This lesson describes the inheritance of two non-interacting unlinked genes and guides students through the calculation of phenotypic ratios. The PowerPoint and the accompanying question sheet (which is differentiated) have been designed to cover point 8.2 (iii) of the Edexcel A-level Biology B specification. As the previous lesson described the construction of genetic crosses and pedigree diagrams, students are aware of the methods involved in writing genotypes and gametes for the inheritance of a single gene. Therefore, the start of this lesson builds on this understanding to ensure that students recognise that genotypes contain 4 alleles and gametes contain 2 alleles when two genes are inherited. The students are taken through the steps of a worked example to demonstrate the key steps in the calculation of a phenotypic ratio before 2 exam-style questions challenge them to apply their newly-acquired knowledge. Mark schemes are displayed within the PowerPoint to allow students to assess their progress. The phenotypic ratio generated as the answer to the final question is 9:3:3:1 and time is taken to explain that this is the expected ratio when two heterozygotes for two genes are crossed which they may be expected to use when meeting the chi squared test in an upcoming lesson

This lesson describes how random and non-random sampling strategies can be carried out to measure the biodiversity of a habitat. The PowerPoint and accompanying worksheets are part of the first lesson in a series of 2 which have been designed to cover the content of point 4.2.1 (b) (i) of the OCR A-level Biology A specification and this lesson specifically focuses on sampling plant species. The second lesson covers the sampling of animal species using apparatus such as pooters and sweeping nets. The lesson begins with a challenge, where the students have to recognise the terms random and stratified from descriptions that were met in modules 2.1.6 and 3.1.1. This introduces the concept of sampling and emphasises its importance in the measurement of biodiversity and the students will learn that there is random sampling as well as non-random sampling, and that one of these strategies is known as stratified. The next part of the lesson focuses on the random sampling of a habitat where the results found with a quadrat are used to estimate the population of sessile species like plants. Due to the heavy mathematical content in the A-level Biology exams, a step by step guide is used to walk the students through the key stages in these calculations and includes the extra steps needed when the quadrat does not have an area of 1 metre squared. A series of exam-style questions will then challenge them to apply their understanding and mark schemes are embedded in the PowerPoint to allow them to immediately assess their progress. The use of quadrats that have been divided into 100 squares and point frames to estimate percentage ground cover are also discussed and the overall advantages and disadvantages of random sampling are considered. Moving forwards, the stratified, opportunistic and systematic strategies of non-random sampling are discussed and again the advantages and disadvantages of all three are considered. Time is taken to focus on line and belt transects and students will learn that the latter can be particularly useful when an abiotic factor appears to change across a habitat.

This lesson describes the roles of the SAN and Purkyne fibres in the coordination of the three stages of the cardiac cycle. The PowerPoint and accompanying resources are part of the first lesson in a series of 2 lessons that have been designed to cover point [c] in topic 3 of AS unit 2 of the WJEC A-level Biology specification and has a specific focus on the pressure changes that occur in each stage of the cycle The start of the lesson introduces the cardiac cycle as well as the key term systole, so that students can immediately recognise that the three stages of the cycle are atrial and ventricular systole followed by diastole. Students are challenged on their prior knowledge of the structure of the heart as they have to name and state the function of an atrioventricular and semi-lunar valve from an internal diagram. This leads into the key point that pressure changes in the chambers and the major arteries results in the opening and closing of these sets of valves. Students are given a description of the pressure change that results in the opening of the AV valves and shown where this would be found on the graph detailing the pressure changes of the cardiac cycle. They then have to use this as a guide to write descriptions for the closing of the AV valve and the opening and closing of the semi-lunar valves and to locate these on the graph. By providing the students with this graph, the next part of the lesson can focus on explaining how these changes come about. Students have to use their current and prior knowledge of the chambers and blood vessels to write 4 descriptions that cover the cardiac cycle. This rest of the lesson focuses on the roles of the SAN and Purkyne fibres as well as the AVN and the bundle of His in the coordination of the heartbeat, continually linking back to the work on the cycle. The SAN is introduced as the natural pacemaker and then time is given to study each step of the conduction of the impulse as it spreads away from the myogenic tissue in a wave of excitation. Moving forwards, students are encouraged to consider why a delay would occur at the AVN and then they will learn that the impulse is conducted along the Bundle of His to the apex so that the contraction of the ventricles can happen from the bottom upwards. The structure of the cardiac muscle cells is discussed and the final task of the lesson challenges the students to describe the conducting tissue, with an emphasis on the use of key terminology.

