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Professeur fiable
Ce professeur a un délai et un taux de réponse très élevé, démontrant un service de qualité et sa fidélité envers ses élèves.
Depuis mars 2025
Professeur depuis mars 2025
A-Level Biology: Understand Protein Synthesis from DNA to Proteins – Transcription and Translation Made Easy.
Àpd 20 € /h
Protein Synthesis – Edexcel A-Level Biology (Brief Class Summary)
1. Overview
Time: 10minutes
Protein synthesis is the process by which cells build proteins based on genetic instructions. It occurs in two main stages: transcription and translation.
2. Key Stages
Time: 40 minutes
a) Transcription (Nucleus)
- DNA unzips and RNA polymerase reads the template strand.
- mRNA (messenger RNA) is synthesized using complementary base pairing.
- mRNA leaves the nucleus via nuclear pores.
b) Translation (Ribosome – Cytoplasm)
- Ribosomes read the mRNA codons.
- tRNA brings specific amino acids to the ribosome.
- Anticodons on tRNA match with codons on mRNA.
- Amino acids link via peptide bonds, forming a polypeptide.
3. Important Molecules
- DNA– Stores genetic code.
- mRNA – Temporary copy of gene.
-tRNA– Transfers amino acids.
-Ribosomes – Site of protein synthesis.
-Amino Acids– Building blocks of proteins.
4. Conclusion
Time: 10 Minutes
- Understand codon-anticodon matching.
- Be able to describe transcription and translation step-by-step.
- Practice interpreting DNA
→ mRNA
→ amino acid sequences.
1. Overview
Time: 10minutes
Protein synthesis is the process by which cells build proteins based on genetic instructions. It occurs in two main stages: transcription and translation.
2. Key Stages
Time: 40 minutes
a) Transcription (Nucleus)
- DNA unzips and RNA polymerase reads the template strand.
- mRNA (messenger RNA) is synthesized using complementary base pairing.
- mRNA leaves the nucleus via nuclear pores.
b) Translation (Ribosome – Cytoplasm)
- Ribosomes read the mRNA codons.
- tRNA brings specific amino acids to the ribosome.
- Anticodons on tRNA match with codons on mRNA.
- Amino acids link via peptide bonds, forming a polypeptide.
3. Important Molecules
- DNA– Stores genetic code.
- mRNA – Temporary copy of gene.
-tRNA– Transfers amino acids.
-Ribosomes – Site of protein synthesis.
-Amino Acids– Building blocks of proteins.
4. Conclusion
Time: 10 Minutes
- Understand codon-anticodon matching.
- Be able to describe transcription and translation step-by-step.
- Practice interpreting DNA
→ mRNA
→ amino acid sequences.
Informations supplémentaires
Ensure to have good internet and a spare gardget in case of any disruptions.
Lieu
Cours chez le professeur :
- RCCG Christ The Overcomer parish, Paris, France
En ligne depuis Zambie
Présentation
Experienced Science Educator with nearly a decade of teaching Biology and Chemistry across A Level, AS Level, O Level, IGCSE, Edexcel, and IB curricula, complemented by proficiency in Physics and Mathematics. Passionate about problem-solving, scientific inquiry, and continuous learning through documentaries and research, I am dedicated to delivering high-quality education that inspires curiosity, fosters critical thinking, and drives academic excellence in students.
Education
Acquired Bachelor's degree in science education, certificate in Science capital learning, Certificate in Blended learning in science practicals, and still learning.
Expérience / Qualifications
Experienced Science Educator: Trained and experienced teacher of Biology and Chemistry, with extensive experience in teaching A Level, AS Level, O Level, and IGCSE curricula.
Multi-Subject Expertise: Proficient in teaching Physics and Mathematics, in addition to Biology and Chemistry.
Proven Track Record: 4 years of experience in providing personalized tutoring in Biology and Chemistry for students taking IGCSE, A Level, AS Level, IB, and O Level examinations.
Passionate Learner: Avid enthusiast of problem-solving, watching science documentaries, and discovering new knowledge.
Dedicated Professional: Committed to delivering high-quality education, with a focus on fostering critical thinking, curiosity, and academic excellence in students.
Multi-Subject Expertise: Proficient in teaching Physics and Mathematics, in addition to Biology and Chemistry.
Proven Track Record: 4 years of experience in providing personalized tutoring in Biology and Chemistry for students taking IGCSE, A Level, AS Level, IB, and O Level examinations.
Passionate Learner: Avid enthusiast of problem-solving, watching science documentaries, and discovering new knowledge.
Dedicated Professional: Committed to delivering high-quality education, with a focus on fostering critical thinking, curiosity, and academic excellence in students.
Age
Enfants (7-12 ans)
Adolescents (13-17 ans)
Adultes (18-64 ans)
Seniors (65+ ans)
Niveau du Cours
Débutant
Intermédiaire
Avancé
Durée
60 minutes
Enseigné en
anglais
Compétences
Disponibilité semaine type
(GMT -05:00)
New York
Cours chez le professeur et par webcam
Mon
Tue
Wed
Thu
Fri
Sat
Sun
00-04
04-08
08-12
12-16
16-20
20-24
🧪 IB Chemistry Apprentice Lesson Plan
Topic: The Electromagnetic Spectrum
Level: IB Year 1 (Apprentice)
Duration: 60 minutes
Lesson Objectives
By the end of this lesson, students should be able to:
‣ Describe the electromagnetic spectrum and identify its different regions.
‣ Understand and apply the equation c = fλ.
‣ Differentiate between a continuous spectrum and a line spectrum.
‣ Explain the concept of quantized energy in atoms.
