# data[].attributes.body
Reduce stress (in the moment)

prayer

not doing anything

breathing exercises

exhaling longer than inhaling - calming (box breathing)

visualizations:

imagining a calming space

ENERGY: short, quick inhale breaths - energy activator

# data[].attributes.attachment_link.title
Chromosomes, Genes & Proteins - IGCSE Biology Revision Notes

# data[].attributes.attachment_link.description
Learn about chromosomes, genes and proteins for your IGCSE Biology exam. This revision note covers the structure of genes and includes diagrams and a video.

# data[].attributes.body
Our meeting link

# data[].attributes.body
Study Session A

1. Read the article above.

2. Read: https://www.nhs.uk/tests-and-treatments/blood-transfusion

3. Make it stick (10–12 min)

Draw a 2×2 table: Component → Structure → Function → Key adaptation (e.g., RBC: biconcave, anucleate, haemoglobin). Add one sentence on why plasma is ideal for transport.

Study Session B

1.https://openstax.org/books/biology-2e/pages/40-chapter-summary

2. https://www.bhf.org.uk/informationsupport/conditions/coronary-heart-disease

3. 3) Mini-tasks (12–15 min)

Phagocyte vs lymphocyte: write one line each (what they do + how it helps).

Vaccination: 3-step flow → antigen exposure → antibody production → memory cells → faster secondary response.

Clotting: write a 2-sentence explain: why platelets are needed + what happens if they’re low. (Check spec terms.)

# data[].attributes.attachment_link.title
40.2 Components of the Blood - Biology 2e | OpenStax

# data[].attributes.attachment_link.description
This free textbook is an OpenStax resource written to increase student access to high-quality, peer-reviewed learning materials.

# data[].attributes.headline
Blood!  Structure & functions in living organisms → (h) Transport → Humans

# data[].attributes.subject
Blood!  Structure & functions in living organisms → (h) Transport → Humans

# data[].attributes.body
By the end of your study session you will be able to:

Name & describe the four components of blood and their functions.

Explain how plasma transports substances and why that matters for homeostasis.

Explain RBC adaptations and link them to efficient oxygen transport.

Differentiate phagocytes vs lymphocytes; outline how antibodies work.

(Bio-only) Explain vaccination and memory cells; outline platelet role in clotting.

# data[].attributes.body
Warm Up

No notes!

1. Write the word equation for anaerobic respiration in yeast.

2. Define fertiliser.

3. Two greenhouse variables you can control.

4. IV/DV in a bubble-rate experiment.

5. One Mg deficiency symptom.

6. Define biological control.

After

In addition to reading in your book, engage with these materials:

1) Greenhouses / polytunnels → yield

GCSE Biology - Factors Affecting the Rate of Photosynthesis | Limiting Factor Graphs (2026/27 exams)

Plant_pathogens__control_-_poster

2.) Fertiliser ions (nitrate/Mg) & deficiency

https://www.rhs.org.uk/problems/chlorosis

https://www.rhs.org.uk/prevention-protection/nutrient-deficiencies

Plant Nutrition | Plants | Biology | FuseSchool

3)Pest-control decisions (pesticides vs biological control, IPM)

https://qualifications.pearson.com/content/dam/pdf/International%20GCSE/Biology/2024/specification-and-sample-assessments/international-gcse-biology-modular-sams.pdf

Food Production - Pest Control (Pesticides and Biological Control) - GCSE Biology (9-1) - YouTube

4) Yeast anaerobic fermentation (rate from bubbles/time)

Fermentation of Yeast & Sugar - The Sci Guys: Science at Home

# data[].attributes.attachment_link.title
GCSE Biology - Factors Affecting the Rate of Photosynthesis | Limiting Factor Graphs (2026/27 exams)

# data[].attributes.body
Test yourself!

Assessment for learning (success criteria)

I can annotate a greenhouse diagram with 3 yield mechanisms (temp, CO₂, pest protection).

