This fully-resourced revision lesson has been designed to engage and motivate the students whilst they assess their understanding of the content in topic 7 (Astronomy) of the Pearson Edexcel GCSE Physics specification. The lesson has been written to include as many of the specification points as possible but the following have been given particular attention: Explain how the value of g differs between the Earth’s surface and the surface of other bodies in space Recall the bodies that are found in our Solar system Recall the names and order of the eight planets Describe evidence supporting the Big Bang theory Describe that there will be a change in the frequency and wavelength of a wave if the source of the wave is moving in relation to the observer Describe why the red-shift of galaxies provides evidence for the expansion of the Universe Describe the evolution of stars of similar mass to our Sun Describe the evolution of stars with a larger mass than our Sun This topic contains a number of principles or theories which can be poorly understood by students so extra time has been taken to guide them in the formation of descriptions and explanations.

This is a fully-resourced revision lesson that uses a combination of exam questions, understanding checks, quick tasks and quiz competitions to enable students to assess their understanding of the content found within Topic 6 (Immunity, infection and forensics) of the Pearson Edexcel A-level Biology A specification. The sub-topics and specification points that are tested within the lesson include: Know how DNA profiling is used for identification and determining genetic relationships Know how DNA can be amplified using the PCR Know the structure of a virus Understand how HIV infects human cells, causing a sequence of symptoms that may result in death Understand the non-specific responses of the body to infection Understand the roles of antigens and antibodies in the body’s immune response Understand the differences between the roles of B cells and T cells Understand how one gene can give rise to more than one protein through post-transcriptional changes Understand the difference between bacteriostatic and bactericidal antibiotics Students will be engaged through the numerous quiz rounds such as “FROM NUMBERS 2 LETTERS” and “Make sure you are very SPECIFIC” whilst crucially being able to recognise those areas which require their further attention during general revision or during the lead up to the actual A-level terminal exams

This fully-resourced lesson has been designed to cover the content found in specification point 5.1 (Homeostasis) of topic 5 of the AQA GCSE Biology & Combined Science specifications. 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 AQA GCSE Biology or Combined Science 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 revision lesson has been designed to guide students through the numerous elements of the OCR A-level Biology A specification which challenge their mathematical skills. A good performance in these MATHS IN BIOLOGY questions across the three assessment papers can prove the difference between a number of grades and this resource provides the students with support and plenty of opportunities to apply their understanding. Both the provided and recall formulae are covered in this lesson and students can assess their progress against the displayed mark schemes with detailed explanations in order to identify any areas which require further attention. The following mathematical skills and formulae are covered during this revision lesson: Hardy-Weinberg principle Chi-squared test Calculating magnification Converting between units of size Standard deviation Mean Estimating populations using sampling results Genetic diversity (polymorphic gene loci) Simpson’s Index of Diversity Percentages Percentage change Cardiac output Respiratory quotient Retention factor The majority of the tasks are differentiated two ways, to allow students of differing abilities to access the work and the different quiz rounds such as “YOU DO THE MATH” and “Fill the VOID” will maintain engagement over the duration of this extensive lesson. It is estimated that this lesson will take in excess of 2 hours teaching time to cover and can be used at different points of the course when these skills need to be tested and honed.

