akaryotes, to their function . PO1: Identify the main groups of microorganisms in terms of their structure and function P1: Describe prokaryotes and eukaryotes, in terms of their characteristic features (ultrastructure) M1: Relate the characteristic features of prokaryotes and eukaryotes, to their function Posters/tables/ leaflets/PowerPoint/ Word documents Written communication skills for notes and comparison tables. Research and problem solving 2 Tutor led presentation/discussion on the ultrastructure of bacteria and fungi how their features enable them to function. Learners carry out independent research using the internet and electron micrographs. Learners will use their knowledge and understanding to generate suitable portfolio evidence and will be stretched and challenged by the complexity of their response. . PO1: Identify the main groups of microorganisms in terms of their structure and function P2: Describe techniques used to identify microorganisms M2: Explain how techniques used to identify microorganisms Posters/tables/ leaflets/PowerPoint/ Word documents/ discussion notes. Written communication skills for notes and comparison tables. Research and problem solving. 3 Tutor led workshop demonstration/presentation/discussion on the identification of microorganisms through: Microscopic investigation Colony characteristic identification Gram staining Learners work in small groups to discuss how the structure of microorganisms determine the identification methods used.
HomeTeachersResources. Download Practical Microbiology: A Manual Gram’s p24 Science Buddies PO1: Identify the main groups of microorganisms in terms of their structure and function D1: Compare the use of different identification techniques in biotechnological industries Q & A on industrial techniques Completion of comparison tables/ SWOT analysis Oral communication during discussion/visit. Written communication and spelling during evidence completion. Research 5 Learners observe different industrial identification techniques through website videos/ industrial visits. Tutor led discussion. Learners evidence their work. PO1: Identify the main groups of microorganisms in terms of their structure and function P1: Describe akayotes, prokaryotes and eukaryotes, in terms of their characteristic features (ultrastructure) M1: Written work (P1, P2, M1, M2, D1) Spelling, grammar and scientific nomenclature for evidence completion Research skills 6 Learner led workshop session to complete written work for PO1. Working independently to produce accurate work. Work handed in on time.
D1: Compare the use of different identification techniques in biotechnological industries PO2 Use aseptic techniques to safely cultivate microorganisms Specification Content Learning objectives Additional guidance Session number Learning activities and resources PO2: Use aseptic techniques to safely cultivate microorganisms P4: Prepare risk assessments for the safe cultivation of microorganisms M3: Explain the control measures taken to ensure the safe cultivation of microorganisms Tutor observation of practical techniques. Tutor observation of risk assessments. Oral communication during discussion. Practical skills and health and safety 7 Tutor led discussion on risk assessments. demonstration of Learners to fill out appropriate risk assessments. Tutor demonstration of Mycelial disks Viral plaque counts Learners to practise techniques (using simulation techniques and water to model the process).
underlying the cultivation techniques used Procedure followed with no help, accurate risk assessment, results are clear, sufficient, reproducible / accurate, and correct units used. PO2: Use aseptic techniques to safely cultivate microorganisms P5: Use aseptic techniques to cultivate microorganisms using three different cultivation techniques M4: Explain the principles underlying the cultivation techniques used Tutor observation of practical techniques. Tutor observation of risk assessments. Oral and written communication. Practical skills and health and safety 11 Tutor led demonstration of how to cultivate bacteria using the lawn plate method and viruses using the viral plaque method. Learners to fill out appropriate risk assessment. Learners carry out both techniques using aseptic equipment and bacterial and viral cultures. Plates are incubated for next session. led discussion on the underlying principles involved. HomeTeachersResources. Download Basic Practical Microbiology: A Manual Spread/Lawn plate p 14 PO2: Use aseptic techniques to safely cultivate microorganisms P5: Use aseptic techniques to cultivate microorganisms using three different cultivation techniques. Tutor observation of practical techniques. Tutor observation of risk assessments. Additional portfolio evidence. Oral and written communication. Portfolio evidence. 12 Learners review the results of the lawn plate and viral plaque techniques individually and as a group. Learners repeat techniques if necessary. Learners ensure evidence for P5 and M4 is covered as appropriate. Procedure followed with no tutor help, accurate risk assessment, results are clear,
cultivation techniques M4: Explain the principles underlying the cultivation techniques used Portfolio evidence. Practical skills and health and safety sufficient, reproducible / accurate, and correct units used. PO2: Use aseptic techniques to safely cultivate microorganisms P4: Prepare risk assessments for the safe cultivation of microorganisms P5: Use aseptic techniques to cultivate microorganisms using three different cultivation techniques M3: Explain the control measures taken to ensure the safe Tutor observation of practical techniques. Tutor observation of risk assessments. Additional portfolio evidence. Oral and written communication. Portfolio evidence. Practical skills and health and safety 15 Tutor led discussion on the effectiveness of aseptic and cultivation techniques using the learners practical experience. Learners work individually and make notes on ways to improve the processes and justify improvements. Learner led workshop session to complete written work for PO2 ensuring three of the five techniques are evidenced in the portfolio.. Working independently to produce accurate work. Work handed in on time.