IGCSE connection: You can be asked to describe/explain how temp/CO₂/pest control increase yield, often using a diagram or figure as stimulus

I can match an ion to its role + diagnose a leaf photo (Mg vs nitrate deficiency).

IGCSE connection: stimulus images are a standard question style in the written papers.

I can give one pro + one con for pesticide and biocontrol in a sentence each.

IGCSE connection: (reasons for control; advantages/limitations of pesticides vs biological control).

I can write a practical plan (IV/DV/controls/repeats) and estimate rate from bubbles/time using the RSC/Nuffield frame.

IGCSE connection: Practical knowledge/skills are assessed (planning, variables, control of conditions, interpreting/processing data like rate = bubbles ÷ time).

# data[].attributes.body
By the end of your study session, you will be able to:

1. explain how greenhouses/tunnels raise yield (warmer air, more CO₂, fewer pests).

2. choose the right fertiliser ion (nitrate → proteins; magnesium → chlorophyll) and say why.

3. compare pesticides vs biological control with one clear pro and con each.

4. plan/judge a yeast anaerobic-respiration test (IV, DV, controls, repeats) and estimate rate from bubbles/time.

# data[].attributes.body
Use Pommodoro approach but with a smaller window of time (i.e. 15 mins.)

Studying outside the house, being surrounded by other people being productive

Study with Dad

Passive vs. active activities (and knowing when to do them)

Active: changing the medium you use (whiteboard)

HIT activity - Jumping jacks, push ups

cold water/shower

breathing exercises to active sympathetic nervous system

Passive:

Flashcards, Quizlet

Listening/watching entertaining video

Poddle

# data[].attributes.attachment_link.title
Oxford Sparks Big Questions: Can we diagnose heart attacks faster?

# data[].attributes.attachment_link.description
With one person admitted to hospital every five minutes in the UK because of a heart attack, the ability to diagnose and treat them quickly is vital. In this episode of the ‘Big Questions’ podcast, find out how Dr Tingting Zhu is using a machine learning algorithm, trained on 15,000 ECGs, to diagnose heart attacks faster, potentially eliminating the need for time-consuming blood tests.

# data[].attributes.attachment_link.title
The Heart, Part 1 - Under Pressure: Crash Course Anatomy & Physiology #25

# data[].attributes.attachment_link.title
The Cardiac Cycle is SO EASY! Stop Making it Hard!

# data[].attributes.body
(5–8 min): Show that you understand the difference between correlation and cause using one sketch + one short example for each.

What to do

1. On half a page, draw two boxes side-by-side and title them:

Box A: Correlation (things change together)

Box B: Cause (one factor produces an effect)

2. In Box A (Correlation):

Draw a simple doodle and write one sentence for a non-causal pair.
Example: “People who carry lighters have more heart attacks."(Carrying a lighter and heart attacks occur together because of a hidden variable: smoking, not the lighter itself.)

3. In Box B (Cause):

Draw a simple doodle and write one sentence for a causal heart-health example.
Example: “Smoking damages arterial walls → increases CVD risk.” (Mechanism: toxins → inflammation/plaques.)

4. Under your boxes, add one line that names the hidden variable (if any) or the mechanism (how the cause works).

# data[].attributes.body
By next Wednesday you'll be able to:

1. Label and trace the route of blood through a double circulatory system (right/left side, pulmonary/systemic), and state where valves prevent backflow.

2. Describe and compare arteries, veins and capillaries, linking their structures to functions (wall thickness, lumen, pressure, exchange).

3. Define “risk,” distinguish correlation from causation, and give one example of each in cardiovascular disease.

4. Identify major CVD risk factors (e.g., smoking, high salt/BP, inactivity, obesity, high LDL, diabetes, age, genetics) and classify them as modifiable or non-modifiable.

5. Explain how lifestyle changes (e.g., activity, diet, reduced salt/smoking) can lower cardiovascular risk, using correct biological reasoning.

6. Interpret simple data (tables/graphs for heart rate, blood pressure, cholesterol) to draw conclusions about cardiovascular health and exercise/adrenaline effects.