Lesson Outline
Introduction (0–5 minutes)
Start the lesson by asking students a few engaging questions:
What are some examples of invisible light or radiation around us?
Why do we wear sunscreen?
Allow brief responses, then explain that all of these examples are part of the electromagnetic spectrum, which we will study today.
Teaching Phase 1 – Overview of the Electromagnetic Spectrum (5–15 minutes)
Introduce the electromagnetic spectrum. Explain that it is a range of all electromagnetic waves, which vary by frequency and wavelength. Emphasize that all electromagnetic waves travel at the same speed in a vacuum – the speed of light, c = 3.00 × 108 m/s.
Key formula to introduce: c = fλ, where:
c = speed of light
f = frequency (Hz)
λ = wavelength (m)
Point out that high-frequency waves have short wavelengths and higher energy (like gamma rays), while low-frequency waves have long wavelengths and lower energy (like radio waves). Display a spectrum diagram showing the range from radio to gamma rays, with visible light in the center.
Teaching Phase 2 – Spectrum Types: Continuous vs. Line Spectrum (15–25 minutes)
Explain the difference between continuous and line spectra.
A continuous spectrum** contains all wavelengths in a range, like a rainbow produced when white light passes through a prism.
A line spectrum** shows only specific wavelengths or frequencies. This happens when excited electrons fall back to lower energy levels and release photons of specific energies.
Explain that energy is **quantized**—electrons cannot have just any amount of energy; only specific values are allowed. Use the helium line spectrum image as an example.
Real-World Examples and Class Discussion (35–45 minutes)
Give students three practical examples and discuss their uses:
1. Microwaves – Used in cooking and communications.
2. Ultraviolet (UV) rays – Cause sunburn; used in sterilizing equipment.
3. Gamma rays– Used in cancer treatment and in detecting radioactive materials.
Ask students:
Where do you see or use electromagnetic waves in your daily life?
Encourage short contributions to reinforce understanding.
Student Exercises (45–55 minutes)
Have students complete these three questions individually:
1. A wave has a frequency of 6.0 × 1014 Hz. Calculate its wavelength using c = 3.00 × 108 m/s.
2. Explain the difference between a continuous and line spectrum, with an example of each.
3. Why are gamma rays more dangerous to humans than radio waves?
Wrap-Up and Recap (55–60 minutes)
Call on a few students to briefly summarize one key thing they learned.
Topic: The Electromagnetic Spectrum
Level: IB Year 1 (Apprentice)
Duration: 60 minutes
Lesson Objectives
By the end of this lesson, students should be able to:
‣ Describe the electromagnetic spectrum and identify its different regions.
‣ Understand and apply the equation c = fλ.
‣ Differentiate between a continuous spectrum and a line spectrum.
‣ Explain the concept of quantized energy in atoms.
Lesson Outline
Introduction (0–5 minutes)
Start the lesson by asking students a few engaging questions:
What are some examples of invisible light or radiation around us?
Why do we wear sunscreen?
Allow brief responses, then explain that all of these examples are part of the electromagnetic spectrum, which we will study today.
Teaching Phase 1 – Overview of the Electromagnetic Spectrum (5–15 minutes)
Introduce the electromagnetic spectrum. Explain that it is a range of all electromagnetic waves, which vary by frequency and wavelength. Emphasize that all electromagnetic waves travel at the same speed in a vacuum – the speed of light, c = 3.00 × 108 m/s.
Key formula to introduce: c = fλ, where:
c = speed of light
f = frequency (Hz)
λ = wavelength (m)
Point out that high-frequency waves have short wavelengths and higher energy (like gamma rays), while low-frequency waves have long wavelengths and lower energy (like radio waves). Display a spectrum diagram showing the range from radio to gamma rays, with visible light in the center.
Teaching Phase 2 – Spectrum Types: Continuous vs. Line Spectrum (15–25 minutes)
Explain the difference between continuous and line spectra.
A continuous spectrum** contains all wavelengths in a range, like a rainbow produced when white light passes through a prism.
A line spectrum** shows only specific wavelengths or frequencies. This happens when excited electrons fall back to lower energy levels and release photons of specific energies.
Explain that energy is **quantized**—electrons cannot have just any amount of energy; only specific values are allowed. Use the helium line spectrum image as an example.
Real-World Examples and Class Discussion (35–45 minutes)
Give students three practical examples and discuss their uses:
1. Microwaves – Used in cooking and communications.
2. Ultraviolet (UV) rays – Cause sunburn; used in sterilizing equipment.
3. Gamma rays– Used in cancer treatment and in detecting radioactive materials.
Ask students:
Where do you see or use electromagnetic waves in your daily life?
Encourage short contributions to reinforce understanding.
Student Exercises (45–55 minutes)
Have students complete these three questions individually:
1. A wave has a frequency of 6.0 × 1014 Hz. Calculate its wavelength using c = 3.00 × 108 m/s.
2. Explain the difference between a continuous and line spectrum, with an example of each.
3. Why are gamma rays more dangerous to humans than radio waves?
Wrap-Up and Recap (55–60 minutes)
Call on a few students to briefly summarize one key thing they learned.
This course aims to provide you with the knowledge and tools needed to better understand and master mathematics, Chemistry and physics. We offer personalized support to students of all specialties.
Sessions can be tailored to your specific needs, whether you are alone or in a group. We adjust the sessions according to your level and expectations.
Please do not hesitate to contact us if you have any questions.
Sessions can be tailored to your specific needs, whether you are alone or in a group. We adjust the sessions according to your level and expectations.
Please do not hesitate to contact us if you have any questions.
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