This lesson describes how the structure of arteries, arterioles, capillaries, venules and veins in the mammalian circulatory system relate to their functions. The PowerPoint and accompanying resources are part of the second lesson in a series of 2 lessons which have been designed to cover specification point (b) of topic 3 in AS unit 2 of the WJEC A-level Biology A specification. The first lesson in this series covers the structure and function of the human heart and its associated blood vessels This lesson has been written to build on any prior knowledge from GCSE or earlier in this topic to enable students to fully understand why a particular type of blood vessel has particular features. Students will be able to make the connection between the narrow lumen and elastic tissue in the walls of arteries and the need to maintain the high pressure of the blood. A quick version of the GUESS WHO game is used to introduce smooth muscle and collagen in the tunica media and externa and again the reason for their presence is explored and explained. Moving forwards, it is quite likely that some students will not be aware of the transition vessels that are the arterioles. This section begins with an understanding of the need for these vessels because the structural and functional differences between arteries and capillaries is too significant. The action of the smooth muscle in the walls of these vessels is discussed and students will be challenged to describe a number of situations that would require blood to be redistributed. The middle part of the lesson looks at the role of the capillaries in exchange and links are made to diffusion to ensure that students can explain how the red blood cells pressing against the endothelium results in a short diffusion distance. The remainder of the lesson considers the structure of the veins and students are challenged to explain how the differences to those observed in arteries is due to the lower blood pressure found in these vessels.

This lesson describes the structure and function of the human heart and names the blood vessels associated with this organ . The PowerPoint and accompanying resources are part of the first lesson in a series of 2 lessons that have been designed to cover point (b) in topic 3 of AS unit 2 of the WJEC A-level Biology specification As this topic was covered at GCSE, the lesson has been planned to build on this prior knowledge whilst adding the key details which will enable students to provide A-level standard answers. The primary focus is the identification of the different structures of the heart but it also challenges their ability to recognise the important relationship to function. For example, time is taken to ensure that students can explain why the atrial walls are thinner than the ventricular walls and why the right ventricle has a thinner wall than the left ventricle. Opportunities are taken throughout the lesson to link this topic to the others found in topic 3 including those which have already been covered like circulatory systems as well as those which are upcoming such as the initiation of heart action. There is also an application question where students have to explain why a hole in the ventricular septum would need to be repaired if it doesn’t naturally close over time.

This lesson describes the effects of pH on the rate of enzyme-controlled reactions. The PowerPoint and accompanying resources are part of the third lesson in a series of 5 lessons which have been designed to cover the content of point 1.4.2 (Many proteins are enzymes) of the AQA A-level Biology specification. The lesson begins with a short discussion, where the students are challenged to identify how the stomach and the small intestine differ in terms of a particular condition and to explain why the conditions in these neighbouring digestive organs are so important. This introduces pepsin and trypsin and these protease enzymes play a key role throughout the lesson as they are good examples of how different extracellular enzymes have different optimum pH values (which are not necessarily 7.0). Moving forwards, students will discuss how the rate of an enzyme-controlled reaction will change if there are small or large changes in pH, and then time is taken to ensure that students can explain these changes with reference to tertiary structure bonds and the shape of the active site. Through the use of a quick quiz competition, the students will be reminded of the key term “buffer” and a series of questions are used to challenge their understanding of how these substances could be used in a practical investigation. They will also learn how buffers are found in blood plasma as well as in red blood cells in the form of haemoglobin. With there being such a large proportion of marks for Maths in a Biology context questions in the AQA assessments, the remainder of the lesson challenges the students to use a given formula to calculate the pH of blood when given the hydrogen ion concentration and to calculate percentage decrease. These questions have been differentiated to give assistance to those that need the support

This lesson describes the effects of pH on the rate of an enzyme-catalysed reaction. The PowerPoint and accompanying resources are part of the second lesson in a series of 4 lessons which have been designed to cover the content of point 3.2 (a) of the CIE A-level Biology specification. The lesson begins with a short discussion, where the students are challenged to identify how the stomach and the small intestine differ in terms of a particular condition and to explain why the conditions in these neighbouring digestive organs are so important. This introduces pepsin and trypsin and these protease enzymes play a key role throughout the lesson as they are good examples of how different extracellular enzymes have different optimum pH values (which are not necessarily 7.0). Moving forwards, students will discuss how the rate of an enzyme-controlled reaction will change if there are small or large changes in pH, and then time is taken to ensure that students can explain these changes with reference to tertiary structure bonds and the shape of the active site. Through the use of a quick quiz competition, the students will be reminded of the key term “buffer” and a series of questions are used to challenge their understanding of how these substances could be used in a practical investigation. They will also learn how buffers are found in blood plasma as well as in red blood cells in the form of haemoglobin. As there is a considerable proportion of marks for Maths in a Biology context questions in the A-level assessments, the remainder of the lesson challenges the students to use a given formula to calculate the pH of blood when given the hydrogen ion concentration and to calculate percentage decrease. These questions have been differentiated to give assistance to those that need the support

