This lesson challenges the students on their knowledge of the content of module 2.1.2 using a multiple-choice assessment of 15 questions. This sub-module of the OCR A-level biology A specification concerns biological molecules and understanding of this content is fundamental to the understanding of a lot of the topics that follow. The answers to the 15 questions are embedded into the accompanying PowerPoint, which also has KEY POINTS, and other knowledge checks to challenge the content that wasn’t directly assessed by the 15 questions. This lesson has been designed to be used for revision purposes when students reach the end of module 2.1.2 or in the lead up to mock examinations or even final A-level examinations.

This lesson uses real-life examples in plants and animals to explain the need for all living organisms to carry out respiration to provide energy. The PowerPoint and accompanying resources have been designed to cover the content of topic 3 point (a) of A2 unit 3 as detailed in the WJEC A-level Biology specification but can also be used as a revision tool to challenge the students on their knowledge of active transport. As the first lesson in this topic, it has been specifically planned to act as an introduction to this cellular reaction and provides important details about glycolysis, the Krebs cycle and oxidative phosphorylation that will support the students to make significant progress when these stages are covered during upcoming lessons. Students met phosphorylation in topic 2 when considering the light-dependent reactions of photosynthesis and their knowledge of the production of ATP in this plant cell reaction is challenged in this lesson. The students are also tested on their recall of the structure and function of ATP, as covered in AS unit 1, topic 5, through a spot the errors task. By the end of the lesson, the students will be able to explain why the ATP produced in cellular respiration is needed by root hair cells and by companion cells and will be introduced to uses in animals too, such as nervous transmission. They will also be able to name and describe the different types of phosphorylation and will know that ATP is produced by substrate-level phosphorylation in glycolysis and the Krebs cycle and by oxidative phosphorylation in the final stage of aerobic respiration.

This lesson describes how lipids and amino acids are used in respiration, as an alternative to glucose. The PowerPoint and accompanying resources have been designed to cover the content of topic 3 point (f) of A2 unit 3 as set out in the WJEC A-level biology specification. The lesson begins with a challenge, where the students have to recognise the key term substrate using either 1 or 2 descriptions. The definition of a respiratory substrate is provided and students will learn that although glucose is the chief respiratory substrate, lipids and amino acids can be metabolised to generate molecules of ATP. A quick quiz round is used to introduce the relative energy value per gram of carbohydrate and then this is used as a reference value for the remainder of the lesson. Students will learn that the energy value is higher for lipids and this is explained, making reference to the proton gradient in the final stage of aerobic respiration. The final part of the lesson considers amino acids and makes a link to deamination, and explores how the entry point into respiration depends upon the keto acid which was formed. The lesson contains multiple understanding checks and all answers are embedded into the PowerPoint to allow students to assess their progress.

This lesson guides the students through the stages of the Krebs cycle, describing how ATP and reduced NAD are produced and carbon dioxide released. The PowerPoint and accompanying resource have been planned to cover the content of topic 3 point [c] of A2 unit 3 as set out in the WJEC A-level biology specification. As shown on the cover image, the lessons starts with a challenge, where students are tasked with recognising that the connection is biological cycles. A prior knowledge check is used to challenge their recall of the mitochondria as the site of aerobic respiration and then to identify the matrix as the site for this particular stage. Moving forwards, the 6 steps of the cycle are explored, and time is taken to consider how dehydrogenation and decarboxylation lead to the reduction of NAD and the release of carbon dioxide, and how ATP is produced by substrate-level phosphorylation. A series of exam-style questions check their understanding, and this includes a link to the next stage and the electron transport system. The answers to all knowledge checks are embedded into the PowerPoint to allow the students to assess their progress.

This lesson describes how the leaching of fertilisers into waterways leads to eutrophication and explores the adverse effects on those habitats. The PowerPoint and accompanying resources have been designed to cover the content of topic 5 point § of A2 unit 3 as set out in the WJEC A-level biology specification. The lesson begins with a quick task which requires the students to use their knowledge of biological numbers to flow through the alphabet and this reveals the key term, leaching. This leads into a step-by-step guide through the stages of eutrophication, with descriptions of the algal bloom, restriction of light to aquatic plants, death and decomposition, and the reduction in the dissolved oxygen concentration. Prior knowledge checks are used throughout to support the understanding, and all answers are embedded into the PowerPoint to allow students to assess their progress.

