This lesson guides students through the use of a chi-squared test to determine the significance of the difference between observed and expected results. It is fully-resourced with a detailed PowerPoint and differentiated worksheets that have been designed to cover point (d) in topic 3 of A2 unit 4 of the WJEC A-level Biology specification The lesson includes a step-by-step guide to demonstrates how to carry out the test in small chunks. At each step, time is taken to explain any parts which could cause confusion and helpful hints are provided to increase the likelihood of success in exam questions on this topic. Students will understand how to use the phenotypic ratio to calculate the expected numbers and then how to find the critical value in order to compare it against the chi-squared value. A worked example is used to show the working which will be required to access the marks and then the main task challenges the students to apply their knowledge to a series of questions of increasing difficulty. This lesson has been specifically designed to tie in with the previous lessons in this topic as there are regular references to dihybrid inheritance as well as to topics in the AS units like meiosis

This lesson describes the structure of DNA as a double-stranded polymer coiled into a double helix and focuses on nucleotides as the monomers. The PowerPoint and accompanying resources have been designed to cover the detail of point 3.4 of the Edexcel GCSE Biology & Combined Science specifications. The lesson begins with a reveal of the acronym DNA and students will learn that this stands for deoxyribonucleic acid. There is a focus on the use and understanding of key terminology throughout the lesson so time is taken to look at the meanings of the prefixes poly and mono as well as the suffix -mer. This leads into the description of DNA as a polymer which is made up of many monomers known as nucleotides. Students will be introduced to the three components of a DNA nucleotide and will learn that four different bases can be attached to the sugar. An observational task is used to get them to recognise that DNA consists of two strands and that complementary bases are joined by hydrogen bonds. Understanding checks are interspersed throughout the lesson along with mark schemes so that students can assess their progress

This is a fully-resourced lesson that looks at how pressure can be calculated using force and area and then explores how hydraulics are used to transmit a force through a fluid and challenges the students to apply the given equation to calculate the force or area. The lesson includes a lesson presentation (18 slides) and a question worksheet which has been differentiated two ways. The lesson begins by challenging the students to use an answer to a calculation question to work out the equation that links pressure, force and area. A range of mathematical skills are tested throughout the lesson, such as converting between units and rearranging formula, and then the answers are fully explained so any student who was unable to move through the question can visualise the method. Moving forwards, students will be introduced to a hydraulics system and the equation which they will be given on the sheet in the exam. Students will use the equation to calculate the force or area at the second point of the system. This task has been differentiated so that students who find it difficult are still able to access the learning. This lesson has been written for GCSE aged students

This fully-resourced lesson describes the differences between the roles of the B cells and T cells in the body’s immune response. The PowerPoint and accompanying resources have been designed to cover points 6.9 & 6.10 in unit 4 of the Edexcel International A-level Biology specification and includes descriptions of the role of the antigens and the production of antibodies by plasma (effector) cells In the previous lesson on the non-specific responses, the students were introduced to macrophages and dendritic cells as antigen-presenting cells and the start of this lesson challenges their recall and understanding of this process. Time is taken to discuss how the contact between these cells and lymphocytes is critical for the initiation of the body’s (specific) immune response. Moving forwards, a quick quiz competition is used to introduce the names of the different T cells that result from differentiation. Their specific roles are described including an emphasis on the importance of the release of cytokines in cell signalling to activate other immune system cells. T memory cells are also introduced so that students can understand their role in immunological memory and active immunity as described in an upcoming lesson. The next part of the lesson focuses on the B cells and describes how clonal selection and clonal expansion results in the formation of memory B cells and effector cells. A series of understanding and application questions are then used to introduce the structure of antibodies and to explain how the complementary shape of the variable region allows the antigen-antibody complex to be formed. The lesson concludes by emphasising that the pathogen will be overcome as a result of the combination of the actions of phagocytes, T killer cells and the antibodies released by the effector cells

