This fully-resourced lesson describes how antibodies are used in the enzyme-linked immunosorbent assay (ELISA) test. The PowerPoint and accompanying resources are part of the last lesson in a series of 7 which have been designed to cover the details within point 2.4 of the AQA A-level specification. As the last lesson in this sub-topic, prior knowledge checks are included throughout the lesson which challenge the students on their knowledge of antibodies, immunity and protein structure. The lesson begins by challenging the students to use the details of a poster to recognise that individuals who have recovered from COVID-19 could donate plasma and the antibodies be infused into newly infected individuals. They are then expected to answer a series of exam-style questions where they have to describe the structure of these specific antibodies, recognise this as artificial, passive immunity and describe the potential problems should the virus mutate and the shape of its antigens change. This leads into the introduction of the use of antibodies in other ways, namely the ELISA test. The methodology of this test has been divided into four key steps which students will consider one at a time and then answer further questions about key details such as the immobilisation of the antigen and the removal of proteins and antibodies that have not bound by the washing with the detergent after each step. The lesson focuses on the use of this test for medical diagnosis but other uses such as plant pathology and the detection of allergens is briefly introduced at the end of the lesson.

This is a fully-resourced REVISION lesson that consists of a detailed and engaging PowerPoint (86 slides) and associated worksheets that challenge the students on their knowledge of the content of Topic 5 (Health, disease and the development of medicines) of the Edexcel GCSE Biology specification. 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 from topic 5, but the following sub-topics have been given particular attention: Identification of bacterial, fungal and viral diseases in animals and plants The treatment of bacterial infections The reduction and prevention of the spread of pathogens The body’s response to immunisation The physical defences of humans and plants The risk factors of CHD and possible treatments BMI The production and use of monoclonal antibodies This lesson can be used at numerous points over the duration of the course, as an end of topic revision aid, in the lead up to the mocks or in the lead up to the actual GCSE exams.

An engaging lesson presentation (32 slides) and differentiated worksheets that look at the meaning of the substances termed monoclonal antibodies, explains how they are produced and explores their different applications. The lesson begins by breaking the term down into three parts so that students can understand that these substances are proteins that attach to antigens and come from a single clone of cells. Students will meet key terms such as lymphocytes, myelomas and hybridomas and will be able to link them to understand how these antibodies are produced. Moving forwards, time is taken to focus on the application of monoclonal antibodies in pregnancy tests. There are regular progress checks throughout the lesson so that students can assess their understanding and a set homework is included as part of the lesson. This lesson has been written for GCSE students but can be used with lower ability A-level students who are studying this topic

A fully resourced revision lesson which uses a range of exam questions (with explained answers), quick tasks and quiz competitions to enable the students to assess their understanding of the topics found within Topic 7 (Run for your life) of the EDEXCEL A-level Biology specification. The topics tested within this lesson include: The sliding filament theory Aerobic respiration Lactate and anaerobic respiration The cardiac cycle How heart rate is increased Structure of a muscle fibre Homeostasis Student will enjoy the range of tasks and quiz rounds whilst crucially being able to recognise any areas which require further attention

This detailed lesson describes how the ventilation rate is controlled by the ventilation centre in the medulla oblongata. The engaging PowerPoint and accompanying resource have been designed to cover the second part of point 7.13 (ii) in unit 5 of the Edexcel International A-level Biology specification. The previous lesson described the control of heart rate so this lesson has been written to tie in with this and to use this knowledge to further the students understanding of the control of ventilation rate. The lesson begins with a focus on the muscles involved in ventilation, specifically the diaphragm and external intercostal muscles, so that students can understand how their contraction results in an increase in the volume of the thoracic cavity. Boyle’s law is briefly introduced to allow students to recognise the relationship between volume and pressure so that the movement of air with the pressure gradient can be described. Time is then taken to consider the importance of inhalation and an exam-style question challenges the students to explain that a constant supply of oxygen to the alveoli is needed to maintain a steep concentration gradient with the surrounding capillaries. The students are then tasked with writing a description of exhalation at rest using the description of inhalation as their guide. The rest of the lesson focuses on the mechanisms involved in increasing the rate and depth of breathing during exercise. Students will use their knowledge of the control of heart rate to recall that chemoreceptors detect changes in oxygen and carbon dioxide and blood pH and that the medulla oblongata processes the sensory information that it receives before coordinating a response. The final task challenges them to use the information provided in this lesson and the previous one to order 10 detailed descriptions so they can form a complete passage about this control system

This fully-resourced lesson describes how light intensity, carbon dioxide concentration and temperature limit the rate of photosynthesis. The PowerPoint and accompanying resources have been designed to cover point 5.2.1 (g) (i) of the OCR A-level Biology A specification and also includes a brief consideration of water stress. The lesson has been specifically written to tie in with the three previous lessons in this module which covered the structure of the chloroplast, the light-dependent and light-independent stages and the uses of TP. Exam-style questions are included throughout the lesson and these require the students to explain why light intensity is important for both reactions as well as challenging them on their ability to describe how the relative concentrations of GP, TP and RuBP would change as carbon dioxide concentration decreases. There are also links to previous topics such as enzymes when they are asked to explain why an increase in temperature above the optimum will limit the rate of photosynthesis. Step by step guides are included to support them to form some of the answers and mark schemes are always displayed so that they can quickly assess their understanding and address any misconceptions.

