohydrate found in plant cell walls which is another barrier to extracting juice. Show them the jam and jelly beans and explain that pectin makes them set. Ask students to think how breaking down pectin might increase juice yield and how they might investigate that.
Main:
Students follow the instructions on Worksheet B3.25b. This gives students a simple practical comparing the volume of juice extracted from apple pulp with different enzymes. The range of data that students need to collect is given on Worksheet P3.25c which students will also need. This sheet guides students through recording, considering their results, and evaluating their investigation.
You could then ask students to come up with one or two further hypotheses, based on their observations in this practical. It can easily be extended in a number of ways. For example, students could compare the effect of keeping the apple pulp/enzyme mixtures in water baths at different temperatures for 20 minutes before recording the juice produced.
N/A
Teacher and technician practical sheet B3.25
Worksheet B3.25b
Worksheet B3.25c
Lesson B3.26 Global food security
Specification learning outcomes
HSW statements
Prior learning from KS 3
Exemplar teaching activities
Main differentiation
Resource sheets
BTEC Links
3.14 Demonstrate an understanding of the impact of human population growth on global food security
3.18 Explain how increased food production for humans includes: a) conventional plant breeding programmes b) pest management strategies c) genetic modification
3.19 Demonstrate an understanding of the advantages and disadvantages of replacing fossil fuels with biofuels, including the facts that biofuels are renewable and that their production uses carbon dioxide but that growing the crops to make them requires land and may affect the availability of land for growing food
HSW 12 The use of contemporary science and technological developments and their benefits, drawbacks and risks
HSW 13 How and why decisions about science and technology are made, including those that raise ethical issues, and about the social, economic and environmental effects of such decisions
Year 8 Explain how some factors can impact on growth, e.g. poor nutrition, genetics.
Year 9 Describe ways to induce variation artificially, e.g. selective breeding, cloning and genetic engineering, and explore related issues.
Year 9 Use models to show how controlling human activity can make development more sustainable, e.g. power stations and the carbon cycle.
Year 9 Use data from secondary sources to explain the impact of atmospheric and environmental changes, e.g. the effect of deforestation on CO2 concentration and temperature.
Starter: Population growth
Show students a graph of the increase in the human population over the last 200 years (or longer).
Ask students to describe the implications of population growth for food production. They should suggest ideas of how this could be tackled and consider what happens when there are food shortages.
Main: The Green Revolution and the biofuel debate
Worksheet B3.26a provides students with the opportunity to plot and interpret a graph of food production in India from 1960 to 1990 and to explain how the Green Revolution prevented the large-scale starvation predicted for the developing world in the 1960s and 1970s.
Worksheet B3.26b provides a set of facts that could be used in preparation for a debate on the statement 'This house believes that the UK Government should encourage farmers to grow biofuel crops’. The debate should consider not only the advantages and disadvantages to the government and individual farmers, but also the impact on the environment and sustainability. Students could also carry out research to add to their arguments.
Plenary: Key term sentences (AfL)
Ask students to write three sentences, each one containing at least two of the following terms: food security, biofuel, plant breeding, pest management, sustainable, carbon-neutral. Take examples from around the class and discuss any misunderstandings.
Homework:
Worksheet B3.26c contains simple questions on the main points in this lesson.
Stretch: Students should discuss the long-term implications of the changes to agriculture that happened during the Green Revolution. How sustainable are they?
Support: Work with students to complete the graph on Worksheet B3.26a, and use the examples in question 4 as group discussion points.
Worksheet B3.26a
Worksheet B3.26b
Worksheet B3.26c
Unit 3 D2
Unit 1 D4
Lesson B3.27 A GM future?
Specification learning outcomes
HSW statements
Prior learning from KS 3
Exemplar teaching activities
Main differentiation
Resource sheets
BTEC Links
3.15 Explain how Agrobacterium tumefaciens is used as a vector in creating transgenic plants
H 3.16 Demonstrate an understanding of the advantages and disadvantages of introducing genes for insect resistance from Bacillus thuringiensis into crop plants
3.17 Demonstrate an understanding of the costs and benefits of genetic modification of crop plants in the context of developed and developing countries, including the introduction of flavonoids in the purple tomato
3.18 Explain how increased food production for humans includes: a) conventional breeding programmes
b) pest management strategies c) genetic modification
HSW 12 The use of contemporary science and technological developments and their benefits, drawbacks and risks
HSW 13 How and why decisions about science and technology are made, including those that raise ethical issues, and about the social, economic and environmental effects of such decisions
Year 9 Describe ways to induce variation artificially, e.g. selective breeding, cloning and genetic engineering, and explore related issues.