A fully-resourced lesson which prepares students for the range of mathematical-based questions that they could encounter on the two AQA GCSE Chemistry papers. The lesson contains a wide range of activities which include exam-style questions with markschemes embedded within the PowerPoint to enable the students to assess their current understanding. There are also 8 quiz competition rounds interspersed throughout the lesson to maintain engagement and motivation. 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 the concentration of an unknown solution Calculating the atom economy and percentage yield Calculating energy changes in reactions Temperature and pressure and the position of equilibrium 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 fully-resourced lesson covers part #1 of specification point 6.2.1 of the AQA A-level Biology specification which states that students should know the structure of a myelinated motor neurone and be able to explain why saltatory conduction enables a faster conduction along with the effect of axon diameter and temperature. A wide range of activities have been written into this resource to maintain the motivation of the students whilst ensuring that the detail is covered in real depth. Interspersed with the activities are understanding checks and prior knowledge checks to allow the students to not only assess their understanding of the current topic but also challenge themselves to make links to earlier topics such as the movement of ions across membranes and biological molecules. Time at the end of the lesson is also given to future knowledge such as the involvement of autonomic motor neurones in the stimulation of involuntary muscles. Over the course of the lesson, students will learn and discover how the structure of a motor neurone is related to its function over conducting impulses from the CNS to the effector. There is a focus on the myelin sheath and specifically how the insulation is not complete all the way along which leaves gaps known as the nodes of Ranvier which allow the entry and exit of ions. Saltatory conduction is poorly explained by a lot of students so time is taken to look at the way that the action potential jumps between the nodes and this is explained further by reference to local currents. The rest of the lesson focuses on the other two factors which are axon diameter and temperature and students are challenged to discover these two by focusing on the vampire squid. This lesson has been designed for students studying the AQA A-level Biology course

This is a fully-resourced REVISION lesson that consists of an engaging PowerPoint (142 slides) and associated worksheets that challenge the students on their knowledge of topics B1 - B3 (Cell-level systems, Scaling up and Organism-level systems) of the OCR Gateway A GCSE Combined Science specification and can be assessed on PAPER 1. A wide range of activities have been written into the lesson to maintain motivation and these tasks include exam questions (with answers), understanding checks, differentiated tasks and quiz competitions. The lesson has been designed to include as much which of the content which could be assessed on paper 1, but the following sub-topics have been given particular attention: Eukaryotic and prokaryotic cells Structure of a bacterium The functions of the components of blood Specialised cells Active transport Osmosis Structure of DNA Mitosis and the cell cycle Functions of the organelles of animal and plant cells Electron microscopy Calculating size Surface area to volume ratio Arteries and veins Reflexes Hormones IVF The mathematic elements of the Combined Science specification are challenged throughout the resource. Due to the size of this resource, it is likely that it’ll be used over the course of a number of lessons and it is suitable for use as an end of topic revision aid, in the lead up to the mocks or in the lead up to the actual GCSE exams.

This fully-resourced lesson explains how a combination of hydrostatic pressure and oncotic pressure results in the formation of tissue fluid from plasma. The detailed PowerPoint and accompanying resources have been designed to cover point 3.1.2 (d) of the OCR A-level Biology A specification and includes a section on the differences between blood, tissue fluid and lymph The lesson begins with an introduction to the arteriole and venule end of a capillary as these will need to be considered as separate entities when describing the formation of tissue fluid. A quick quiz competition introduces a value for the hydrostatic pressure at the arteriole end and students are challenged to first predict some parts of the blood will move out of the capillary as a result of the push from the hydrostatic pressure and this allows oncotic pressure to be initially explored. The main part of the lesson uses a step by step guide to describe how the net movement is outwards at the arteriole end before students will use this guidance to describe what happens at the venule end. In the concluding part of the lesson, students will come to recognise oedema as a condition where tissue fluid accumulates and they again are challenged to explain how this occurs before they finally learn how the fluid is returned to the circulatory system as lymph This lesson has been written to tie in with the other uploaded lessons from module 3.1.2 (Transport in animals)

A short, concise revision lesson that uses a combination of exam questions, understanding checks, quick tasks and a quiz competition to help the students to assess their understanding of the topics found within unit C10 (Using resources) of the AQA GCSE Combined Science specification (specification point C5.10). The lesson includes useful hints and tips to encourage success in assessments. The topics that are tested within the lesson include: Potable water Waste water treatment Alternative methods of extracting metals Students will be engaged through the numerous quiz rounds including one called “It’s time for acTION” which requires students to work out a process (ending in -tion) from the provided definition

This lesson describes the principles of homeostasis and the differences between negative feedback and positive feedback. The PowerPoint and accompanying resources have been designed to cover point 5.1.1 [c] of the OCR A-level Biology A 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, thermoregulation and the depolarisation of a neurone. 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 topics 1-8 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.