This lesson describes how the structure of the heart and the circulatory system is related to its function. The PowerPoint lesson and accompanying resources have been designed to cover the detail of point 8.8 of the Edexcel GCSE Biology and Combined Science specifications and includes descriptions of the role of the major blood vessels, the heart valves, and the relative thickness of the chamber walls. The lesson starts with an extract from Friends and challenges the students to recognise that full sized aortic pumps is a thesaurus version of big hearts. This reiterates the basic function of the heart that was met at KS2 and KS3 and moving forwards, the students will learn that it is the contraction of the cardiac muscle in the walls of the four heart chambers that allows this to happen. Students are provided with a diagram throughout the lesson which will be annotated as new structures are encountered and they begin by labelling the two atria and ventricles. The focus of the lesson is the relationship between structure and function so time is taken to consider the different roles of the atria and ventricles, as well as the right ventricle versus the left ventricle. Students will be able to observe from their diagram that the left ventricle has the thickest wall and they will be challenged to explain why later in the lesson once more detailed knowledge has been added. The next part of the lesson introduces the pulmonary artery and vein and a task challenges the students to consider the relationship between the heart and the lungs, and their prior knowledge of the adaptations of the alveoli is also tested. The remainder of the lesson discusses the double circulatory system and the heart valves. Understanding checks are found throughout the lesson and mark schemes are embedded into the PowerPoint to allow the students to assess their progress.

This concise lesson has been designed to cover the content found in specification point 4.1.3.2 (Osmosis) of topic 1 of the AQA GCSE Biology & Combined Science specifications. This resource contains an engaging PowerPoint (23 slides) and accompanying worksheets, some of which have been differentiated to help students of different abilities to take on the task at hand. The lesson begins with the introduction of the term, osmosis, and then students are challenged to use their knowledge of diffusion to write a definition for this method of movement of water molecules. A series of questions which check understanding are included at this early point of the lesson to ensure that the key points are known and any misconceptions are quickly addressed. Students are also challenged with an application question as these can often cause them the most problems. Moving forwards, the rest of the lesson focuses on an osmosis investigation. Scientific skills are tested during a range of tasks as well as numerical skills and guidance is given on how to calculate percentage change. As stated at the top, this lesson has been designed for GCSE-aged students who are studying the AQA GCSE Biology course, but can be used with younger students who are keen to learn about osmosis

The engaging Powerpoint and accompanying worksheet which come as part of this lesson resource have been designed to cover specification point 5.2.4 (Control of body temperature) as detailed in the AQA GCSE Biology specification. A wide range of activities which include Biology and Maths tasks and quiz competitions are interspersed with understanding and prior knowledge checks so that students are engaged and motivated whilst learning the key content in a memorable way and checking their progress. Students will learn that the body temperature is maintained at 37 degrees celsuis by a homeostatic control system called thermoregulation and will be challenged to recall the topic of enzymes to explain why this is so important. Time is taken to look at the responses brought about the effectors such as vasodilation and shivering and students will recognise how these lead a decrease or increase in body temperature back to the set point. Links are also made between the Sciences so that there is a deeper understanding of exactly why sweating cools the body down. This lesson has been designed for students studying the AQA GCSE Biology course but is suitable for older students who are studying Biology at A-level and need to recall the key details of thermoregulation.

This fully-resourced lesson has been designed to cover the content found in specification point 2.5 (f) of the WJEC GCSE Biology specification which states that students should understand why animals need to regulate the conditions inside their bodies. This resource contains an engaging and detailed PowerPoint (45 slides) and accompanying worksheets The lesson begins by challenging the student’s literacy skills as they are asked to recognise the key term, optimum, from 6 of its’ synonyms. Moving forwards, a range of quiz competitions are used to introduce the term homeostasis and to provide a definition for this key process. Students are given a newspaper article about water and blood glucose so they can recognise 2 conditions which are controlled in the human body. The next part of the lesson looks at the importance of maintaining the levels of water and glucose by considering the medical problems that could arise if they move away from the optimum levels. Students will learn that body temperature is also controlled and links are made to earlier knowledge as they have to explain why an increase in temperature above the set point would be an issue because of the denaturation of enzymes. The rest of the lesson looks at the three parts that are included in all control systems before a final quiz round introduces the receptors, coordination centre and effectors in the control of body temperature. As stated at the top, this lesson has been designed for GCSE-aged students who are studying the WJEC GCSE Biology course, but it can be used with A-level students who need to go back over the key points before looking at the process in more detail

