NEW (2016) AS-Level Biology - Enzyme Inhibition

This lesson is designed for the NEW AQA AS-level Biology course, particularly the ‘Biological Molecules’ module.

For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience

A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep.

You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach!

This lesson begins with a starter discussion to explain the effect temperature has on enzymes. Students should explain why they think many enzymes cannot function at over 60 degrees celcius.

Then, go on to teach students the inhibitor classifications and their functions through three slides containing definitions and diagrams. Students then have an opportunity to identify competitive and non-competitive inhibitors as a class through two easy diagrams.

Students will then be asked to complete “worksheet 1” independently, in order to practise diagramming competitive and non-competitive inhibition with complete definitions, on their own. The answers are displayed on the following slide so students may self-assess, or you may choose to have them assess each-others’ work in partners. You can find worksheet 1 at the end of the PowerPoint on slide 17.

The following slide explains substrate concentration and reaction rate with competitive, and then non-competitive inhibition. Students should use worksheet 2 (slide 18 of the PowerPoint) to take notes and answer the questions independently.

When worksheet 2 is complete, define potassium cyanide and encourage a discussion between pairs about the danger of cyanide.

Students should then complete the exam style questions from slide 19 and self-assess. If necessary, leave time for questions and discussion.

The lesson concludes with a plenary task which asks students to write a tweet demonstrating what they’ve learned, their tweet should be no more than 140 characters and include #keywords.

All resources are included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)