This revision lesson has been filled with activities that will challenge the students on their knowledge and understanding of the content detailed in topic 8 (Energy - forces doing work) of the Pearson Edexcel GCSE Physics specification. The wide range of activities in the engaging PowerPoint and accompanying resources will check on the knowledge of this topic and allow the students to recognise those areas which need further attention before the mock or terminal GCSE exams. This resource has been designed to cover as much of topic 8 as possible but the following points have received particular attention: Describe how to measure the work done by a force Understand that work done is equal to energy transferred Recall and use the equation to calculate work done Calculate the changes in energy involved when a system is changed by work done by forces Recall and use the equation to calculate gravitational potential energy Recall and use the equation to calculate kinetic energy Explain how energy is dissipated so that it is stored in less useful ways Define power as the rate at which energy is transferred and that 1 watt is equal to one joule per second Recall and use the equation to calculate power Recall and use the equation to calculate efficiency The mathematical content of this specification and this topic is heavy and in line with this lots of calculated-based tasks are included and all of the answers are explained in steps so students can assess their progress The main task of the lesson which challenges students to use the principle of moments has been differentiated so that differing abilities can access the work

This is a fully-resourced lesson that covers the details of specification point 5.1.2 (e) of the OCR A-level Biology A specification which states that students should be able to demonstrate and apply an understanding of the effects of kidney failure and its potential treatments. This lesson consists of an engaging PowerPoint (55 slides) and associated differentiated worksheets that look at the diagnosis of a number of different kidney-related conditions and the potential treatments for kidney failure. This lesson is designed to get the students to take on the numerous roles of a doctor who works in the renal ward which include testing, diagnosis and treatment. Having obtained measurements by GFR and results by taking urine samples, hey are challenged to use their knowledge of the function of the kidney to study urine samples (and the accompanying GP’s notes) to diagnose one of four conditions. They then have to write a letter to the patient to explain how they made this diagnosis, again focusing on their knowledge of the structure and functions of the Bowman’s capsule and PCT. The rest of the lesson focuses on haemodialysis, peritoneal dialysis and kidney transplant. There are regular progress checks throughout the lesson so that students can assess their understanding and there are a number of homework activities included in the lesson. This lesson is designed for A-level students who are studying the OCR A-level Biology specification and ties in nicely with the other uploaded lessons on this organ which include the structure and function of the nephron, ultrafiltration, selective reabsorption and osmoregulation.

This detailed lesson has been planned to cover the 1st part of specification point 6.4.3 of the AQA A-level Biology specification which states that students should be able to describe the detailed structure of the nephron and understand its role in ultrafiltration, selective reabsorption and osmoregulation. The lesson was designed at the same time as the other lessons in this topic on ultrafiltration, selective reabsorption and osmoregulation so that a common theme runs throughout and students can build up their knowledge gradually in order to develop a deep understanding of this organ. Students will come to recognise the renal cortex and renal medulla as the two regions of the kidney and learn the parts of the nephron which are found in each of these regions. Time is taken to look at the vascular supply of this organ and specifically to explain how the renal artery divides into the afferent arterioles which carry blood towards the glomerulus and the efferent arterioles which carry the blood away. The main task of the lesson challenges the students to relate structure to function. Having been introduced to the names of each of the parts of the nephron, they have to use the details of the structures found at these parts to match the function. For example, they have to make the connection between the microvilli in the PCT as a sign that this part is involved in selective reabsorption. This lesson has been designed for students studying on the AQA A-level Biology course