This lesson describes the role of the chlorophylls, carotene and xanthophyll and explains how to interpret absorption and action spectra. The PowerPoint and accompanying resources have been designed to cover points 4 and 5 in topic 13.1 of the CIE A-level biology specification. The students are presented with a picture of a leaf with chlorosis at the start of the lesson and are challenged to explain the appearance by drawing on any knowledge from GCSE. The lesson has been intricately planned to build on the previous lesson on the structure of the chloroplast, and the students are reminded that chlorophyll is located in the thylakoids. The students will learn that there are two forms of chlorophyll a as well as a chlorophyll b, and a quick quiz round is used to reveal the values of 680 and 700. The absorption spectrum for chlorophyll a and b are displayed and when they are presented with a spectra, the students will discover that there are more chloroplast pigments. The carotenoids are introduced and the students have to interpret the spectra to reveal more details about these pigments. The meaning of an action spectrum is provided and the students are challenged to draw a sketch graph to show how the rate of photosynthesis differs for different wavelengths.

This lesson describes the importance of water and inorganic ions in plants. The PowerPoint and accompanying resources have been designed to cover the content of point 4.8 of the Edexcel International A-level biology specification, and includes details of the roles of nitrate, calcium and magnesium ions. In an earlier lesson, the students explored the relationship between the structure and function of the xylem vessel, so this lesson describes how the properties of water allow movement through the tissue. The students will understand how hydrogen bonds between water molecules leads to cohesion and this coupled with tension, causes the column of water to be pulled towards the leaves by the transpiration pull. Their knowledge and understanding of the role of water in hydrolysis and condensation reactions is challenged, before the role of water as a transport medium for multiple substances, including inorganic ions, is discussed. The rest of the lesson describes the role of magnesium in the production of chlorophyll, nitrates to make DNA and amino acids and calcium ions to form calcium pectate in the middle lamellae. There are multiple understanding checks and also prior knowledge checks, where the students recall of the structure and function of the vacuole and haemoglobin are challenged.

This lesson describes the importance of water and calcium, magnesium and nitrate ions in plants. The PowerPoint and accompanying resources have been designed to cover the content of point 4.12 of the Pearson Edexcel A-level biology A (SNAB) specification. In the previous lesson, the students explored the relationship between the structure and function of the xylem vessel, so this lesson describes how the properties of water allow movement through the tissue. The students will understand how hydrogen bonds between water molecules leads to cohesion and this coupled with tension, causes the column of water to be pulled towards the leaves by the transpiration pull. Their knowledge and understanding of the role of water in hydrolysis and condensation reactions is challenged, before the role of water as a transport medium for multiple substances, including inorganic ions, is discussed. The rest of the lesson describes the role of magnesium in the production of chlorophyll, nitrates to make DNA and amino acids and calcium ions to form calcium pectate in the middle lamellae. There are multiple understanding checks and also prior knowledge checks, where the students recall of the structure and function of haemoglobin is challenged.

This revision lesson uses a 20 question multiple-choice assessment to challenge the students on their knowledge and understanding of biological molecules. The answers to the 20 questions are embedded into the accompanying PowerPoint and this resource also contains summative KEY POINTS as well as additional questions (and answers) to challenge topic 1 content that wasn’t directly covered by the multiple-choice questions. At the bottom of each answer slide, the relevant specification code is displayed to allow students to identify the exact parts of the specification which need further attention. The lesson has been designed to be used with students once they finish topic 1, or in the lead up to mock or final A-level biology examinations.

This lesson describes the roles of phosphate, calcium, magnesium and nitrate ions in plants. The PowerPoint and accompanying resources have been designed to cover the content of point 1.6 of the Edexcel A-level biology B specification. The lesson begins by challenging the students to recognise DNA, RNA and phospholipids from three clues, and then they are challenged to recognise that these three biological molecules all contain phosphate ions. Moving forwards, a quick quiz round introduces adenosine triphosphate (ATP) and the students will learn that this is a phosphorylated nucleotide which can be hydrolysed to ADP to release energy. Time is taken to explain how this energy can be coupled to processes within cells such as active transport and examples in plants including the absorption of mineral ions and active loading in the phloem are explored. The rest of the lesson describes the role of magnesium in the production of chlorophyll, nitrates to make DNA and amino acids and calcium ions to form calcium pectate in the middle lamellae. There are multiple understanding checks and also prior knowledge checks, where the students recall of the structure and function of haemoglobin is challenged.