Starter: Modifying bacteria (AfL)
Show students a diagram of how GM is done without labels. Ask students to explain what it shows and draw out the point that this is modifying a bacterium. Explain that the same technique does not work as well in plants, so we need something else. This will lead directly on to the use of Agrobacterium.
Main: Making a transgenic plant
Worksheet B3.27b contains some images and labels that can be used to construct a flowchart to explain how Agrobacterium tumefaciens is used to create transgenic plants.
H Plenary: Advantages and disadvantages (AfL)
Ask students to draw up a table to show the advantages and disadvantages of making insect-resistant transgenic plants using genes from Bacillus thuringiensis.
Homework:
Worksheet B3.27c (for students requiring extra support).
Worksheet B3.27d (for those working at a higher level).
Stretch: Students complete their flowchart with a description of how a named example of a transgenic plants is produced. They then research other examples of transgenic crops.
Support: Students use a textbook to help them complete their labelling.
Worksheet B3.27b
Worksheet B3.27c
Worksheet B3.27d
Specification learning outcomes
HSW statements
Prior learning from KS 3
Exemplar teaching activities
Main differentiation
Resource sheets
BTEC Links
3.1 Describe biotechnology as the alteration of natural biomolecules using science and engineering to provide goods and services
3.2 Describe a fermenter as a vessel used to cultivate microorganisms for the production of biomolecules on a large scale
3.3 Explain the need to supply suitable conditions in fermenters and the effect they have on growth rates, including: a) aseptic precautions b) nutrients c) optimum temperature d) pH e) oxygenation f) agitation
HSW 5 Planning to test a scientific idea, answer a scientific question or solve a scientific problem …show more content…
HSW 11 Presenting information, developing an argument and drawing a conclusion, and using scientific, technical and mathematical language, conventions and symbols and ICT tools
HSW 12 The use of contemporary science and technological developments and their benefits, drawbacks and risks
N/A
Starter: Biotechnology foods
Show students a display of foods and ask them to sort the foods into two groups: those made using microorganisms and those that are not. Suitable examples are: made with: yogurt, 'blue' cheese, wine or beer, Marmite, bread made without: cake or biscuits, custard, cola, jam, butter.
Main: Fermenter jigsaw
Worksheet B3.19a presents a diagram of a fermenter in separate pieces, and their labels. Ask students to work in groups to cut out the pieces, select one piece and its relevant label (or labels) and then work together to complete the diagram. They could then complete the labelling individually or as a group to show the function of each part of the fermenter.
Plenary: Questions for answers (AfL)
Ask students to write a question related to the lesson for each of the following answers (these are presented in order of difficulty): suitable conditions penicillin pH fermenter agitation biomolecule to stop competition for nutrients
Take examples from around the class and discuss the questions.
Homework: Worksheet B3.19c (for students requiring extra support).
Worksheet B3.19d (for those working at a higher level).
Stretch: Ask students to research examples of products and services other than penicillin (such as using biodigesters to dispose of waste and purify water) that are produced by microorganisms in fermenters, including foods and medicines.
Worksheet B3.19a
Worksheet B3.19c
Worksheet B3.19d
Lesson B3.20 Factors affecting the growth of yeast (Practical)
Specification learning outcomes
HSW statements
Prior learning from KS 3
Exemplar teaching activities
Main differentiation
Resource sheets
BTEC Links
3.4 Investigate the effect of factors on the growth of yeast, including pH
HSW 1 The collection and analysis of scientific data
HSW 5 Planning to test a scientific idea, answer a scientific question or solve a scientific problem
HSW 6 Collecting data from primary or secondary sources, including the use of ICT sources and tools
HSW 7 Working accurately and safely, individually and with others, when collecting first-hand data
HSW 8 Evaluating methods of data collection and considering their validity and reliability as evidence
HSW 10 Using both qualitative and quantitative approaches
HSW 11 Presenting information, developing an argument and drawing a conclusion, and using scientific, technical and mathematical language, conventions and symbols and ICT tools
Year 8 Use quantitative observations when describing patterns in a range of reactions.