This fully-resourced lesson describes the action of enzymes as biological catalysts and explains how their specificity is related to their 3D structure. The engaging PowerPoint and accompanying resources have been designed to cover points 2.10 (i) and (ii) of the Pearson Edexcel A-level Biology A specification but also introduces some examples of intracellular and extracellular enzymes to prepare students for the next lesson which covers 2.10 (iii). The lesson has been specifically planned to tie in with related topics that were previously covered such as protein structure, globular proteins and intracellular enzymes. This prior knowledge is tested through a series of exam-style questions along with current understanding and mark schemes are included in the PowerPoint so that students can assess their answers. Students will learn that enzymes are large globular proteins which contain an active site that consists of a small number of amino acids. Emil Fischer’s lock and key hypothesis is introduced to enable students to recognise that their specificity is the result of an active site that is complementary in shape to a single type of substrate. Time is taken to discuss key details such as the control of the shape of the active site by the tertiary structure of the protein. The induced-fit model is described so students can understand how the enzyme-susbtrate complex is stabilised and then students are challenged to order the sequence of events in an enzyme-controlled reaction. The lesson finishes with a focus on ATP synthase and DNA polymerase so that students are aware of these important intracellular enzymes when learning about the details of respiration and DNA replication.

This fully-resourced lesson has been designed to cover the specification point 3.21B (understanding the term co-dominance) as detailed in topic 3 (Reproduction and inheritance) of the Pearson Edexcel IGCSE Biology specification. The lesson uses the inheritance of the ABO blood group system to demonstrate co-dominance. A potentially difficult topic, time has been taken to include guidance sections where students are walked through the interpretation of the different genotypes to find out the phenotypes as well as supporting them through the construction of genetic diagrams and working out the blood groups from pedigree trees. There is a real focus on genetic terminology such as allele, locus, genotype and phenotype so that the understanding is deep and students can use this if they choose to further their studies at A-level. This lesson has been designed for GCSE-aged students studying the Pearson Edexcel IGCSE Biology course but is also suitable for older students who are learning about codominance (and multiple alleles) at A-level

This fully-resourced lesson has been written to prepare students for the range of mathematical-based questions that they may face on the two OCR GCSE Chemistry papers. The lesson has been designed to contain a wide range of activities which includes 8 quiz competition rounds spread across the duration of the lesson to maintain engagement whilst the students assess their understanding. The mathematical skills covered in this lesson include: Calculating the number of sub-atomic particles in atoms and ions Writing chemical formulae for ionic compounds Identifying isotopes Using Avogadro’s constant to calculate the number of particles Calculating the relative formula mass Calculating amount in moles using the mass and the relative formula mass Balancing chemical symbol equations Calculating reacting masses Gas calculations using molar volume Calculating concentration of solutions Titration calculations Deducing the empirical formula Calculating energy changes in reactions Most of the resources have been differentiated two ways to allow students of differing abilities to access the work whilst still being challenged. In addition, step by step guides are used to demonstrate how to carry out some of the more difficult calculations such as the harder mole calculations and calculating masses in reactions This lesson could be used with higher ability students on the OCR GCSE Combined Science course by taking out the sections which are not applicable.

This fully-resourced lesson describes how the heart rate is regulated during exercise by the cardiovascular centre in the medulla oblongata. The engaging and detailed PowerPoint and accompanying resources, which are differentiated 3 ways, have been designed to cover the final specification point of the “Cardiovascular system during exercise” topic in unit 1.1.b of the OCR A-level PE specification. This lesson begins with a prior knowledge check where students have to identify and correct any errors in a passage about the conduction system of the heart which was covered in an earlier lesson in topic 1.1.b. This allows the SAN to be recalled as this structure plays an important role as the effector in this regulatory system. Moving forwards, the three key parts of a regulatory system are introduced as the next part of the lesson will specifically look at the range of sensory receptors, the regulatory centre and the effector. A quick quiz round is used to introduce a range of stimuli so that students can understand how chemoreceptors, proprioceptors and baroreceptors generate electrical impulses to be conducted along a neurone to the brain. Another quick quiz introduces the medulla oblongata as the location of the cardiovascular centre. The communication between this centre and the SAN through the autonomic nervous system can be poorly understood so detailed explanations are provided and the sympathetic and parasympathetic divisions are compared. The final task challenges the students to demonstrate and apply their understanding by writing a detailed description of the regulation and this task has been differentiated three ways to allow differing abilities to access the work