This lesson describes the meaning of absorption and action spectra and explains why plants contain several photosynthetic pigments. The PowerPoint and accompanying resources have been designed to cover both specification points in topic 5.6 of the Edexcel A-level biology B specification and includes key information to prepare the students for the photosynthesis lessons in topic 5.7. The students are presented with a picture of a leaf with chlorosis at the start of the lesson and are challenged to explain the appearance and name the ion which is deficient in the soil, drawing on their knowledge from topic 1. The lesson has been intricately planned to build on their limited knowledge of photosynthesis from GCSE, and to introduce key details such as the location of chlorophyll in the photosystems in the thylakoids. The students will learn that there are two forms of chlorophyll a, as well as a chlorophyll b, and a quick quiz round is used to reveal the values of 680 and 700. The absorption spectrum for chlorophyll a and b are displayed and when the students are presented with a spectra, they will discover that there are more chloroplast pigments. The carotenoids are introduced and the students have to interpret the spectra to reveal more details about these pigments. The meaning of an action spectrum is provided and the students are challenged to draw a sketch graph to show how the rate of photosynthesis differs for different wavelengths, before the correlation between the two spectra is considered.

This lesson describes the importance of photosynthetic pigments in photosynthesis. The PowerPoint and accompanying resources are part of the 1st lesson in a series of 2 lessons which have been designed to cover point [c]of module 5.2.1 of the OCR A-level biology A specification and include descriptions of the role of the chlorophylls, carotene and xanthophyll and explains how to interpret absorption and action spectra. . The students are presented with a picture of a leaf with chlorosis at the start of the lesson and are challenged to explain the appearance by drawing on any knowledge from GCSE. The lesson has been intricately planned to build on the previous lesson on the structure of the chloroplast, and the students are reminded that chlorophyll is located in the thylakoids. The students will learn that there are two forms of chlorophyll a, as well as a chlorophyll b, and a quick quiz round is used to reveal the values of 680 and 700. The absorption spectrum for chlorophyll a and b are displayed and when the students are presented with a spectra, they will discover that there are more chloroplast pigments. The carotenoids are introduced and the students have to interpret the spectra to reveal more details about these pigments. The meaning of an action spectrum is provided and the students are challenged to draw a sketch graph to show how the rate of photosynthesis differs for different wavelengths. Due to the similarities in the structure and function between haemoglobin and chlorophyll, the final task is a prior knowledge check about this protein.

This revision lesson has been designed to be used with students when they finish module 2.1.1 or in the lead up to mock or final examinations. It consists of a 10 question multiple-choice assessment and a PowerPoint which contains the answers, related key points and additional questions to challenge content not directly covered by the multiple-choice questions. As cell structure in module 2.1.1 tends to be the 1st topic covered on the OCR A-level biology A course, a deep and full understanding of the content is critical for understanding of later topics and therefore this lesson acts to identify any errors or misconceptions immediately.

This lesson describes glycolysis as the 1st stage of respiration and a source of triose phosphate, pyruvate, reduced NAD and ATP. The PowerPoint and accompanying resources have been designed to cover topic 3 point (b) of A2 unit 3 as detailed in the WJEC A-level biology specification. The lesson divides this multi-step reaction into 3 key parts, which are phosphorylation of glucose, the splitting into triose phosphate and then the oxidation of triose phosphate to produce pyruvate, reduced NAD and ATP. The difference between the gross and net gain of ATP from glycolysis is explained as well as the importance of the reduced NAD for the electron transport system or the conversion of pyruvate to lactate. As shown in the cover image, there are plenty of understanding checks to allow students to assess progress, and this includes several quick quiz rounds.