Year 9 Explain the importance of controlling factors affecting a reaction if patterns are to be accurately identified.
Starter: Yeast
Mix a little bit of yeast and sugar with warm water in a flask and wrap it in bubble wrap or put it in a water bath at about 30°C. You could also have one which was made up about 30 mins before the lesson. Ask students to write a brief paragraph to explain what is happening in the boiling tube as the yeast ferments, why they think production of carbon dioxide can be used to investigate the rate of growth of yeast and how they think pH will affect that growth. By the end of this time the yeast should have become active and produced lots of bubbles and froth which students can see and use to visualise the production of carbon dioxide by the yeast cells.
Main:
Students follow the instructions on Worksheet B3.20b. This suggests a simple procedure for collecting some readings. The range of data that students need to collect is given on Worksheet B3.20c which students will also need. This sheet guides students through recording, considering their results, and evaluating their investigation.
You could then ask students to come up with one or two further hypotheses, based on their observations in this practical.
N/A
Teacher and technician practical sheet B3.20
Worksheet B3.20b
Worksheet B3.20c
Lesson B3.21 Microorganisms for food
Specification learning outcomes
HSW statements
Prior learning from KS 3
Exemplar teaching activities
Main differentiation
Resource sheets
BTEC Links
3.5 Explain the advantages of using microorganisms for food production, including: a) rapid population growth b) ease of manipulation c) production independent of climate d) use of waste products from other industrial processes
3.6 Describe how mycoprotein is manufactured, including the role of the fungus Fusarium sp.
3.7 Explain the advantages of using mycoprotein as a food source
HSW 12 The use of contemporary science and technological developments and their benefits, drawbacks and risks
HSW 13 How and why decisions about science and technology are made, including those that raise ethical issues, and about the social, economic and environmental effects of such decisions
Year 7 Describe some useful products arising from excretory processes from microorganisms, e.g. alcohol, carbon dioxide, antibiotics and methane.
Year 8 Explain how microorganisms can be used to produce a range of useful products, e.g. vinegar, yoghurt.
Starter: What is Quorn
Show students some pictures or packaging of Quorn products that you have collected or downloaded from the Internet. Ask students to identify what they contain, how they differ from meat products and how and why the mycoprotein has been prepared like that. Then ask how mycoprotein fits the phrase ‘microorganisms for food’.
Main: How mycoprotein is made (Lit)
Worksheet B3.21a provides a description of how mycoprotein is made. Students are asked to highlight different aspects of the text in different colours.
Plenary: Mycoprotein advantages …show more content…
(AfL)
Ask students to jot down quickly as many advantages of producing and eating mycoprotein compared with meat as they can think of. Then ask them to put their answers in order of importance and to justify their choices. Note, there is no right answer, it is the justification that is important.
Homework: Worksheet B3.21b (for students requiring extra support) and ask students to draw a poster advertising eating mycoprotein as the 'healthy option' or prepare a song/poem or a mock TV interview (for those working at a higher level).
Stretch: Ask students to find out why Fusarium was chosen to make mycoprotein and how the process of making mycoprotein has changed since it first began, and to explain why it changed.
Support: Work with students to highlight the appropriate pieces of text. They could then work in pairs or small groups to answer one or more of the questions.
Worksheet B3.21a
Worksheet B3.21b
Lesson B3.22 Investigating the effect of different factors on yogurt making (Practical)
Specification learning outcomes
HSW statements
Prior learning from KS 3
Exemplar teaching activities
Main differentiation
Resource sheets
BTEC Links
3.9 Investigate the effect of different factors on yogurt making
HSW 1 The collection and analysis of scientific data
HSW 5 Planning to test a scientific idea, answer a scientific question or solve a scientific problem
HSW 6 Collecting data from primary or secondary sources, including the use of ICT sources and tools
HSW 7 Working accurately and safely, individually and with others, when collecting first-hand data
HSW 8 Evaluating methods of data collection and considering their validity and reliability as evidence
HSW 10 Using both qualitative and quantitative approaches
HSW 11 Presenting information, developing an argument and drawing a conclusion, and using scientific, technical and mathematical language, conventions and symbols and ICT tools
Year 7 Describe some useful products arising from excretory processes from microorganisms, e.g. alcohol, carbon dioxide, antibiotics and methane.