7. Summarise benefits and risks of common treatments (e.g., statins, stents) and justify a choice in a short scenario using evidence (AO3).

8. Create a dual-coded revision page (diagram + 120–150 words) that accurately explains how heart structure + lifestyle interact to keep tissues supplied with oxygen and nutrients.

9. Answer typical 3–6 mark exam prompts on heart flow, vessel adaptations, risk factors, and evidence evaluation using clear, sequential points.

10. Reflect on learning and set one actionable habit, recording how you will track it over two weeks (metacognition/self-regulation).

# data[].attributes.attachment_link.title
Heart Function | HHMI BioInteractive Video

# data[].attributes.body
Warm up: (no notes)

Label the heart + name the two circuits

Watch this video and take notes:

https://www.khanacademy.org/science/biology/human-biology/circulatory-pulmonary/v/circulatory-system-and-the-heart

Then, read:

Imagine you're a doctor that needs to explain how your patient's lifestyle is related to their risk of heart disease:

https://www.nhs.uk/conditions/cardiovascular-disease/

# data[].attributes.attachment_caption
Use these as a guide. An example has been provided for you.

# data[].attributes.headline
4. Back to Sara's Biosphere: Species Fuel Cards

# data[].attributes.subject
4. Back to Sara's Biosphere: Species Fuel Cards

# data[].attributes.body
Take your plant and animal sketch from the Biosphera and makes a mini “Fuel Card” for each (index card or sticky next to the drawing). Fill four bullet lines per card:

Carbohydrates → quick fuel / storage form (e.g., starch in plants).

Lipids → long-term energy + membranes/insulation.

Proteins → structures and enzymes; 1 named example (e.g., amylase).

Enzymes → where they act for this species (mouth/stomach/SI for animals; extracellular for fungi; note that viruses hijack host enzymes).

Sketch one tiny icon beside each line (e.g., lightning bolt for quick fuel).

# data[].attributes.body
Make sure these terms are in your notes:

- “active site"

- “denature”

# data[].attributes.attachment_link.readable_text
Introduction

As a kid, I wore glasses and desperately wanted a pair of contact lenses. When I was finally allowed to get contacts, part of the deal was that I had to take very, very good care of them, which meant washing them with cleaner every day, storing them in a sterile solution, and, once a week, adding a few drops of something called "enzymatic cleaner." I didn't know exactly what "enzymatic cleaner" meant, but I did learn that if you forgot you'd added it and accidentally put your contacts in your eyes without washing them, you were going to have burning eyes for a good fifteen minutes.

As I would later learn, all that "enzymatic" meant was that the cleaner contained one or more enzymes, proteins that catalyzed particular chemical reactions - in this case, reactions that broke down the film of eye goo that accumulated on my contacts after a week of use. (Presumably, the reason it stung when I got it in my eyes was that the enzymes would also happily break down eye goo in an intact eye.) In this article, we'll look in greater depth at what an enzyme is and how it catalyzes a particular chemical reaction.

Enzymes and activation energy

A substance that speeds up a chemical reaction-without being a reactant-is called a catalyst. The catalysts for biochemical reactions that happen in living organisms are called enzymes. Enzymes are usually proteins, though some ribonucleic acid (RNA) molecules act as enzymes too.

Enzymes perform the critical task of lowering a reaction's activation energy -that is, the amount of energy that must be put in for the reaction to begin. Enzymes work by binding to reactant molecules and holding them in such a way that the chemical bond-breaking and bond-forming processes take place more readily.

To clarify one important point, enzymes don't change a reaction's . That is, they don't change whether a reaction is energy-releasing or energy-absorbing overall. That's because enzymes don't affect the free energy of the reactants or products.

Instead, enzymes lower the energy of the transition state, an unstable state that products must pass through in order to become reactants. The transition state is at the top of the energy "hill" in the diagram above.

Active sites and substrate specificity

To catalyze a reaction, an enzyme will grab on (bind) to one or more reactant molecules. These molecules are the enzyme's substrates.