This fully-resourced lesson describes the relationship between the structure, properties and functions of triglycerides in living organisms. The engaging PowerPoint and accompanying worksheets have been designed to cover the first part of point (f) as detailed in AS unit 1, topic 1 of the WJEC A-level Biology specification and links are also made to related future topics such as the importance of the myelin sheath for the conduction of an electrical impulse which is covered in A2. The lesson begins with a focus on the basic structure and roles of lipids, including the elements that are found in this biological molecule and some of the places in living organisms where they are found. Moving forwards, the students are challenged to recall the structure of the carbohydrates from earlier in topic 1 so that the structure of a triglyceride can be introduced. Students will learn that this macromolecule is formed from one glycerol molecule and three fatty acids and have to use their understanding of condensation reactions to draw the final structure. Time is taken to look at the difference in structure and properties of saturated and unsaturated fatty acids and students will be able to identify one from the other when presented with a molecular formula. The final part of the lesson explores how the various properties of a triglyceride mean that it has numerous roles in organisms including that of an energy store and source and as an insulator of heat and electricity.

This is a fully-resourced lesson which uses exam-style questions, quiz rounds, quick tasks and discussion points to challenge students on their understanding of the content of topics B4 - B6, that will assessed on PAPER 2. It has been specifically designed for students on the OCR Gateway A GCSE Combined Science course who will be taking the FOUNDATION TIER examinations but is also suitable for students taking the higher tier who need to ensure that the fundamentals are known and understood. The lesson has been written to take place at the hospital and the students will visit the various wards and health clinics day to check on their knowledge of the following sub-topics : Cancer The production of gametes by meiosis The meaning of diploid and haploid Sex determination The difference between communicable and non-communicable diseases Diseases caused by bacteria, viruses, fungi and protists Treatment of bacterial infections using antibiotics Evolution by natural selection in bacteria Vaccinations Genetic terminology Inheritance of disorders caused by dominant and recessive alleles Risk factors of non-communicable diseases Ecosystems The carbon cycle and the increase in carbon dioxide levels In order to maintain challenge whilst ensuring that all abilities can access the questions, the majority of the tasks have been differentiated and students can ask for extra support when they are unable to begin a question. Step-by-step guides have also been written into the lesson to walk students through some of the more difficult concepts such as genetic diagrams and interpreting the results and evolution by natural selection. Due to the extensiveness of this revision lesson, it is estimated that it will take in excess of 3 teaching hours to complete the tasks and therefore this can be used at different points throughout the duration of the course as well as acting as a final revision before the PAPER 2 exam.

This lesson describes the classification system that consist of a hierarchy of domain, kingdom, phylum, class, order, family, genus and species. The engaging PowerPoint and accompanying resource have been designed to cover point 3.1 (i) of the Edexcel A-level Biology B specification and also includes details of the use of the binomial naming system. The lesson begins by looking at the meaning of a population in Biology so that the term species can be introduced. A hinny, which is the hybrid offspring of a male horse and a female donkey, is used to explain how these two organisms must be members of different species because they are unable to produce fertile offspring. Moving forwards, students will learn that species is the lowest taxon in the modern-day classification hierarchy. A quiz runs throughout the lesson and this particular round will engage the students whilst they learn the names of the other 7 taxa and the horse and the donkey from the earlier example are used to complete the hierarchy. Students will understand that the binomial naming system was introduced by Carl Linnaeus to provide a universal name for each species and they will be challenged to apply their knowledge by completing a hierarchy for a modern-day human, by spotting the correct name for an unfamiliar organism and finally by suggesting advantages of this system.

This lesson describes how individuals may develop immunity, focusing on the different types that are active, passive, natural and artificial. The engaging PowerPoint and accompanying resources have been designed to cover point 6.1 of the Edexcel International A-level Biology specification and there is also a description and discussion of herd immunity to increase the relevance to the current epidemic with COVID-19. The lesson begins with a series of exam-style questions which challenge the students to demonstrate and apply their understanding of the immune response as covered in the previous lessons in this topic. In answering and assessing their answers to these questions, the students will recognise the differences between the primary and secondary immune responses and then a discussion period is included to encourage them to consider how the production of a larger concentration of antibodies in a quicker time is achieved. The importance of antibodies and the production of memory cells for the development of immunity is emphasised and this is continually referenced as the lesson progresses. The students will learn that this response of the body to a pathogen that has entered the body through natural processes is natural active immunity. Moving forwards, time is taken to look at vaccinations as an example of artificial active immunity. Another series of questions focusing on the MMR vaccine will challenge the students to explain how the deliberate exposure to antigenic material activates the immune response and leads to the retention of memory cells. A quick quiz competition is used to introduce the variety of forms that the antigenic material can take along with examples of diseases that are vaccinated against using these methods. The eradication of smallpox is used to describe the concept of herd immunity and the students are given time to consider the scientific questions and concerns that arise when the use of this pathway is a possible option for a government. The remainder of the lesson looks at the different forms of passive immunity and describes the drawbacks in terms of the need for a full response if a pathogen is re-encountered.