Year 8 Explain how microorganisms can be used to produce a range of useful products, e.g. vinegar, yoghurt.
Year 8 Use quantitative observations when describing patterns in a range of reactions.
Year 9 Explain the importance of controlling factors affecting a reaction if patterns are to be accurately identified.
Starter: Making yogurt
Students could add a few drops of lemon juice or dilute mineral acid to milk and stir gently to see how the milk thickens as the pH falls, mimicking the process of bacterial action in yogurt making.
Main:
Students follow the instructions on Worksheet B3.22b. Students compare the pH changes in several different milk samples, all held at the same temperature and with the same volume of the same yogurt added as a starter culture. One of the milks should be lactose free. The number of different milks considered can be varied with the ability of the students to manage several investigations at once. Students should recognise the problems of controls. For example, the numbers of microorganisms in the starter culture will vary because they are living cultures and because it is difficult to measure exactly the same volume each time. Students need to recognise that the different milk types represent different lactose concentrations. The range of data that students need to collect is given on Worksheet B3.22c which students will also need. This sheet guides students through recording, considering their results, and evaluating their investigation.
You could then ask students to come up with one or two further hypotheses, based on their observations in this practical.
N/A
Teacher and technician practical sheet B3.22
Worksheet B3.22b
Worksheet B3.22c
Lesson B3.23 Enzyme technology
Specification learning outcomes
HSW statements
Prior learning from KS 3
Exemplar teaching activities
Main differentiation
Resource sheets
BTEC Links
3.10 Describe the use of enzyme technology including: a) chymosin, produced by genetically modified microorganisms, used in the manufacture of vegetarian cheese b) invertase (sucrase) produced by Saccharomyces cerevisiae (yeast), used in the manufacture of sweets c) enzymes used in washing powders
H 3.13 Explain recombinant DNA technology using insulin as an example, including: a) restriction enzymes b) ligase c) sticky ends
HSW 3 Many phenomena can be explained by developing and using scientific theories, models and ideas
HSW 8 Evaluating methods of data collection and considering their validity and reliability as evidence
HSW 10 Using both qualitative and quantitative approaches
HSW 11 Presenting information, developing an argument and drawing a conclusion, and using scientific, technical and mathematical language, conventions and symbols and ICT tools
HSW 12 The use of contemporary science and technological developments and their benefits, drawbacks and risks
N/A
Starter: Enzymes (AfL)
Give students 3 minutes to write down the names of any enzymes they can remember from work in B2.
They should include the kinds of reaction they catalyse. Take examples from around the class and briefly revise the key point about each enzyme catalysing a different reaction because of the link between the enzyme active site and the substrate(s).
Main: Investigating chymosin
Worksheet B3.23b presents a practical investigation on the effect of chymosin on different types of milk. Full details can be found on the Teacher and technician practical sheet B3.23 (2).
Plenary: Traffic light questions (AfL)
Give students 2 minutes to write a question to ask about the key aspects of this lesson. Collect the questions and give each student a green, red or amber card. Ask a selection of the questions. For each question, students should hold the green card up if they are sure of the answer, amber if they might know the answer and red if they do not know the answer. Ask students who are sure of the answer, if it is clear that others are uncertain.
Homework:
Worksheet B3.23d (for students requiring extra
support).
Worksheet B3.23e (for those working at a higher level).
Stretch: Students could develop the method to test other variables, such as different forms of chymosin (from yeast and from animal sources), or the effect of temperature or pH. See the Teacher and technician sheet for details of pH variables.
Support: Help students to draw the table to record their results. Tell them to draw a bar chart and work as a group to discuss the results
Worksheet B3.23b
Teacher and technician practical sheet B3.23 (2).
