This lesson describes and explains the processes of simple diffusion and facilitated diffusion. The PowerPoint and accompanying resources have been designed to cover the first part of specification point 4.2 (a) of the CIE International A-level Biology course and the factors that increase the rate of diffusion are covered along with the limitations imposed by the phospholipid bilayer and the role of channel and carrier proteins. The structure and properties of cell membranes was covered in topic 4.1 so this lesson has been written to include continual references to the content of that lesson. This enables links to be made between the movement across a cell membrane with the concentration gradient, the parts of the membrane that are involved and any features that may increase the rate at which the molecules move. A series of questions about the alveoli are used to demonstrate how a large surface area, a short diffusion distance and the maintenance of a steep concentration gradient will increase the rate of simple diffusion. One of two quick quiz rounds is then used to introduce temperature and size of molecule as two further factors that can affect simple diffusion. The remainder of the lesson focuses on facilitated diffusion and describes how transmembrane proteins are needed to move small, polar or large molecules from a high concentration to a lower concentration across a partially permeable membrane

This lesson describes the movement across cell membranes by simple and facilitated diffusion and describes how the rate is increased. The PowerPoint and accompanying resources have been designed to cover the second part of specification point 2.3 of the AQA A-level Biology course and the limitations imposed by the phospholipid bilayer and the role of channel and carrier proteins are described in detail. The structure and properties of cell membranes was covered in the previous lesson so this one has been written to include continual references to the content of these lessons. This enables links to be made between the movement across a cell membrane with the concentration gradient, the parts of the membrane that are involved and any features that may increase the rate at which the molecules move. A series of questions about the alveoli are used to demonstrate how a large surface area, a short diffusion distance and the maintenance of a steep concentration gradient will increase the rate of simple diffusion. One of two quick quiz rounds is then used to introduce temperature and size of molecule as two further factors that can affect simple diffusion. The remainder of the lesson focuses on facilitated diffusion and describes how transmembrane proteins are needed to move small, polar or large molecules from a high concentration to a lower concentration across a partially permeable membrane.

This fully-resourced lesson describes the use of vaccinations to protect individuals and populations and the differences between active and passive immunity. The engaging PowerPoint and accompanying resources have been designed to cover the fourth part of point 2.4 of the AQA A-level Biology specification and there is also a description and discussion on the concept of herd immunity. The previous lesson finished with a series of exam questions where students observed differences between the primary and secondary immune responses so the start of this lesson uses an imaginary game of TOP TRUMPS to challenge them on the depth of their understanding. This will act to remind them that a larger concentration of antibodies is produced in a quicker time in the secondary response. The importance of antibodies and the production of memory cells for the development of immunity is emphasised and this will be 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 reencoutered.

Adenosine triphosphate is the universal energy currency and this lesson focuses on the role of this molecule in cell. The PowerPoint has been designed to cover point1.2 © of the CIE International A-level Biology specification and also explains how ATP must be hydrolysed to release energy and then re-synthesised during respiration and photosynthesis in the mitochondria and chloroplast respectively. As students were introduced to the structure of DNA and RNA at GCSE, the start of this lesson challenges them on their knowledge of these polynucleotides so that they can recognise that ATP consists of adenine, ribose and three phosphate groups. In order to release the stored energy, ATP must be broken down and students will be given time to discuss which reaction will be involved as well as the products of this reaction. Time is taken to describe how the hydrolysis of ATP can be coupled to energy-requiring reactions within cells and the examples of active transport and skeletal muscle contraction are used as these are covered in greater detail in topics 4 and 15. The final part of the lesson considers how ATP must be re-synthesised and students will learn that this occurs in the mitochondria and chloroplast during aerobic respiration and photosynthesis respectively.

This fully-resourced lesson describes the events of the cell cycle so that students can understand how the genetic material behaves in interphase, mitosis and cytokinesis. The detailed PowerPoint and accompanying resources have been designed to cover specification points 2.3 (i), (ii) and (iii) as detailed in the Edexcel A-level Biology B specification. Depending upon the exam board taken at GCSE, the knowledge and understanding of mitosis and the cell cycle 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 and to address existing errors, key points are emphasised throughout. The cell cycle is introduced at the start of the lesson and the quantity of DNA inside the parent cell is described as diploid and as 2n. A quiz competition has been written into the lesson and this runs throughout, challenging the students to identify the quantity of DNA in the cell (in terms of n) at different points of the cycle. Moving forwards, the first real focus is interphase and the importance of DNA replication is explained so that students can initially recognise that there are pairs of identical sister chromatids and then can understand how they are separated later in the cycle. The main part of the lesson focuses on prophase, metaphase, anaphase and telophase and describes how the chromosomes behave in these stages. An exam style question will check on their knowledge of the organelles from 2.1 and this acts to remind them that centrioles are responsible for the production of the spindle apparatus, Students will understand how the cytoplasmic division that occurs in cytokinesis results in the production of genetically identical daughter cells. This leads into 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 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 engaging lesson describes how chromosome mutations result in changes to the number or structure of chromosomes and focuses on Downs and Turner’s syndrome. The PowerPoint and accompanying resources have been designed to cover specification points 2.3 (vi) and (vii) as detailed in the Edexcel A-level Biology B specification. A human karyotype which has not been altered by a mutation is studied at the start of the lesson to allow students to recall the usual number of chromosomes as well as the sex chromosomes. They are then challenged to identify the differences when presented with the karyotypes of sufferers of Downs, Turner’s and Klinefelter’s syndrome. Students will learn that in the majority of cases, these conditions are the result of non-disjunction and having been assisted in the explanation of the outcome for Downs and Klinefelters, they have to form their own for Turner’s. The remainder of the lesson looks at other types of mutations, including translocation, and students will also see how whole sets of chromosomes can be duplicated in polyploidy.