This fully-resourced lesson focuses on the events of meiosis which specifically contribute to genetic variation. The detailed PowerPoint and accompanying resources have been designed to cover the 4th and final part of point 4.3 of the AQA A-level Biology specification which states that students should be able to describe how meiosis produces daughter cells that are genetically different from each other. In order to understand how the events of meiosis like crossing over and random assortment and independent segregation can lead to variation, students need to be clear in their understanding that DNA replication in interphase results in homologous chromosomes as pairs of sister chromatids. Therefore the beginning of the lesson focuses on the chromosomes in the parent cell and this first part of the cycle and students will be introduced to non-sister chromatids and the fact that they may contain different alleles which is important for the exchange that occurs during crossing over. Time is taken to go through this event in prophase I in a step by step guide so that the students can recognise that the result can be new combinations of alleles that were not present in the parent cell. Moving forwards, the lesson explores how the independent segregation of chromosomes and chromatids during anaphase I and II results in genetically different gametes. The final part of the lesson looks at the use of a mathematical expression to calculate the possible combinations of alleles in gametes as well as in a zygote following the random fertilisation of haploid gametes. Understanding and prior knowledge checks are interspersed throughout the lesson as well as a series of exam questions which challenge the students to apply their knowledge to potentially unfamiliar situations. Due to the detail of this lesson, it is estimated that this will take about 2 hours of A-level teaching time to deliver

This lesson describes the principles of cell fractionation and ultracentrifugation as used to separate cell components. The engaging PowerPoint and accompanying resources are part of the final lesson in a series of 4 lessons which have been planned to cover the details of point 2.1.3 of the AQA A-level biology specification. This lesson begins by informing the students that several of the key terms in this lesson, including the lesson title, end in -ation, and therefore they have to use the clues to work out that the 1st one is cell fractionation. A quiz round like this runs throughout the lesson, introducing homogenisation, filtration and ultracentrifugation in a memorable way. Time is taken to explain each of the processes in detail, and where possible, links are made to previously covered content as well as content that will be met in future lessons. For example, students will learn that the solution must be kept ice-cold and isotonic, and they are challenged to recognise that the low temperature is to reduce the activity of potentially damaging enzymes, before being told that there will be no net movement of water by osmosis because of the isotonic solution. The answers to all understanding and prior knowledge checks are embedded into the PowerPoint to allow students to assess their progress. When explaining the process of ultracentrifugation, the students are given an opportunity to predict which of 6 listed organelles will be found in the 1st pellet because it is the heaviest, right down to the lightest organelle. The lesson finishes with several exam-style questions to check that they’ve understood this separation technique and have a strong knowledge of cells and their organelles. This lesson has been planned to continously link with the other lessons in topic 2.1 (Cell structure).

This fully-resourced lesson describes the ultrastructure of an eukaryotic cell and describes the relationship between the structure and function of the organelles. The detailed and engaging PowerPoint and accompanying resources have been designed to cover point 2.1 (v) of the Edexcel A-level Biology B specification As cells are the building blocks of living organisms, it makes sense that they would be heavily involved in all of the 10 topics in the Edexcel A-level B course and intricate planning has ensured that links are made to topic 1 and details are provided to link to the upcoming topics. A wide range of activities, that include exam-style questions, class discussion points and quick quiz competitions, will maintain motivation and engagement whilst covering the finer details of the following structures and organelles: nucleus nucleolus ribosomes rough endoplasmic reticulum Golgi apparatus lysosomes smooth endoplasmic reticulum mitochondria cell surface membrane centrioles vacuole (+ tonoplast) chloroplasts cell wall As mentioned above, all of the worksheets have been differentiated to support students of differing abilities whilst maintaining challenge Due to the detail that is included in this lesson, it is estimated that it will take in excess of 3 hours of allocated A-level teaching time to cover the work