This REVISION resource has been designed to motivate and engage students whilst they are challenged on their knowledge of the content in topics C1-C3 of the OCR GCSE Chemistry specification which can be assessed on PAPER 1. This is fully-resourced and contains a detailed PowerPoint (184 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 organisation of the Periodic Table The structure of atoms and ions Isotopes The properties of ionic compounds Drawing dot and cross diagrams to represent ionic compounds Electrolysis of molten salts and solutions Writing half equations for the cathode and anode Neutralisation reactions Writing balanced chemical symbol equations Ionic equations Simple and giant covalent structures Diamond and graphite Calculating the relative formula mass Moles and Avogadro’s constant Calculating the mass in reactions 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.

This fully-resourced lesson explores the relationship between the structure of arteries, arterioles and veins and their respective functions. The engaging and detailed PowerPoint and accompanying resources have been designed to cover the 6th part of point 3.4.1 of the AQA A-level Biology specification which states that students should be able to describe the structure of these blood vessels in relation to their function. 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, the importance of the arterioles as a transition between the artery and capillary is discussed and students will see how the smooth muscle in the walls of this blood vessel allows for the redistribution of blood during exercise. The final part 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. It is estimated that it will take about 2 hours of allocated A-level Biology teaching time to cover the detail included in this lesson

This fully-resourced lesson describes the relationship between the structure and function of the structures that are found in eukaryotic cells. The engaging and detailed PowerPoint and accompanying exam-question worksheets (which are all differentiated) have been designed to cover the first part of specification point 2.1.1 of the AQA A-level Biology specification and focuses on those structures found in animal cells. The additional structures, which are found in plant cells, are described in the next lesson uploaded under the title “Structure of eukaryotic (plant) cells”. As cells are the building blocks of living organisms, it makes sense that they would be heavily involved in all of the 8 topics in the AQA course and intricate planning has ensured that these links to previously covered topics as well as upcoming ones are made throughout the lesson. 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: nucleus nucleolus ribosomes rough endoplasmic reticulum Golgi apparatus lysosomes smooth endoplasmic reticulum mitochondria cell surface membrane 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 fully-resourced lesson describes the roles of the T and B lymphocytes in the cellular and humoral responses and the development of immunological memory. The detailed PowerPoint and accompanying resources have been designed to cover the third part of point 2.4 of the AQA A-level Biology specification and the structure of antibodies and the roles of plasma cells and memory cells in the primary and secondary immune responses are also included. Antigen presentation was introduced at the end of the previous lesson so the task at the start of this lesson challenges students to recognise the name of this process and then they have to spot the errors in the passage that describes the details of this event. This reminds them that contact between the APC and T lymphocytes is necessary to elicit a response which they will come to recognise as the cellular response. A series of quick quiz rounds reveals key terms in a memorable way and one that is introduced is helper T cells. Time is then taken to describe the importance of cell signalling for an effective response and students will learn how the release of chemicals by these cells activates other aspects of the response. The role of the killer T cells is also described before an exam-style question is used to check on their understanding at this point of the lesson. This leads into the section of the lesson that deals with the humoral response and students will understand how this involves the antibodies that are produced by the plasma cells that are the result of clonal selection and expansion. The remainder of the lesson focuses on the structure of the antibodies and then explains how the retention of memory B cells after the primary response enables a quicker and more effective secondary response to occur if necessary. Finally, students are challenged with a series of application questions where they have to apply their knowledge to potentially unfamiliar situations.