This fully-resourced lesson describes the major routes that pathogens take when entering the body and the body’s barriers to this infection. The engaging and detailed PowerPoint and accompanying resources have been designed to cover points 6.7 (i) & (ii) of the Edexcel International A-level Biology specification and includes descriptions of the following barriers: skin the blood clotting process mucous membranes stomach acid vaginal acid and flora skin and gut flora wax in the ear canal There are clear links to topics 1, 2 and 3 in each of these barriers, so these are considered and discussed during each of the descriptions. For example, the presence of keratin in the cytoplasm of the skin cells allows the student knowledge of the properties of this fibrous protein to be checked. Other topics that are revisited during this lesson include protein structure, key terminology and the epithelium that lines the different parts of the airways. All of the exam-style questions have mark schemes that are embedded into the PowerPoint and a number of the tasks have been differentiated to allow students of differing abilities to access the work.

This lesson describes the principle components of the plasma membrane, focusing on the phospholipid bilayer and membrane proteins. The detailed PowerPoint and accompanying worksheets have been designed to cover the detail in point (a) of AS unit 1, topic 3 of the WJEC A-level Biology specification and clear links are made to Singer and Nicholson’s fluid mosaic model The fluid mosaic model is introduced at the start so that it can be referenced at appropriate points throughout the lesson. Students were introduced to phospholipids in topic 1 and so an initial task challenges them to spot the errors in a passage describing the structure and properties of this molecule. This reminds them of the bilayer arrangement, with the hydrophilic phosphate heads protruding outwards into the aqueous solutions on the inside and the outside of the cell. In a link to some upcoming lessons on the transport mechanisms, the students will learn that only small, non-polar molecules can move by simple diffusion and that this is through the tails of the bilayer. This introduces the need for transmembrane proteins to allow large or polar molecules to move into the cell by facilitated diffusion and active transport. Proteins that act as receptors as also introduced and an opportunity is taken to make a link to an upcoming topic so that students can understand how hormones or drugs will bind to target cells in this way. Moving forwards, the structure of cholesterol is covered and students will learn that this hydrophobic molecule sits in the middle of the tails and therefore acts to regulate membrane fluidity. The final part of the lesson challenges the students to apply their newly-acquired knowledge to a series of questions where they have to explain why proteins may have moved when two cells are used and to suggest why there is a larger proportion of these proteins in the inner mitochondrial membrane than the outer membrane.

This lesson describes the principles of in situ conservation and considers the benefits as well as the issues that surround this method. The PowerPoint and accompanying resources are part of the first lesson in a series of 2 which have been designed to cover the content of point 3.3 (iii) of the Edexcel A-level Biology B specification. Hours of research have gone into the planning of this lesson to source interesting examples to increase the relevance of the biological content, and these include the Lizard National Nature Reserve in Cornwall, the Lake Télé Community reserve in the Republic of Congo and the marine conservation zone in the waters surrounding Tristan da Cunha. Students will learn how this form of active management conserves habitats and species in their natural environment, with the aim of minimising human impact whilst maintaining biodiversity. The main issues surrounding this method are discussed, including the fact that the impact of this conservation may not be significant if the population has lost much of its genetic diversity and that despite the management, the conditions that caused the species to become endangered may still be present. A number of quick quiz competitions are interspersed throughout the lesson to introduce key terms and values in a fun and memorable way and one of these challenges them to use their knowledge of famous scientists to reveal the surname, Fossey. Dian Fossey was an American conservationist and her years of study of the mountain gorillas is briefly discussed along with the final issue that wildlife reserves can draw poachers and tourists to the area, potentially disturbing the natural habitat.