This lesson explains the effects of temperature on the rate of enzyme activity and describes how to calculate the temperature coefficient. The PowerPoint and the accompanying resources have been designed to cover point 5.21 of the Edexcel International A-level Biology specification and this lesson has been specifically planned to tie in with a lesson in topic 2 where the roles and mechanism of action of enzymes were introduced. The lesson begins by challenging the students to recognise optimum as a key term from its 6 synonyms that are shown on the board. Time is taken to ensure that the students understand that the optimum temperature is the temperature at which the most enzyme-product complexes are produced per second and therefore the temperature at which the rate of an enzyme-controlled reaction works at its maximum. The optimum temperatures of DNA polymerase in humans and in a thermophilic bacteria and RUBISCO in a tomato plant are used to demonstrate how different enzymes have different optimum temperatures and the roles of the latter two in the PCR and photosynthesis are briefly described to prepare students for these lessons in modules 6 and 5. Moving forwards, the next part of the lesson focuses on enzyme activity at temperatures below the optimum and at temperatures above the optimum. Students will understand that increasing the temperature increases the kinetic energy of the enzyme and substrate molecules, and this increases the likelihood of successful collisions and the production of enzyme-substrate and enzyme-product complexes. When considering the effect of increasing the temperature above the optimum, continual references are made to the previous lesson and the control of the shape of the active site by the tertiary structure. Students will be able to describe how the hydrogen and ionic bonds in the tertiary structure are broken by the vibrations associated with higher temperatures and are challenged to complete the graph to show how the rate of reaction decreases to 0 when the enzyme has denatured. The final part of the lesson introduces the Q10 temperature coefficient and students are challenged to apply this formula to calculate the value for a chemical reaction and a metabolic reaction to determine that enzyme-catalysed reactions have higher rates of reaction

This lesson focuses on the key terms associated with ecosystems and describes how populations are affected by a range of factors. The PowerPoint and accompanying resources are part of the 1st lesson in a series of 4 lessons that cover the details of point 7.4 of the AQA A-level Biology specification As shown in the cover image, a modified version of the quiz competition BLOCKBUSTERS runs throughout the lesson and this introduces new terms as well as challenging students to recall key terms that were encountered in previous topics. These include population, ecosystems, competition, niche, abiotic factors and carrying capacity. Each time a term is met, time is taken to describe its meaning and to explain its relevance and context in this topic of populations in ecosystems. Exam-style questions are also used to challenge the students to apply their understanding and displayed mark schemes allow them to assess their progress. Prior knowledge checks interspersed within the lesson which check on topics such as the nitrogen cycle, adaptations and the biological classification of a species

This fully-resourced lesson challenges the students to use fully labelled genetic diagrams to interpret the results of monohybrid and dihybrid crosses as detailed in topic 7.1 (Inheritance) of the AQA A-level Biology specification. Step-by-step guides are used to demonstrate how diagrams for the inheritance of one and two genes should be constructed and a focus is given to the areas where students commonly make mistakes, such as in writing out the gametes. The main task of each section of the lesson provides an opportunity for the students to apply their understanding by calculating phenotypic ratios. All of the questions have fully-explained mark schemes and students can assess their progress and address any misconceptions immediately. Key genetic terminology is used throughout the lesson and mirrors that used in actual exam questions.

This lesson describes the meaning of biodiversity, explains how it relates to a range of habitats, and describes how to calculate an index of diversity. The PowerPoint and accompanying worksheets are part of the first in a series of 2 lessons that have been designed to cover the content of topic 4.6 of the AQA A-level Biology specification. The second lesson describes the balance between conservation and farming. A quiz competition called BIOLOGICAL TERMINOLOGY SNAP runs over the course of the lesson and this will engage the students whilst challenging them to recognise species, population, biodiversity, community and natural selection from their respective definitions. Once biodiversity as the variety of living organisms in a habitat is revealed, the students will learn that this can relate to a range of habitats, from those in the local area to the Earth. When considering the biodiversity of a local habitat, the need for sampling is discussed and some key details are provided to initially prepare the students for these lessons in topic 7. Moving forwards, the students will learn that it is possible to measure biodiversity within a habitat, within a species and within different habitats so that they can be compared. Species richness as a measure of the number of different species in a community is met and a biological example in the rainforests of Madagascar is used to increase its relevance. The students are introduced to an unfamiliar formula that calculates the heterozygosity index and are challenged to apply their knowledge to this situation, as well as linking a low H value to natural selection. The rest of the lesson focuses on the index of diversity and a 3-step guide is used to walk students through each part of the calculation. This is done in combination with a worked example to allow students to visualise how the formula should be applied to actual figures. Using the method, they will then calculate a value of d for a comparable habitat to allow the two values to be considered and the significance of a higher value is explained. All of the exam-style questions have mark schemes embedded in the PowerPoint to allow students to continuously assess their progress and understanding.