This fully-resourced lesson describes the principles and limitations of optical, transmission electron and scanning electron microscopes. The engaging PowerPoint and accompanying resources have been designed to cover the specification details at the start of topic 2.1.3 of the AQA A-level Biology course and also explains the difference between magnification and resolution. When designing all four of the lessons to cover the detail of 2.1.3, I was conscious that microscopes and the methods of studying cells is a topic that doesn’t always attract the full attention of the students. In line with this, I aimed to plan lessons that encouraged engagement so that the likelihood of knowledge retention and understanding was increased. An ongoing quiz competition runs across the 4 lessons and in this particular lesson, rounds such as YOU DO THE MATH and IT’S TIME FOR ACTION will introduce key terms and values in a fun and memorable way. Time is taken to look at the key details of each of the types of microscope and students will be able to describe how light or the transmission of electrons through or across a specimen will form an image. Students will come to recognise the difference between magnification and resolution and examples are provided and exam-style questions used to check on understanding. As well as current understanding checks, prior knowledge checks challenge the students to make links to other biological topics which include specialised cells and tissues, cell structures and biological molecules. As detailed above, this lesson has been written to be the first in a series of 4 lessons and the others, which are uploaded are: Measuring the size of an object viewed under an optical microscope Use of the magnification formula Cell fractionation and ultracentrifugation

This is a fully-resourced REVISION lesson which uses a range of exam questions, understanding checks, quick tasks and quiz competitions to enable students to assess their understanding of the content within topic 3 (Electricity) of the OCR GCSE Physics A 9-1 specification. The specification points that are covered in this revision lesson include: Describe the production of static electricity, and sparking, by rubbing surfaces, and evidence that charged objects exert forces of attraction or repulsion on one another when not in contact Explain how transfer of electrons between objects can explain the phenomena of static electricity Recall that current has the same value at any point in a single closed loop Recall and apply: potential difference (V) = current (A) x resistance (Ω) Recall and apply: power (W) = potential difference (V) x current (A) = (current (A))2 x resistance (Ω) Describe the differences between series and parallel circuits Represent d.c. circuits with the conventions of positive and negative terminals, and the symbols that represent common circuit elements Recall that current (I) depends on both resistance ® and potential difference (V) and the units in which these are measured Recall and apply the relationship between I, R and V, and that for some resistors the value of R remains constant but that in others it can change as the current changes Explain that for some resistors the value of R remains constant but that in others it can change as the current changes Use graphs and relate the curves produced to the function and properties of circuit elements Calculate the currents, potential differences and resistances in d.c. series and parallel circuits Apply the equations relating potential difference, current, quantity of charge, resistance, power, energy, and time, and solve problems for circuits which include resistors in series, using the concept of equivalent resistance Students will be thoroughly engaged throughout the lesson due to the range of activities which include quiz competitions such as “GRAFT over these GRAPHS” where they compete to be the 1st to recognise a particular component from its resistance graph. The main two question tasks are differentiated so that students who need extra assistance can still access the work and challenge their knowledge. This lesson is suitable to be used as a revision resource at the end of the topic or in the lead up to mocks or the actual GCSE exams

A concise lesson presentation (19 slides) which looks at meaning of the key term, polymers, and briefly explores addition and condensation polymers. The lesson begins with a fun exercise to enable students to come up with the word polymers so that they can be introduced to the definition and then relate this to another term, monomers. A quiz competition is used to introduce addition and condensation polymers. Students are shown the displayed formulae and names of a few addition polymers and then challenged to use this to name and draw some others. They will then learn how DNA is an example of a condensation polymer. A set homework is included in the lesson which gets students to research thermosetting and thermosoftening polymers

A considerable amount of time has been taken to design this revision resource so that the included activities engage the students whilst containing sufficient detail to enable them to assess their understanding of the content in topic 9 (Transport in animals) of the CIE IGCSE Biology specification. This resource can be used with those students taking both the 0610 and 0970 specifications and will be examined in June and November 2020 and 2021. This topic contains a lot of key details about the workings of the human body and is therefore likely to be heavily involved in the make up of upcoming examinations. The range of activities include exam questions with answers explained, differentiated tasks and quiz competitions such as “FOUND in the PLASMA” where students have to be the 1st to name the substances that are carried in this liquid and also “Is this passage on the right PATH” where students have to analyse a passage about the pathway of blood to determine if it is 100% correct. The lesson has been written to cover as much content from both the Core and Supplement sections as possible but the following have received particular attention: The functions of the different components of blood The structure of arteries and veins and how this is related to their functions The risk factors and treatments for CHD The structure of the heart and its associated blood vessels The function of the valves found in the heart and veins The double circulatory system