PO3: Use practical techniques to investigate the factors that affect the growth of microorganisms P6: Describe a of factors that affect the growth of microorganisms Discussion of research findings Notes made during research and portfolio evidence. Calculations and equations Oral communication during discussion. Written communication Research 16 Learner led research into the factors affecting the growth rate of microorganisms. Class comes together to pool their findings under the guidance of the tutor. authorrSTREAM HomeTeachersResources. Download Antibiotic Resistance Tutor led presentation/ discussion on ways of counting/measuring microbial growth to include: Viable colony counts Haemocytometer total counts Indirect colorimeter count Serial dilution Clear zone measurement PO3: Use practical techniques to investigate the factors that affect the growth of microorganisms P7: Use one suitable technique to microorganism P8: observation of practical techniques. Tutor observation of risk assessments. Oral and written communication. 17 Tutor led demonstration of how to carry out a serial dilution and count yeast using a haemocytometer. Learners to fill out appropriate risk assessment. Learners to practise the techniques using aseptic equipment and yeast culture.
Use serial dilution techniques in one practical activity M5: Perform practical activities to investigate three factors that affect the growth of microorganisms M6: Explain the use of the technique used and perform appropriate calculations to achieve a total count Practical skills and health and safety Learners select a suitable growth factor and culture for the next session. PO3: Use practical techniques to investigate the factors that affect the growth of microorganisms P7: Use one suitable technique to count/measure microorganism P8: Use serial dilution techniques in one practical activity M5: Tutor observation of practical techniques. Tutor observation of risk assessments. Additional portfolio evidence. Oral and written communication. Portfolio evidence. Calculations and equations 18 Learners carry out serial dilution and haemocytometer count individually/ as a group as appropriate using aseptic techniques and yeast culture. Tutor demonstrates how to calculate the number of yeast in the original sample. Tutor led discussion on how : the technique is used the factor chosen affects the growth of the yeast
factors that affect the growth of microorganisms count/measure microorganisms P8: Use serial dilution techniques in one practical activity M5: Perform practical activities to investigate three factors that affect the growth of microorganisms M6: Explain the use of the technique used and perform appropriate calculations to achieve a total count M7: Perform calculations to identify numbers of microorganisms in the original sample Additional portfolio evidence Oral and written communication. Calculations and equations Practical skills and health and safety appropriate risk assessment. Learners may select serial dilution for this activity. Learners select a suitable growth factor and out technique using aseptic equipment and bacterial culture for M5 evidence. Learners ensure evidence for P7and/or P8 (as appropriate), M5, M6 and M7 is covered as appropriate. Procedure followed with no tutor help, accurate risk assessment, results are clear, sufficient, reproducible / accurate, and correct units used.
PO3: Use practical techniques to investigate the factors that affect the growth of microorganisms P7: Use one suitable technique to count/measure microorganism P8: Use serial dilution techniques in one practical activity M5: Perform practical activities to investigate three factors that affect the growth of microorganisms M6: Explain the use of the technique used and perform appropriate calculations to achieve a total count M7: Perform calculations to identify numbers of microorganisms in the original sample observation of practical techniques. Tutor observation of risk assessments. Additional portfolio evidence. Oral and written communication. Calculations and equations Practical skills and health and safety 20 Learners review the results of the lawn technique individually and as a group. Learners carry out a viable count of the lawn plates. Tutor led discussion on how the technique is used the factor chosen affects the growth of the bacteria effective the counting/measuring technique is. Learners ensure evidence for P7and/or P8, (as appropriate) and M5, M6, M7, D3, and D4 is covered as appropriate.