This lesson describes the role of reduced NAD and FAD as sources of electrons and protons for the electron transport system. The PowerPoint has been designed to cover the content of topic 3 point (d) of A2 unit 3 as set out in the WJEC A-level biology specification and explains how ATP is produced by oxidative phosphorylation. The lesson begins with a recognition that the start of this stage doesn’t have a carbon-based molecule as was observed with the Krebs cycle. This leads into a discussion period, where the students are challenged to study their notes on glycolysis and the Krebs cycle to suggest which products of these reactions could initiate this stage. This introduces the reduced coenzymes as the sources of electrons and protons for the electron transport system, and as shown in the cover image, a step-by-step guide walks the students through the key parts of this stage. Students will learn about the creation of a proton gradient across the inner mitochondrial membrane and the formation of ATP and water when oxygen acts as the final electron acceptor. This lesson is a follow-on lesson from the previous lessons covering the Krebs cycle, glycolysis and the need for respiration.

This lesson describes how chloroplast pigments can be separated by chromatography and the pigments identified by Rf values. The PowerPoint and accompanying resource have been planned to cover point 5.7 of the Edexcel International A-level biology specification and to build and check on the knowledge acquired in the previous lesson on the absorption and action spectrum. The lesson begins with a challenge, where the students must recall that chromatography is the separation method that has a stationary and a mobile phase and then to realise that the chloroplast pigments could be separated using this technique. A step-by-step guide goes through the thin-layer chromatography process, and understanding and prior knowledge checks are used throughout to add key details. Moving forwards, the formula for the retention factor is provided, and the students are challenged to apply this formula to recognise the values for the chlorophylls and the carotenoids to allow them to be identified. All answers to the understanding and prior knowledge checks are embedded into the PowerPoint to allow students to assess their progress.

This lesson describes how thin-layer chromatography can be used to separate photosynthetic pigments. The PowerPoint and accompanying resource are part of the 2nd lesson in a series of 2 lessons which have been planned to cover point [c] of module 5.2.1 of the OCR A-level biology A specification. As mentioned above, this lesson has been designed to build and check on knowledge from the previous lesson which covered the importance of the photosynthetic pigments. The lesson begins by challenging them to recall that chromatography is the separation method that has a stationary and a mobile phase and then to realise that the photosynthetic pigments could be separated using this technique. A step-by-step guide goes through the TLC process, and understanding and prior knowledge checks are used throughout to add key details. Moving forwards, the formula for the retention factor is provided, and the students are challenged to apply this formula to recognise the values for the chlorophylls and the carotenoids. All answers to the understanding and prior knowledge checks are embedded into the PowerPoint to allow students to assess their progress.

This lesson describes how to use thin-layer chromatography to separate and identify chloroplast pigments. The PowerPoint and accompanying resource have been planned to cover point (6) of topic 13.1 of the CIE A-level biology specification and to build and check on the knowledge acquired in the previous two lessons on the structure of the chloroplast and photosynthesis and the chloroplast pigments. As shown in the cover image, the lesson begins by challenging them to recall that chromatography is the separation method that has a stationary and a mobile phase and then to realise that the chloroplast pigments could be separated using this technique. A step-by-step guide goes through the TLC process, and understanding and prior knowledge checks are used throughout to add key details. Moving forwards, the formula for the retention factor is provided, and the students are challenged to apply this formula to recognise the values for the chlorophylls and the carotenoids to allow them to be identified. All answers to the understanding and prior knowledge checks are embedded into the PowerPoint to allow students to assess their progress.

This lesson describes the relationship between the structure of the chloroplast and the functions related to photosynthesis . This fully-resourced lesson, which consists of an engaging PowerPoint and accompanying resources, has been designed to cover points (1, 2 and 3) of topic 13.1 of the CIE A-level Biology specification. The lesson introduces students to the grana and stroma as the site of the light-dependent and light-independent stages respectively before they are covered in greater detail in the lessons that are taught later in topic 13.1. Students were introduced to eukaryotic cells and their organelles in topic 1 so this lesson has been written to test and to build on that knowledge. A version of the quiz show POINTLESS runs throughout the lesson and this maintains engagement whilst challenging the students to recall the parts of the chloroplast based on a description which is related to their function. The following structures are covered in this lesson: double membrane thylakoids (grana) stroma intergranal lamellae starch grains chloroplast DNA and ribosomes Once each structure has been recalled, a range of activities are used to ensure that key details are understood such as the role of the thylakoid membranes in the light-dependent reactions and the importance of ATP and reduced NADP for the reduction of GP to TP in the Calvin cycle. Links to other topics are made throughout and this is exemplified by the final task of the lesson where students are challenged on their recall of the structure, properties and function of starch, as originally covered in topic 2.2