4. What is the general formula of amino acids?
Biomolecules
Amino acids contain amino (–NH2) and carboxyl (–COOH) functional
groups. Depending upon the relative position of amino group with
respect to carboxyl group, the amino acids can be classified as α, β, γ, δ
and so on. Only α-amino acids are obtained on hydrolysis of proteins.
8. What do we know about amino acids?
Biomolecules
All amino acids, except glycine, are optically active.
Most naturally occurring amino acids have L-configuration.
9. To discuss classification of amino acids
To interpret structure of proteins
To explain denaturation of proteins
Learning Outcomes
How confident do you feel?
10. To discuss classification of amino acids
To interpret structure of proteins
To explain denaturation of proteins
Learning Outcomes
How confident do you feel?
13. How are proteins structured based on the shape of molecule?
Biomolecules
14. How are proteins structured based on the shape of molecule?
Biomolecules
15. How are proteins structured based on the shape of molecule?
Biomolecules
16. To discuss classification of amino acids
To interpret structure of proteins
To explain denaturation of proteins
Learning Outcomes
How confident do you feel?
17. To discuss classification of amino acids
To interpret structure of proteins
To explain denaturation of proteins
Learning Outcomes
How confident do you feel?
18. What is denaturation of proteins?
Biomolecules
When a protein in its native form, is subjected to physical change like change in
temperature or chemical change like change in pH, the hydrogen bonds are
disturbed. Due to this, globules unfold and helix get uncoiled and protein loses
its biological activity and is called denaturation.
19. What is denaturation of proteins?
Biomolecules
The reverse process is called as renaturation of proteins.
20. To discuss classification of amino acids
To interpret structure of proteins
To explain denaturation of proteins
Learning Outcomes
How confident do you feel?
21. To discuss classification of amino acids
To interpret structure of proteins
To explain denaturation of proteins
Learning Outcomes
How confident do you feel?
An overview of the content of the lesson
Must be in the form of a question where appropriate
Students should be able to answer the question at the end - either fully, partly or in a way that demonstrates they understand what gaps in their knowledge they need to address
Verbs such as to understand / to know / to gain confidence / to learn
Ask students to give the question a go and point out that, at the end of the lesson, they should be able to answer fully
Measurable outcomes that students can demonstrate and self-assess against
Must be written using Bloom’s taxonomy verbs
Verbs based on students ability and pitch of lesson
It must be clear that students understand the outcomes before moving on
Make an activity of this slide:
Ask students to read this aloud
Ask them to paraphrase
Ask that they explain what they mean
Ask what they already know related to these outcomes
There may be as few as 2 outcomes, or max 4
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
Revisit the first outcome and use the polling function to allow students to privately self-assess
You may feel that the students do not need privacy to self-assess and in this instance, the chat box may be used
Polling must be used until you can fully assess their confidence to use the chat box and express honesty
If students self-assess as a 4/5, ensure that you are fully confident in their assessment
Ask questions
Ask for examples
Students to ask each other questions
If a few students self-assesses as a 3, but others as a 4/5, discretely ask the higher ones to give examples and to explain their achievement/understanding
If all students are a 3 or below, do not move on. Move to a blank page at the end of the presentation and use as a whiteboard to further explain
If students are ½, go back to the beginning
Always ask students what the gaps are and help them to identify these in order to promote metacognition
1. The outcome changes colour when achieved to the same colour as the objective to demonstrate the connection, progress and what happens next
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
As previously.
As previously.
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
As previously.
As previously.
An overview of the content of the lesson
Must be in the form of a question where appropriate
Students should be able to answer the question at the end - either fully, partly or in a way that demonstrates they understand what gaps in their knowledge they need to address
Verbs such as to understand / to know / to gain confidence / to learn
Ask students to give the question a go and point out that, at the end of the lesson, they should be able to answer fully
The next slides should be focused on achieving first outcome
Make reference to the outcome in the teaching
Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
