<p>Learning objectives:</p> <ul> <li>Explain how electron microscopes work</li> <li>Explain the differences between a transmission electron microscope and a scanning electron microscope</li> <li>Describe the limitations of the transmission and the scanning electron microscopes.</li> </ul> <p>Includes all resources!</p> <p>This lesson is the second lesson in topic 3 cell structure of unit 2 cells. The lesson begins with the students recalling and reviewing learning from the previous lesson, where they must write summarised points on cell fractionation and ultracentrifugation. The lesson continues to a discussion task, where students need to discuss difference between a light microscope and an electron microscope. This activity is to lead onto the comparison of the light microscope and the electron microscope. Two rounds of dingbats are used to introduce the two types of electron microscopes: scanning and transmission. Students are then challenged to an independent research task, where they must only identify the key points for each type of microscope. The lesson continues on to a review quiz, designed to check the understanding of the students on what they had researched. The lesson ends with a plenary of summary questions from the AQA text book. Homework is included at the end and links to the fourth lesson in topic 3 cell structure of unit 2 cells.</p>

<p>Lesson objectives:<br /> Describe the structure of the cell-surface membrane.<br /> Describe the function of the various components of the cell-surface membrane.<br /> Explain the fluid-mosaic model of cell membrane structure.</p> <p>All resources included!</p> <p>This lesson introduces topic 4 cell structure of unit 2 cells. The lesson begins with a retrieval practice that is aimed at retrieval of information from unit 1. The lesson continues to discuss plasma membranes. Students learn why the plasma membrane is partially permeable and why it is described as a fluid-mosaic model. Students will also learn the main role of the cell-surface membrane. Students then have to retrieve knowledge from unit 1, topic 1, to describe and explain the phospholipid bilayer. Once students have learned more about the phospholipid bilayer, students have a 4 marker exam question to answer (independent practice). Students then have to retrieve knowledge from unit 1, topic 1, to describe cholesterols role in the cell-surface membrane. Once students have learned more about the cholesterol’s role in the cell-surface membrane, students have two questions to answer (independent practice). Students then learn about the proteins as a component of the cell-surface membrane, learning about both integral and peripheral proteins. An exam question is provided for independent practice. Students then cover the glycolipids and glycoproteins as components of the cell-surface membrane. The lesson finishes with exam questions as a form of assessment.</p> <p>A worksheet is provided for students to fill out.</p> <p>This lesson is designed to follow Rosenshine’s Principles. It is not an exact replication of this principle.</p>

<p>Lesson objectives:<br /> Explain what diffusion is and how it occurs.<br /> Explain what affects the rate of diffusion.<br /> Distinguish between facilitated diffusion and diffusion.</p> <p>All resources included!</p> <p>This lesson continues with topic 4 transport across cell membranes of unit 2 cells. The lesson begins with a retrieval practice that is aimed at retrieval of information from the previous lesson on cell-surface membranes. The lesson continues to discuss how materials move across membranes. Students are asked to remember the 5 main methods by which substances can move across a cell membrane. Students are then asked to recall what they already know about diffusion. Students continue to learn about simple diffusion and its definition. Student then do more retrieval practice on what they learned from the previous lesson. Students are then asked to recall what they already know about facilitated diffusion. Students continue to learn about facilitated diffusion and its definition. Students then need to think of the factors that can affect the rate of facilitated diffusion. Student then do more retrieval practice on what they learned from the previous lesson. The lesson finishes with independent practice/assessment on simple diffusion and facilitated diffusion.</p> <p>This lesson is designed to follow Rosenshine’s Principles. It is not an exact replication of this principle.</p>

<p>Lesson objectives:</p> <ul> <li>Explain the principles of magnification and resolution</li> <li>Describe what cell fractionation is</li> <li>Explain how ultracentrifugation works</li> </ul> <p>All resources included!</p> <p>This lesson introduces topic 3 cell structure of unit 2 cells. The lesson begins with a video to introduce to students how many different units of distance there are. This is to prepare students for the use of the smaller units of distance. The lesson continues to introduce magnification and resolution to students, providing a definition. The lesson moves on to the introduction of the magnification equation and the conversion of units. Students have a table to copy and complete to practice converting units. Students can then practice the equation using a pre-made worksheet. Students can self-assess answers when finished. The lesson continues with a task for students to summarise cell fractionation and homogenation. Further tasks are included to include differentiation. The lesson ends with task on ultracentrifugation, that is also self-assessable.</p>