In some reactions, one substrate is broken down into multiple products. In others, two substrates come together to create one larger molecule or to swap pieces. In fact, whatever type of biological reaction you can think of, there is probably an enzyme to speed it up!

The part of the enzyme where the substrate binds is called the active site (since that's where the catalytic "action" happens).

Proteins are made of units called amino acids, and in enzymes that are proteins, the active site gets its properties from the amino acids it's built out of. These amino acids may have side chains that are large or small, acidic or basic, hydrophilic or hydrophobic.

The set of amino acids found in the active site, along with their positions in 3D space, give the active site a very specific size, shape, and chemical behavior. Thanks to these amino acids, an enzyme's active site is uniquely suited to bind to a particular target-the enzyme's substrate or substrates-and help them undergo a chemical reaction.

Environmental effects on enzyme function

Because active sites are finely tuned to help a chemical reaction happen, they can be very sensitive to changes in the enzyme's environment. Factors that may affect the active site and enzyme function include:

pH. pH can also affect enzyme function. Active site amino acid residues often have acidic or basic properties that are important for catalysis. Changes in pH can affect these residues and make it hard for substrates to bind. Enzymes work best within a certain pH range, and, as with temperature, extreme pH values (acidic or basic) can make enzymes denature.

Induced fit

The matching between an enzyme's active site and the substrate isn't just like two puzzle pieces fitting together (though scientists once thought it was, in an old model called the "lock-and-key" model).

Instead, an enzyme changes shape slightly when it binds its substrate, resulting in an even tighter fit. This adjustment of the enzyme to snugly fit the substrate is called induced fit.

When an enzyme binds to its substrate, we know it lowers the activation energy of the reaction, allowing it to happen more quickly. But, you may wonder, what does the enzyme actually do to the substrate to make the activation energy lower?

The answer depends on the enzyme. Some enzymes speed up chemical reactions by bringing two substrates together in the right orientation. Others create an environment inside the active site that's favorable to the reaction (for instance, one that's slightly acidic or non-polar). The enzyme-substrate complex can also lower activation energy by bending substrate molecules in a way that facilitates bond-breaking, helping to reach the transition state.

Finally, some enzymes lower activation energies by taking part in the chemical reaction themselves. That is, active site residues may form temporary covalent bonds with substrate molecules as part of the reaction process.

An important word here is "temporary." In all cases, the enzyme will return to its original state at the end of the reaction-it won't stay bound to the reacting molecules. In fact, a hallmark property of enzymes is that they aren't altered by the reactions they catalyze. When an enzyme is done catalyzing a reaction, it just releases the product (or products) and is ready for the next cycle of catalysis.

Explore outside of Khan Academy

Do you want to learn more about the effect of temperature on enzyme function? Check out this interactive image from LabXchange.

Do you want to learn more about the effect of pH on enzyme function? Check out this interactive image from LabXchange.

LabXchange is a free online science education platform created at Harvard's Faculty of Arts and Sciences and supported by the Amgen Foundation.

# data[].attributes.attachment_link.title
Enzymes and the active site (article) | Khan Academy

# data[].attributes.attachment_link.description
Learn for free about math, art, computer programming, economics, physics, chemistry, biology, medicine, finance, history, and more. Khan Academy is a nonprofit with the mission of providing a free, world-class education for anyone, anywhere.

# data[].attributes.body
Review your notes about fuels (carbohydrates, lipids, proteins), enzymes and things that affect the way they perform in the organism.

Afterwards, take a look at this video and add to your notes (pictures and text).

# data[].attributes.attachment_link.title
Digestive System, Part 1: Crash Course Anatomy & Physiology #33

# data[].attributes.body
Label the three other types of living organisms that are missing from the chart.

Draw your own version of each.

# data[].attributes.headline
Friday: Living Organisms Review + Biological Molecules

# data[].attributes.subject
Friday: Living Organisms Review + Biological Molecules

# data[].attributes.body
By the end of your study session you will be able to:

Explain roles of carbs/lipids/proteins in real organisms.