Worksheet B3.23d
Worksheet B3.23e
Lesson B3.24 Are immobilised enzymes less affected by temperature? (Practical)
Specification learning outcomes
HSW statements
Prior learning from KS 3
Exemplar teaching activities
Main differentiation
Resource sheets
BTEC Links
3.11 Investigate the use of immobilised lactase to produce lactose-free milk
HSW 1 The collection and analysis of scientific data
HSW 5 Planning to test a scientific idea, answer a scientific question or solve a scientific problem
HSW 6 Collecting data from primary or secondary sources, including the use of ICT sources and tools
HSW 7 Working accurately and safely, individually and with others, when collecting first-hand data
HSW 8 Evaluating methods of data ollection and considering their validity and reliability as evidence
HSW 10 Using both qualitative and quantitative approaches
HSW 11 Presenting information, developing an argument and drawing a conclusion, and using scientific, technical and mathematical language, conventions and symbols and ICT tools
N/A
Starter: Managing lactose intolerance
Remind students of what lactose intolerance means. Provide students with adverts and/or packaging for different types of milk or foods containing milk powder (lots of them do) and include one from cat milk and/or lactose-free human milk – you can scan in a number of different labels to produce a resource and ask students to find out how the lactose content of the milks varies. You could then extend this by giving them some information on managing lactose intolerance. You could ask students to explain why immobilised enzyme technology is so important in dealing with lactose intolerance.
Main:
Students follow the instructions on Worksheet B3.24b. This worksheet gives students the basic technique to show that immobilised lactase can catalyse the breakdown of lactose in milk as effectively as free enzyme and leads students to investigate the effect of temperature on the activity of immobilised lactase. The presence of glucose in the milk is used as evidence of the breakdown of lactose. This is demonstrated by using glucose indicator sticks. The range of data that students need to collect is given on Worksheet B3.24c which students will also need. This sheet guides students through recording, considering their results, and evaluating their investigation.
You could then ask students to come up with one or two further hypotheses, based on their observations in this practical. They can use the technique described here to investigate their further hypotheses e.g. that the rate of breakdown of lactose is related to the rate of flow of milk over the immobilised enzyme column.
N/A
Teacher and technician practical sheet B3.24
Worksheet B3.24b
Worksheet B3.24c
Lesson B3.25 Enzymes and food production (Practical)
Specification learning outcomes
HSW statements
Prior learning from KS 3
Exemplar teaching activities
Main differentiation
Resource sheets
BTEC Links
3.12 Investigate the use of enzymes in food production
HSW 1 The collection and analysis of scientific data
HSW 5 Planning to test a scientific idea, answer a scientific question or solve a scientific problem
HSW 6 Collecting data from primary or secondary sources, including the use of ICT sources and tools
HSW 7 Working accurately and safely, individually and with others, when collecting first-hand data
HSW 8 Evaluating methods of data ollection and considering their validity and reliability as evidence
HSW 10 Using both qualitative and quantitative approaches
HSW 11 Presenting information, developing an argument and drawing a conclusion, and using scientific, technical and mathematicallanguage, conventions and symbols and ICT tools
Year 8 Use quantitative observations when describing patterns in a range of reactions.
Year 9 Explain the importance of controlling factors affecting a reaction if patterns are to be accurately identified.
Starter: How do we get juice from an apple?
Have a jar of jam, jelly beans and some apples to show students. Start off by showing them the apple and asking how juice is extracted – they are likely to suggest chopping, crushing, filtering etc. Discuss what makes it more difficult to get the juice out of the apple. Guide students towards the answer that one factor is the cellulose cell wall. You could mention cellulase as an enzyme which breaks down cellulose. Next, introduce students to the idea of pectin as a carbohydrate found in plant cell walls which is another barrier to extracting juice. Show them the jam and jelly beans and explain that pectin makes them set. Ask students to think how breaking down pectin might increase juice yield and how they might investigate that.
Main:
Students follow the instructions on Worksheet B3.25b. This gives students a simple practical comparing the volume of juice extracted from apple pulp with different enzymes. The range of data that students need to collect is given on Worksheet P3.25c which students will also need. This sheet guides students through recording, considering their results, and evaluating their investigation.
You could then ask students to come up with one or two further hypotheses, based on their observations in this practical. It can easily be extended in a number of ways. For example, students could compare the effect of keeping the apple pulp/enzyme mixtures in water baths at different temperatures for 20 minutes before recording the juice produced.
N/A
Teacher and technician practical sheet B3.25
Worksheet B3.25b
Worksheet B3.25c
Lesson B3.26 Global food security
Specification learning outcomes
HSW statements
Prior learning from KS 3
Exemplar teaching activities
Main differentiation
Resource sheets
BTEC Links
3.14 Demonstrate an understanding of the impact of human population growth on global food security
3.18 Explain how increased food production for humans includes: a) conventional plant breeding programmes b) pest management strategies c) genetic modification
3.19 Demonstrate an understanding of the advantages and disadvantages of replacing fossil fuels with biofuels, including the facts that biofuels are renewable and that their production uses carbon dioxide but that growing the crops to make them requires land and may affect the availability of land for growing food
HSW 12 The use of contemporary science and technological developments and their benefits, drawbacks and risks
HSW 13 How and why decisions about science and technology are made, including those that raise ethical issues, and about the social, economic and environmental effects of such decisions
Year 8 Explain how some factors can impact on growth, e.g. poor nutrition, genetics.