This lesson describes how the expression of a gene mutation impairs the functioning of the gaseous and digestive systems in people with cystic fibrosis. The detailed PowerPoint and accompanying worksheets have primarily been designed to cover points 2.12 (ii) and 2.14 of the Pearson Edexcel A-level Biology A (Salters Nuffield) specification but also challenges the students on their knowledge of previously-covered topics including monohybrid inheritance, protein synthesis, genetic code and blood clotting as well as making links to the upcoming topics of loci, organisation of multicellular organisms and post-transcriptional changes. The main focus of the lesson is the CFTR gene and the functions of the ion channel that is synthesised when this gene is expressed. As well as explaining that this channel allows chloride ions to flow across the apical membrane of the epithelial cells, time is taken to emphasise the importance of its inhibition on the ENaC, which prevents the flow of sodium ions back into the cells. A step by step guide is then used to describe the sequence of events that result in mucus which is motile and can be moved by the wafting action of the cilia in healthy individuals. This leads into the section of the lesson which considers the inheritance of cystic fibrosis in an autosomal recessive manner and then focuses on the change in the primary structure of the channel which results from one of over 1500 different gene mutations. Again, the students are guided through the events that lead to the depletion of the apical surface liquid and the cilia being unable to move the viscous mucus. Although the majority of the lesson is described with reference to the gaseous exchange system, the impaired functioning of the digestive system in terms of the blockage of the pancreas and liver secretions is considered and discussed and the students are challenged on their understanding through a range of exam-style questions. All of the questions included in the lesson have mark schemes which are embedded into the PowerPoint and this allows the students to assess their progress. Due to the detailed content of this lesson, it is estimated that it will take in excess of 3 hours of allocated A-level teaching time to cover

This fully-resourced lesson describes how the mechanism of natural selection results in changes in a population that are known as adaptations. The PowerPoint and accompanying resources have been designed to cover specification points 4.2.2 (g), (h) and (i) as detailed in the OCR A-level Biology A specification and also considers how antibiotic resistance has implications for human populations. President Trump’s error ridden speech about antibiotics is used at the beginning of the lesson to remind students that this is a treatment for bacterial infections and not viruses as he stated. Moving forwards, 2 quick quiz competitions are used to introduce MRSA and then to get the students to recognise that they can use this abbreviation as a reminder to use mutation, reproduce, selection (and survive) and allele in their descriptions of evolution through natural selection. The main task of the lesson challenges the students to form a description that explains how this strain of bacteria developed resistance to methicillin to enable them to see the principles of natural selection. This can then be used when describing how the anatomy of the modern-day giraffe has evolved over time. The concept of convergent evolution is introduced and links are made to the need for modern classification techniques which was considered in the previous sub-module. Moving forwards, students will understand how natural selection leads to adaptations and a quick quiz competition introduces the different types of adaptation and a series of tasks are used to ensure that the students can distinguish between anatomical, behavioural and physiological adaptations. The Marram grass is used to test their understanding further, before a step by step guide describes how the lignified cells prevent a loss of turgidity. Moving forwards, the students are challenged to explain how the other adaptations of this grass help it to survive in its environment. A series of exam-style questions on the Mangrove family will challenge them to make links to other topics such as osmosis and the mark schemes are displayed to allow them to assess their understanding. The final part of the lesson focuses on the adaptations of the anteater and again current understanding of this topic is tested alongside prior knowledge of classification hierarchy. Due to the extensiveness of this lesson and the detail contained within the resources, it is estimated that it will take in excess of 2/3 hours of allocated A-level teaching time to deliver this lesson.