Explain factors affecting enzymes (temperature, pH, substrate conc.) in digestive settings.

Connect enzymes to fungi/protoctists/bacteria/viruses.

# data[].attributes.body
Additionally:

● Arrange the steps of yoghurt production into the correct order.

● Label and annotate a diagram of a fermenter.

● Suggest how and why changing the conditions of a fermenter could increase the cost of yoghurt.

# data[].attributes.headline
3. Review Topic 1A in your text book or choose some topics from this sheet!

# data[].attributes.subject
3. Review Topic 1A in your text book or choose some topics from this sheet!

# data[].attributes.body
If you use this sheet:

The Harvard T.H. Chan articles are easier to read and more relatable but less specific. Good for if you're tired or don't have a lot of time

The OpenStax sites are way more detailed and have more information.

Khan Academy is made for teaching and learning and is a decent combination of accessible and detailed.

If you use your book, begin on page 4 and review the section. Add to your existing notes on the topic.

# data[].attributes.headline
 2. Engage with this interactive site and take notes!

# data[].attributes.subject
 2. Engage with this interactive site and take notes!

# data[].attributes.body
Add to your already existing notes on the topic. Use dual coding! (Pictures and labels)

# data[].attributes.attachment_link.title
Biomolecules on the Menu: HHMI Biointeractive

# data[].attributes.attachment_link.description
You need food to build your cells and fuel your activities. How does the food you eat provide the energy you need?

# data[].attributes.headline
 1. Biological Molecules: Watch this video and take notes

# data[].attributes.subject
 1. Biological Molecules: Watch this video and take notes

# data[].attributes.body
Use dual coding! (Pictures and labels)

# data[].attributes.attachment_link.title
Biological Molecules - You Are What You Eat: Crash Course Biology #3

# data[].attributes.body
By the end of your study session you will be able to:

- Explain roles of carbohydrates, lipids, proteins, enzymes

- Explain the factors affecting enzyme activity

# data[].attributes.headline
BIG Question: How can we convince people that the "perfect" structure of the body isn't totally random?

# data[].attributes.subject
BIG Question: How can we convince people that the "perfect" structure of the body isn't totally random?

# data[].attributes.body
Write one response to this question in your journal per day. Use your knowledge of science, the body, biology, etc. to defend your position.

# data[].attributes.body
How do the heart, blood, and blood vessels work together to deliver substances and maintain homeostasis under changing demands, and how do lifestyle factors increase or decrease the risk of coronary heart disease?

# data[].attributes.body
How do the eight shared life functions—nutrition, respiration, excretion, responsiveness, movement, homeostasis, reproduction, and growth & development—work together to distinguish living organisms from non-living systems, and how can we observe evidence of each across diverse organisms?

# data[].attributes.headline
The Nature and Variety of Living Organisms

# data[].attributes.subject
The Nature and Variety of Living Organisms

# data[].attributes.body
Watch three different news segments about the same scientific topic and compare how each outlet presents the information, noting differences in tone, detail, and target audience.

# data[].attributes.body
Study business terminology related to biotechnology industry including terms like IPO, venture capital, market cap, and regulatory approval using provided flashcards.

# data[].attributes.body
Complete interactive genetics problems focusing on gene expression and modification techniques to reinforce biological concepts from today's lesson.

# data[].attributes.attachment_link.readable_text
If you're seeing this message, it means we're having trouble loading external resources on our website.

If you're behind a web filter, please make sure that the domains *.kastatic.org and *.kasandbox.org are unblocked.

# data[].attributes.attachment_link.title
Mendelian genetics questions (practice) | Khan Academy

# data[].attributes.attachment_link.description
If you're seeing this message, it means we're having trouble loading external resources on our website. If you're behind a web filter, please make sure that the domains *.kastatic.org and *.kasandbox.org are unblocked.

# data[].attributes.body
Find a recent news article about a biotechnology development and write a one-page analysis examining the scientific content, business implications, and media presentation quality.