This engaging and detailed resource, which contains a PowerPoint and accompanying worksheets, has been designed to cover the content of point 2.5 (e) of the WJEC GCSE Biology specification that states that students should know the structure and functions of the following 9 parts of the eye: sclera cornea pupil iris lens choroid retina blind spot optic nerve The lesson was designed to include a wide range of activities to engage and motivate the students so that the knowledge is more likely to stick. These activities include Have you got an EYE for the IMPOSSIBLE, as shown in the cover image, where students have to pick out the 8 structures of the human eye from the list and avoid the IMPOSSIBLE answer. There is also a particular focus on the light-sensitive cells in the retina, the pupil reflex and the change in the shape of the lens to accommodate near and distant objects. This lesson has been designed for students studying the WJEC GCSE Biology course but is suitable for both older and younger students who may be studying the eye.

This resource contains an engaging PowerPoint and an accompanying worksheet which together cover the content of specification point 5.3.7 (Negative feedback) as found on the AQA GCSE Biology & Combined Science higher tier specifications. Over the course of the lesson, students will learn about the effects of the release of adrenaline and thyroxine and will understand how the latter is controlled by negative feedback. Due to the obvious connection to the previously learned endocrine system topic, regular opportunities are taken to check on this prior knowledge and these work well with the understanding checks which allow the students to assess their progress. Quiz competitions which include SAY WHAT YOU SEE and FROM NUMBERS 2 LETTERS are used to introduce key terms and abbreviations in a fun and memorable way, whilst the key details of the content is always at the forefront of the design of the lesson. This lesson has been written for students studying the higher tier of the AQA GCSE Biology or Combined Science courses but it is also suitable for use with A-level students who need to recall the key details of these two hormones

This is a detailed lesson resource that covers the content of point 5.1.3 (a) of the OCR A-level Biology A specification which states that students should be able to demonstrate and apply their understanding of the roles of mammalian sensory receptors. There is a particular focus on the Pacinian corpuscle to demonstrate how these receptors act as transducers by converting one form of energy into electrical energy which is then conducted as an electrical impulse along the sensory neurone. The lesson begins by looking at the different types of stimuli that can be detected. This leads into a written task where students have to form sentences to detail how thermoreceptors, rods and cones, hair cells in the inner ear and vibration receptors in the cochlea convert different forms of energy into electrical energy. Students will be introduced to the term transducer and will be challenged to work out what these cells carry out by using their sentences. As stated above, students will meet a Pacinian corpuscle and learn that this receptors detects pressure changes in the skin using the concentric rings of connective tissue in its structure. The rest of the lesson focuses on how ions are involved in the maintenance of resting potential and then depolarisation. Time is taken to look into the key details of these two processes so students are confident with this topic when met again during a lesson on the generation of action potentials. All of the tasks are differentiated to allow students of different abilities to access the work. As well as understanding checks to allow the students to assess their progress against the current topic, there are also a number of prior knowledge checks on topics like inorganic ions and methods of movement. This lesson has been designed for students studying the OCR A-level Biology course

This engaging lesson covers the detail of the 2nd part of specification point 6.2.2 of the AQA A-level Biology specification which states that students should be able to explain temporal and spatial summation as well as understand inhibition by inhibitory synapses. This is a topic which is generally poorly understood by students or brushed over so considerable time has been taken to design the activities to motivate the students so that the content is memorable whilst still being covered in detail. Links are continually made to earlier topics in this module such as synapses and generator potentials but also to topics covered in the previous year and still to be covered. The lesson begins by challenging the students to recognise a description of generator potential and they will then discover that this is also known as an EPSP. Students will recall that a small depolarisation may not lead to the opening of the voltage gated channels and therefore the full depolarisation which is needed for the initiation of an action potential and will discuss how this problem could be overcome. Lots of discussion points like this are included in the lesson to encourage the students to challenge and debate why a particular process of mechanism occurs. Students will therefore learn that EPSPs can be combined and this is known as summation. A quiz round is used to introduce temporal and spatial summation. Moving forwards, students are presented with a number of examples where they have to decide why type of summation is involved. Again, the lesson has been written to include real-life examples such as chronic pain conditions so the chances of the content sticking is increased. The final part of the lesson introduces IPSPs and the effect of these on summation and action potentials is discussed. This lesson has been designed for students studying on the AQA A-level Biology course and ties in well with the other uploaded lessons from topic 6 which include cholinergic synapses and neuromuscular junctions, sensory receptors and nerve impulses