Year 9 Describe ways to induce variation artificially, e.g. selective breeding, cloning and genetic engineering, and explore related issues.
Year 9 Use models to show how controlling human activity can make development more sustainable, e.g. power stations and the carbon cycle.
Year 9 Use data from secondary sources to explain the impact of atmospheric and environmental changes, e.g. the effect of deforestation on CO2 concentration and temperature.
Starter: Population growth
Show students a graph of the increase in the human population over the last 200 years (or longer).
Ask students to describe the implications of population growth for food production. They should suggest ideas of how this could be tackled and consider what happens when there are food shortages.
Main: The Green Revolution and the biofuel debate
Worksheet B3.26a provides students with the opportunity to plot and interpret a graph of food production in India from 1960 to 1990 and to explain how the Green Revolution prevented the large-scale starvation predicted for the developing world in the 1960s and 1970s.
Worksheet B3.26b provides a set of facts that could be used in preparation for a debate on the statement 'This house believes that the UK Government should encourage farmers to grow biofuel crops’. The debate should consider not only the advantages and disadvantages to the government and individual farmers, but also the impact on the environment and sustainability. Students could also carry out research to add to their arguments.
Plenary: Key term sentences (AfL)
Ask students to write three sentences, each one containing at least two of the following terms: food security, biofuel, plant breeding, pest management, sustainable, carbon-neutral. Take examples from around the class and discuss any misunderstandings.
Homework:
Worksheet B3.26c contains simple questions on the main points in this lesson.
Stretch: Students should discuss the long-term implications of the changes to agriculture that happened during the Green Revolution. How sustainable are they?
Support: Work with students to complete the graph on Worksheet B3.26a, and use the examples in question 4 as group discussion points.
Worksheet B3.26a
Worksheet B3.26b
Worksheet B3.26c
Unit 3 D2
Unit 1 D4
Lesson B3.27 A GM future?
Specification learning outcomes
HSW statements
Prior learning from KS 3
Exemplar teaching activities
Main differentiation
Resource sheets
BTEC Links
3.15 Explain how Agrobacterium tumefaciens is used as a vector in creating transgenic plants
H 3.16 Demonstrate an understanding of the advantages and disadvantages of introducing genes for insect resistance from Bacillus thuringiensis into crop plants
3.17 Demonstrate an understanding of the costs and benefits of genetic modification of crop plants in the context of developed and developing countries, including the introduction of flavonoids in the purple tomato
3.18 Explain how increased food production for humans includes: a) conventional breeding programmes
b) pest management strategies c) genetic modification
HSW 12 The use of contemporary science and technological developments and their benefits, drawbacks and risks
HSW 13 How and why decisions about science and technology are made, including those that raise ethical issues, and about the social, economic and environmental effects of such decisions
Year 9 Describe ways to induce variation artificially, e.g. selective breeding, cloning and genetic engineering, and explore related issues.
Starter: Modifying bacteria (AfL)
Show students a diagram of how GM is done without labels. Ask students to explain what it shows and draw out the point that this is modifying a bacterium. Explain that the same technique does not work as well in plants, so we need something else. This will lead directly on to the use of Agrobacterium.
Main: Making a transgenic plant
Worksheet B3.27b contains some images and labels that can be used to construct a flowchart to explain how Agrobacterium tumefaciens is used to create transgenic plants.
H Plenary: Advantages and disadvantages (AfL)
Ask students to draw up a table to show the advantages and disadvantages of making insect-resistant transgenic plants using genes from Bacillus thuringiensis.
Homework:
Worksheet B3.27c (for students requiring extra support).
Worksheet B3.27d (for those working at a higher level).
Stretch: Students complete their flowchart with a description of how a named example of a transgenic plants is produced. They then research other examples of transgenic crops.
Support: Students use a textbook to help them complete their labelling.
Worksheet B3.27b
Worksheet B3.27c
Worksheet B3.27d