# data[].attributes.attachment_link.readable_text
Biotech in the News Instructions
v.25MAY2021
AUGER
&quot;Reading news article or websites about science is a great way to learn
about new ideas.&quot;1
It's also a way for scientists to learn about new technologies and research.
Scientists often use other scientists ideas and data to design their own
experiments.
This activity will help you analyze a science news article.
Step one of this assignment is to have students choose an article that involves science that
interests them. It can be from a printed (magazine/newspaper) or on-line source (website or
blog). Choosing an area of science that interests the student will make the assignment fun.
Step two is to fill out the worksheet.
The key ideas must be paraphrased, put in your own words. Key ideas are things in the article
that answer questions like, "what's the big deal about this article?" or "what's most interesting
about the article?"
Summaries should include the key ideas and an opinion that you have about the article.
1Evaluating Science in the News. (2021, March 2). In HHMI Biointeractive. Retrieved May 25, 2021, from
https://www.biointeractive.org/classroom-resources/evaluating-science-news
Biotechnology In The News
Name:
Date
:
(2.5 pts)
Citation Information (10 Pts):
Author (last name, first
name):
Article Title:
Publication (e.g. Science
Daily):
Publication
Date:
# of pages
UR
L:
Key Ideas (5pts ea):
1
2.
3.
Page 2 of 3
AUGER WTHS
v. 24MAY2021
Biotech in the News Instructions
v.25MAY2021
AUGER
Summary (60 pts) (your opinion) AT LEAST 8 SENTENCES LONG
1Evaluating Science in the News. (2021, March 2). In HHMI Biointeractive. Retrieved May 25, 2021, from https://www.biointeractive.org/classroomresources/evaluating-science-news

# data[].attributes.attachment_link.title
Biotech News Analysis Worksheet Instructions

# data[].attributes.attachment_link.description
Instructions for a biotechnology news article analysis assignment. Students choose an article, paraphrase key ideas, and summarize with their opinion.

# data[].attributes.body
Students collaboratively post their main learning points on a shared Padlet wall, creating a collective summary of the lesson's interdisciplinary connections.

# data[].attributes.body
Students complete an exit ticket answering: 'How might understanding all three perspectives (scientific, business, media) help you as a future consumer and citizen?'

# data[].attributes.body
Class discussion where students share the most surprising connection they discovered between biology, business, and media during today's lesson.

# data[].attributes.body
Multiple choice and short answer questions testing knowledge of CRISPR technology, biotech business models, and media analysis techniques.

# data[].attributes.body
Students write a comprehensive research paper analyzing a biotechnology innovation from biological, business, and media perspectives, demonstrating understanding of all three subject areas.

# data[].attributes.body
Students who need additional support review fundamental concepts in genetics, basic business terminology, and media literacy through interactive online modules.

# data[].attributes.attachment_link.readable_text
Try these activities in your home, at a family reunion, with a group, or at work. Each activity provides an engaging way to learn about traits or better understand disease risk. Just click on the PDF icons to download and print both English and Spanish language versions. Have fun!

# data[].attributes.attachment_link.description
Try these activities in your home, at a family reunion, with a group, or at work. Each activity provides an engaging way to learn about traits or better understand disease risk. Just click on the PDF icons to download and print both English and Spanish language versions. Have fun!

# data[].attributes.body
Advanced students create a business plan for a hypothetical biotechnology startup, including scientific rationale, market analysis, and media strategy for public launch.

# data[].attributes.body
Independent practice where students analyze stock performance of major biotechnology companies and correlate with media coverage and scientific announcements.

# data[].attributes.attachment_link.title
My template for trading Biotech stocks (incl. Excel Workbook)

# data[].attributes.attachment_link.description
Results of clinical trials can be existential for pre-revenue companies. Here is how I trade that with options.

# data[].attributes.body
Guided discussion on ethical implications of genetic engineering, including regulatory frameworks, public concerns, and how businesses navigate ethical challenges while maintaining profitability.