This detailed lesson describes the fluid mosaic model of membrane structure and outlines the roles of the different components . Fully resourced, the PowerPoint and accompanying worksheets have been designed to cover specification point 4.1 (a) of the CIE International A-level Biology specification but as the membranes and target cells are discussed, points 4.1 (b) and © are also partially covered The fluid mosaic model is introduced at the start of the lesson so that it can be referenced at appropriate points throughout the lesson. Students were introduced to phospholipids in topic 2 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 fully-resourced lesson distinguishes between active and passive, natural and artificial immunity and explains how vaccinations can be used to control disease. The engaging and detailed PowerPoint and accompanying resources have been designed to cover point 11.2 (d) of the CIE A-level Biology specification and there is also a description and discussion on the concept of herd immunity. In topic 11.1, students were introduced to the primary and secondary immune responses so the start of this lesson uses an imaginary game of TOP TRUMPS to challenge them on the depth of their understanding. This will act to remind them that a larger concentration of antibodies is produced in a quicker time in the secondary response. The importance of antibodies and the production of memory cells for the development of immunity is emphasised and this will be 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 lesson describes the differences between the primary and secondary responses and describes how the structure of antibodies is related to function. The PowerPoint and accompanying resources have been designed to cover specification points 4.1.1 (g), (h) and (i) as detailed in the OCR A-level Biology A specification and emphasises the importance of memory cells. As memory B cells differentiate into plasma cells that produce antibodies when a specific antigen is re-encountered, it was decided to link the immune responses and antibodies together in one lesson. The lesson begins by checking on the students incoming knowledge to ensure that they recognise that B cells differentiate into plasma cells and memory cells. This was introduced in a previous lesson on the specific immune response and students must be confident in their understanding if the development of immunity is to be understood. A couple of quick quiz competitions are then used to introduce key terms so that the structure of antibodies in terms of polypeptide chains, variable and constant regions and hinge regions are met. Time is taken to focus on the variable region and to explain how the specificity of this for a particular antigen allows neutralisation and agglutination to take place. The remainder of the lesson focuses on the differences between the primary and secondary immune responses and a series of exam-style questions will enable students to understand that the quicker production of a greater concentration of these antibodies in the secondary response is due to the retention of memory cells.

This fully-resourced lesson has been written to support students to develop a clear understanding of 16 key genetic terms, including the 8 that are detailed in specification point 8.2 (i) of the Edexcel A-level Biology B specification. The 16 terms are genome, gene, chromosome, gene locus, homologous chromosomes, alleles, dominant, recessive, genotype, codominance, multiple alleles, autosomes, sex chromosomes, phenotype, homozygous and heterozygous. As some of these terms were met at GCSE, this fully-resourced lesson has been designed to include a wide range of activities that build on this prior knowledge and provide clear explanations as to their meanings as well as numerous examples of their use in both questions and exemplary answers. The main task provides the students with an opportunity to apply their understanding by recognising a dominance hierarchy in a multiple alleles characteristic and then calculating a phenotypic ratio when given a completed genetic diagram. Other tasks include prior knowledge checks, discussion points to encourage students to consider the implementation of the genetic terms and quiz competitions to introduce new terms, maintain engagement and to act as an understanding check.

This lesson guides students through the use of the 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 8.2 (vi) of the Edexcel A-level Biology B specification The lesson includes a step-by-step guide to demonstrates how to carry out the test in small sections. 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 is the final lesson of topic 8.2 (transfer of genetic information) and links are made throughout the lesson to earlier parts of this topic such as dihybrid inheritance as well as to earlier topics like meiosis

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 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 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 lesson describes the meaning of the absorption and action spectrum and explains how to interpret these graphs. The PowerPoint and accompanying resources have been designed to cover point 5.6 of the Edexcel International A-level biology specification and includes descriptions of the roles of the photosynthetic pigments to link to content covered in the earlier lessons in topic 5. 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 topics 4 and 5. The lesson has been intricately planned to build on the previous lessons on the structure of the chloroplast and the reactions of photosynthesis, and the students are reminded that chlorophyll is located 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.