A detailed and engaging lesson presentation (52 slides) and accompanying worksheet that looks at competition between organisms and the different types of relationships that exist as a result of this interaction. The lesson begins by looking at the meaning of the biological term, "competition", and then introduces this when it occurs between the same species and different species. Students are challenged to consider the different resources that animals compete for before an activity based competition is used to get them to recognise how this competition can cause changes to the population size. Moving forwards, students will meet the three main types of ecological relationship and look at them in greater detail, with predation being a main focus. There are regular progress checks throughout the lesson (with displayed answers) so that students can assess their understanding. This lesson has been designed for GCSE students but can be used with more-able KS3 students who are looking at ecosystems and the relationships that exist within them

An informative and engaging lesson (46 slides) that looks at the topic of immobilised enzymes and focusses on ensuring that students understand this topic around three main ideas. By the end of the lesson, students will be able to explain why immobilised enzymes are used, describe the different methods by which they are produced and describe some of their uses in biotechnology. Time is taken throughout the lesson to make sure that students understand the disadvantages associated with this process and that they are able to explain the specific limitations of each method. This lesson has been designed for students studying A-level Biology

This REVISION resource has been designed to motivate and engage students whilst they are challenged on their knowledge of the content in topics C1-C5 of the AQA GCSE Chemistry specification which can be assessed on PAPER 1. This is fully-resourced and contains a detailed PowerPoint (208 slides) and accompanying worksheets, some of which have been differentiated. The resource was written with the aim of covering as many of the sub-topics in C1-C5 as possible, but the following ones have been given a particular focus: The chemical properties of the Group 1, 7 and 0 elements The structure of atoms and ions The properties of ionic compounds Drawing dot and cross diagrams to represent ionic compounds Extracting metals using carbon REDOX reactions Electrolysis of molten salts and solutions Neutralisation reactions Writing balanced chemical symbol equations Simple and giant covalent structures Diamond and graphite Calculating the relative formula mass Moles and Avogadro’s constant Calculating the mass in reactions Molar volume (Gas calculations) Concentration of solutions The organisation of the Periodic Table Due to the extensiveness of this resource, it is likely to be used over the course of a number of lessons with a particular class and this allows the teacher to focus in on any sub-topics which are identified as needing more time.

An engaging lesson presentation (64 slides) and associated worksheets that uses a combination of exam questions, quick tasks and quiz competitions to help the students to assess their understanding of the topics found within unit C2 (Elements, compounds and mixtures) of the OCR Gateway A GCSE Chemistry specification. The topics that are tested within the lesson include: Relative formula mass Empirical formula Pure and impure substances Separation methods Electronic structures Forming ions Ionic compounds Simple molecules Giant covalent substances Carbon Nanoparticles Students will be engaged through the numerous activities including quiz rounds like “SEPARATE the fact from the fiction” and “Higher or Lower” whilst crucially being able to recognise those areas which need further attention

An engaging lesson presentation (75 slides) and associated worksheets that uses a combination of exam questions, quick tasks and quiz competitions to help the students to assess their understanding of the topics found within unit B7(Ecology) of the AQA GCSE Biology specification (specification unit B4.7). The topics that are tested within the lesson include: Communities Abiotic factors Biotic factors Levels of organisation Recycling materials Decomposition Deforestation Global warming Trophic levels Pyramids of biomass Transfer of biomass Students will be engaged through the numerous activities including quiz rounds like “Number CRAZY" whilst crucially being able to recognise those areas which need further attention