# data[].attributes.body
Students work in groups to research a specific biotechnology innovation, analyzing its scientific basis, business potential, and media representation. Groups will create presentations using Padlet to share findings with the class.

# data[].attributes.attachment_link.title
Google Slides and PowerPoint templates about biotechnology

# data[].attributes.attachment_link.description
Something as complex as biotechnology needs a visual aid to present information. Try these templates out! ✓ Free ✓ Easy to edit ✓ Professional

# data[].attributes.body
Analyze how different media outlets report on biotechnology breakthroughs. Compare scientific journalism vs. popular media coverage, examining bias, accuracy, and public understanding.

# data[].attributes.attachment_link.description
News about Genetic Engineering, including commentary and archival articles published in The New York Times.

# data[].attributes.body
Explore how biotechnology companies structure their business models, funding sources (venture capital, IPOs), and revenue streams. Examine case studies of successful biotech companies like Genentech and Moderna.

# data[].attributes.attachment_link.readable_text
What's my business model? Who do I partner with? How do I scale up? These are typical strategic questions a young biotech will regularly face.
The business model of a biotech company can determine its long-term trajectory to success. In this article, we'll focus on a typical 'platform' biotech company in the biopharma sector whose intellectual property can be applied to a wide range of R&D programs.

These principles apply to a range of technologies including protein therapeutics, targeted drug delivery, computational drug discovery, gene therapy, RNA therapeutics, and stem cells, as well as platforms that unlock new insights into disease pathophysiology or novel drug targets.

Pure Play Models

Broadly speaking, a founder could adopt any one of these three pure play business models:

1. Technology partnering: licensing your platform and providing related services to a biopharma company, which in turn uses your help to create, develop, and commercialize pharmaceutical products.

2. Asset creation and out-licensing: using your platform to create a pipeline of proprietary assets, be it candidate drugs in the case of therapeutics or prototype formulations in the case of drug delivery. Once there is scientific proof-of-concept for an asset, it can be licensed to a biopharma company, which in turn develops it into a product for regulatory approval and subsequent marketing.

3. Product development and commercialization: creating your own pharmaceutical assets and taking care of the whole development process until commercialization.

When adopting either the second or third approach, there is always the option to conduct a joint effort with a large biopharma, small biotech, or academic partner on a project-by-project basis. While these are the three key business models in biotech, in practice many established companies end up operating with a hybrid of all the above approaches.

Technology partnering

Once your technology has evolved sufficiently to reliably contribute to pharmaceutical R&D projects, you can generate immediate and significant income by licensing your platform and providing related services to the projects of better-funded biopharma companies. If you have limited financial resources or a low-risk appetite, this is your best option for getting started.

This is also the fastest route to validating your platform with both the investor and biopharma communities; an initial technology partnering deal with a well-known biopharma early in your company's life will immeasurably enhance your credibility and bargaining power. An example is Mogrify, a UK-based startup developing stem cell technology. Just about a year after its seed round in 2019, the company signed a collaboration and exclusive licensing deal with Sangamo Therapeutics.

If you follow the model of technology partnering, your partner absorbs all the financial risk - the upfront licensing fee, fee-for-service revenue, and near-term preclinical milestone payments are earned irrespective of whether the project eventually results in an approved pharmaceutical product. While your partner will own any pharmaceutical assets and marketing authorizations that emerge from the project, you can typically earn small single-digit royalties on future sales of these products.

Asset creation and out-licensing

If you invest your own funds upfront to create proprietary pharmaceutical assets, you can then issue exclusive licenses to larger biopharma companies. The latter then becomes fully responsible for completing late-stage clinical trials, manufacturing scaleup, obtaining regulatory approval, and commercialization. A good example is Numab, a Swiss company that earlier this year, signed its second licensing deal with Japanese firm Ono Pharmaceutical, giving the company exclusive access to a cancer antibody treatment currently in development.