D3: Draw conclusions about how the three factors affect the growth of microorganisms D4: Evaluate the effectiveness of the measuring and counting techniques used PO3: Use practical techniques to investigate the factors that affect the growth of microorganisms M5: Perform practical activities to investigate three factors that affect the growth of microorganisms M6: Explain the use of the technique used and perform appropriate calculations to achieve a total count Tutor observation of practical techniques. Tutor observation of risk assessments. Additional portfolio evidence. Oral and written communication. Calculations and equations Practical skills and health and safety 21 Tutor led demonstration/review of how to carry out a pour plate and count the bacteria that grow. Learners review appropriate risk assessment. Learners select a suitable growth factor and carry out technique using aseptic equipment and bacterial culture for M5 evidence. Learners ensure evidence for M5 and M6 is covered as appropriate. Procedure followed with no help, accurate risk assessment, results are clear, sufficient, reproducible / accurate, and correct units used.
Identify the use of microorganisms in biotechnological industries Describe the main features of continuous and batch processes in biotechnological industry M8: Explain the benefits of an industrial fermenter Oral communication during discussion. Written communication Research Learners out further independent research. Learners discuss their findings under the guidance of the tutor. Learners will use their knowledge and understanding to generate suitable portfolio evidence and will be stretched and challenged by the complexity of their response. Industrial Microbiology Ghandi Institute of Technology PO4: Identify the use of microorganisms in biotechnological industries P9: Describe the main features of continuous and batch processes in biotechnological industry M8: Explain the benefits of an industrial fermenter Discussion of research findings and portfolio evidence. Oral communication during discussion. Written communication Research 25 Tutor led discussion /recap on continuous and batch processing and industrial fermenters. Learners carry out any additional independent research. Learners will use their knowledge and understanding to generate suitable portfolio evidence for P9 and M8 as appropriate and will be stretched and challenged by the complexity of their response. Learners ensure evidence
PO4: Identify the use of microorganisms in biotechnological industries P10: Describe the use of named microorganisms and the relevant industrial processes or techniques used in two different biological industries M9: Explain the benefits to society of the use of microorganisms in the biotechnological industries described Discussion of research findings and presentation of evidence Oral communication during discussion Written communication Research 26 Tutor divides the class into small groups to research and investigate the use of specific microrganisms in a range of different biotechnological industries. Learners come together and present their findings under the guidance of the tutor. Learners work in small groups to discuss the benefits to society. Learners come together and present findings under the guidance of the tutor. PO4: Identify the use of microorganisms in biotechnological industries P10: Describe the use of named microorganisms and the relevant industrial processes or techniques used in two different biological industries M9: Discussion of research findings and portfolio evidence Oral communication during discussion. Written communication 27 Tutor provides a resume of last week’s findings and confirms learners’ understanding through Q & A. Learners will use knowledge and understanding to generate suitable portfolio evidence for P10 and M9 as appropriate and will be stretched and challenged by the complexity of their response.
Explain the benefits to society of the use of microorganisms in the biotechnological industries described PO4: Identify the use of microorganisms in biotechnological industries D5: Compare the relevant industrial processes or techniques used for two microorganisms in specific biotechnological industries Discussion and portfolio evidence Oral communication during discussion. Written communication 28 Tutor led discussion encouraging learners to differentiate between process/techniques in various biotechnological processes. Learners ensure evidence for D5 is covered as appropriate and will be stretched and challenged by the complexity of their response. PO4: Identify the use of microorganisms in biotechnological industries D6: Evaluate the use of genetic engineering of microorganisms in one biotechnological industry Discussion, worksheets and portfolio evidence Oral communication during discussion. Written communication 29 Tutor delivers a presentation on genetic engineering and learners complete worksheets to confirm understanding. Learners ensure evidence for D6 is covered as appropriate and will be stretched and challenged by the complexity of response. Making Human Insulin: apbi Resources for schools PO4: P9: Written work for P9, P10, M8, M9, D5, D6. 30 Learner led workshop session to complete written work for PO4.