This lesson describes the principles of ex situ conservation and discusses the advantages and issues surrounding this method. The PowerPoint and accompanying worksheet are part of the second lesson in a series of 2 which have been designed to cover the content of point 3.3 (iii) of the Edexcel A-level Biology B specification and it closely ties in with the previous lesson on in situ conservation. To enrich their understanding of ex situ conservation, the well-known examples of ZSL London zoo, Kew Gardens and the Millennium Seed Bank Project in Wakehurst are used. Students will understand how conserving animal species outside of their natural habitat enables human intervention that ensures the animals are fed and given medical assistance when needed as well as reproductive assistance to increase the likelihood of the successful breeding of endangered species. As with the in situ method in the previous lesson, the issues are also discussed and there is a focus on the susceptibility of captive populations to diseases as a result of their limited genetic diversity. The final part of the lesson considers how seed banks can be used to ensure that plant species avoid extinction and how the plants can be bred asexually to increase plant populations quickly.

This lesson describes the main stages of mitosis and explains the significance of this type of nuclear division for the daughter cells produced by the cycle. The PowerPoint and accompanying resources have been designed to cover points 6 (a & b) in topic 6 of AS unit 1 of the WJEC A-level Biology specification and the process of cytokinesis is also described. Depending upon the exam board taken at GCSE, the knowledge and understanding of mitosis will differ considerably between students and there may be a number of misconceptions. This was considered at all points during the planning of the lesson so that existing errors are addressed and key points are emphasised throughout. Their understanding of interphase is challenged at the start of the lesson to ensure that they realise that it is identical pairs of sister chromatids that enter the M phase. The main part of the lesson focuses on prophase, metaphase, anaphase and telophase and describes how the chromosomes behave in these stages. There is a focus on the centrioles and the spindle fibres that they produce which contract to drag one chromatid from each pair in opposite directions to the poles of the cell. The remainder of the lesson is a series of understanding and application questions where students have to identify the various roles of mitosis in living organisms as well as tackling a Maths in a Biology context question. The lesson concludes with a final quiz round of MITOSIS SNAP where they only shout out this word when a match is seen between the name of a phase, an event and a picture.

This lesson describes the main stages of meiosis and has a specific focus on those events which contribute to genetic variation. The detailed PowerPoint and accompanying resources have been designed to cover point (d) in topic 6 of AS unit 1 of the WJEC A-level Biology specification and includes description of crossing over, independent assortment, independent segregation and the production of haploid gametes In order to understand how the events of meiosis like crossing over and independent 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 assortment and segregation of chromosomes and chromatids during metaphase I and II and anaphase I and II respectively results in genetically different gametes. The key events of all of the 8 phases are described and there is a focus on key terminology to ensure that students are able to describe genetic structures in the correct context. 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-style questions which challenge the students to apply their knowledge to potentially unfamiliar situations. This lesson has been specifically planned to lead on from the previous two lessons on the cell cycle and the main stages of mitosis and constant references are made throughout to encourage students to make links and also to highlight the differences between the two types of nuclear division

This lesson describes the concept of homeostasis using negative feedback control and also describes the role of positive feedback. The PowerPoint and accompanying resources have been designed to cover specification points (a & b) in topic 7 of A2 unit 3 of the WJEC A-level Biology specification and explains how this feedback control maintains systems within narrow limits but has also been planned to provide important details for upcoming topics such as osmoregulation. The normal ranges for blood glucose concentration, blood pH and body temperature are introduced at the start of the lesson to allow students to recognise that these aspects have to be maintained within narrow limits. A series of exam-style questions then challenge their recall of knowledge from AS units 1 & 2 and the earlier topics in A2 unit 3 as they have to explain why it’s important that each of these aspects is maintained within these limits. The students were introduced to homeostasis at GCSE, so this process is revisited and discussed, to ensure that students are able to recall that this is the maintenance of a state of dynamic equilibrium. A quick quiz competition is used to reveal negative feedback as a key term and students will learn how this form of control reverses the original change and biological examples are used to emphasise the importance of this system for restoring levels to the limits (and the optimum). The remainder of the lesson explains how positive feedback differs from negative feedback as it increases the original change and the role of oxytocin in birth and the movement of sodium ions into a neurone are used to exemplify the action of this control system.