A key advantage of out-licensing, compared to technology partnering, is that the return on investment is higher if successful. The upfront fee and milestone payments are higher, and these deals often involve significant double-digit royalties on future product sales.

With appropriately negotiated deal terms, the upfront fee alone can recover most of your initial cash outlay for the asset, and the milestone payments can ensure a small positive return even if the subsequent commercial performance is not to expectations. Furthermore, this business model lets you leverage your partner's late-stage development and commercial expertise, while transferring the cost and risk for these much more expensive stages to the partner.

In situations where your company is facing other competing technologies, creating your own pharmaceutical assets may be essential to differentiate yourself in a crowded arena. For example, in the area of targeted drug delivery, you might apply your technology to an off-patent active pharmaceutical ingredient, such as ibuprofen, to demonstrate superior performance compared to existing medicines. While this scenario generates a lower standalone financial return compared to novel applications, you may need successful projects of this type to support fundraising and attract more lucrative partnering opportunities on novel applications.

On the downside, this path takes more time, costs more money, and exposes you to a greater risk of financial loss compared to technology partnering. This model also requires significant expertise in disease biology and pharmacological screening. These can be obtained through in-house investment, external contract research organizations, or company acquistions.

An alternative option is to collaborate with another biotech or pharma company that has complementary capabilities and shares the cost and risk. For example, the UK-based biotechs Kymab and Heptares are collaborating to co-discover new cancer therapeutics using their complementary technologies.

Product development and commercialization

If you choose to develop a pharmaceutical asset on your own, you retain full ownership and prevent handing it over to another party. This business model requires either substantial investor backing or a well-established revenue stream, often coming from a sizeable portfolio of historical technology partnering and asset out-licensing deals.

The total financial return of this route is hugely greater if successful. Of course, the financial burden and risk exposure is also bigger. And even some well-established companies may lack the necessary expertise for late-stage clinical development, manufacturing scale-up, regulatory approval, payer reimbursement negotiations, commercial brand management and sales promotion. Most biotechs taking this approach mitigate these gaps with strategic alliances - for example, the one between the Belgian biotech Galapagos and big pharma Gilead to co-develop and co-promote the antiinflammatory drug filgotinib.

Hybrid approaches

Most young biotechs start with either the technology partnering or the asset creation and out-licensing approach. The former generates revenue faster with lower financial risk. With higher investor funding and a greater risk appetite, the latter generates a much better return if successful. In addition, this second option might be essential in a very competitive situation where you initially have to demonstrate technological superiority with your own pharmaceutical assets.

An increasing number of research-stage companies operate a hybrid business model that combines both these two approaches. For example, the US-Israeli company Intec Pharma offers technological partnerships around its drug delivery platform while in parallel developing its own pharmaceutical assets by applying the technological platform to established medicines.

Once you become more established, successful, and well-funded, you might want to gradually transition over time to the product development and commercialization model, as giants such as Genmab in Denmark and MorphoSys in Germany have done.
Robert Thong consults and writes on bioscience business strategy and collaborations, specialising in small-to-mid-sized biotechs, technology platform companies, and R&D service providers. He is the author of the book Biopharma R&D Partnerships.

# data[].attributes.attachment_link.title
Everything You Need to Know About Biotech Business Models

# data[].attributes.attachment_link.description
What's my business model? Who do I partner with? How do I scale up? These are typical strategic questions a young biotech will regularly face.

# data[].attributes.body
Direct instruction on CRISPR gene editing technology, its mechanisms, and current applications in medicine and agriculture. Students will learn about the biological processes involved in gene modification.

# data[].attributes.body
How do scientific innovations in biotechnology create business opportunities and influence public perception through media representation?

# data[].attributes.body
Students will be able to critically assess how scientific breakthroughs in biotechnology are communicated to the public through various media channels.

# data[].attributes.body
Students will be able to evaluate the economic impact and market strategies of biotechnology companies in the global marketplace.

# data[].attributes.body
Students will be able to analyze the relationship between genetic engineering and biotechnology applications in modern medicine and agriculture.