This lesson describes how genetic diversity within, or between species, can be investigated by comparison of characteristics or biological molecules. The PowerPoint and accompanying worksheets are primarily designed to cover the content of point 4.7 of the AQA A-level Biology specification but as this is the last lesson in the topic, it has also been planned to contain a range of questions, tasks and quiz rounds that will challenge the students on their knowledge and understanding of topic 4. Over the course of the lesson, the students will discover that comparisons of measurable or observable characteristics, DNA and mRNA sequences and the primary structure of common proteins can all be used to investigate diversity. Links are continually made to prior learning, such as the existence of convergent evolution as evidence of the need to compare biological molecules as opposed to the simple comparison of phenotypes. The issues associated with a limited genetic diversity are discussed and the interesting biological example of the congenital dysfunctions consistently found in the Sumatran tigers in captivity in Australia and New Zealand is used to demonstrate the problems of a small gene pool. Moving forwards, the study of the 16S ribosomal RNA gene by Carl Woese is introduced and students will learn that this led to the adoption of the three-domain system in 1990. The final part of the lesson describes how the primary structure of proteins like cytochrome c that is involved in respiration and is therefore found in most living organisms can be compared and challenges the students to demonstrate their understanding of protein synthesis when considering the differences between humans and rhesus monkeys.

This engaging lesson covers the biological classification of a species, phylogenetic classification and the use of the binomial naming system. The PowerPoint and accompanying resources have been designed to cover point 4.5 of the AQA A-level Biology specification which is titled species and taxonomy. 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 horse and a donkey, is used to explain how these two organisms must be members of different species because they are unable to produce fertile offspring. Although the art of courting might be lost on humans in the modern world, the marabou stork is used as an example to show how courtship behaviour is an essential precursor to successful mating in most organisms. Students are encouraged to discuss other examples of courtship behaviour, such as the release of pheromones and birdsong, so that their knowledge and understanding is broad. 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. The final part of the lesson briefly looks at how advances in genome sequencing and the comparison of common biological molecules has allowed the relationships between organisms to be clarified. This is a detailed lesson and it is estimated that it will take around 2 hours of A-level teaching time to cover the content and therefore this specification point.

This fully-resourced lesson guides students through the construction of genetic crosses and pedigree diagrams for the inheritance of a single gene. The clear PowerPoint and accompanying resources have been designed to cover point 8.2 (ii) of the Edexcel A-level Biology B specification and includes the inheritance of multiple allele characteristics as well as those that demonstrate codominance. In order to minimise the likelihood of errors and misconceptions, step by step guides have been included throughout the lesson to support the students with the following: Writing parent genotypes Working out the different gametes that are made following meiosis Interpreting Punnett crosses to work out phenotypic ratios Students can often find pedigree trees the most difficult to interpret and to explain so exemplar answers are used as well as differentiated worksheets provided to support those students who need extra assistance.

This is a detailed and engaging lesson presentation (59 slides) that combines exam questions and progress checks along with quiz competition rounds to enable students to assess their understanding of the specification content within topics C1 - 3 of the OCR GCSE Combined Science Gateway A 9 - 1 as can be assessed in Paper 3. All of the exam questions and progress checks have displayed answers as well as sections where content is recapped so that students can understand how an answer was obtained. The revision rounds in the competition include “The need to BALANCE”, “Number crazy” and “React to the REACTION”. This lesson has been designed for GCSE students.

This fully-resourced lesson describes genetic diversity as the number of genes in a population and explains how this is increased by polymorphic gene loci. The engaging PowerPoint and accompanying differentiated resources have been primarily designed to cover the first part of point 4.4 of the AQA A-level Biology specification but also introduces inheritance and codominance so that students are prepared for these sub-topics when covering topic 7 in the following year. In order to understand that 2 or more alleles can be found at a gene loci, students need to be confident with genetic terminology, so the start of the lesson focuses on key terms including gene, locus, allele, recessive, genotype and phenotype. A number of these will have been met at GCSE, as well as during the earlier lessons in topic 4 when considering meiosis, so a quick quiz competition is used to check on their recall of the meanings of these terms. The CFTR gene is then used as an example to demonstrate how 2 alleles results in 2 different phenotypes and therefore genetic diversity. Moving forwards, students will discover that more than 2 alleles can be found at a locus and they are challenged to work out genotypes and phenotypes for a loci with 3 alleles (shell colour in snails) and 4 alleles (coat colour in rabbits). At this point, the students are introduced to codominance and again they are challenged to apply their understanding to a new situation by working out the number of phenotypes in the inheritance of blood groups. The lesson concludes with a brief consideration of the HLA gene loci, which is the most polymorphic loci in the human genome, and students are challenged to consider how this sheer number of alleles can affect the chances of tissue matches in organ transplantation.

This resource has been designed to motivate students whilst they evaluate their understanding of the content in modules 1, 2, 3 and 5 of the OCR A-level Biology A specification which can be assessed in PAPER 1 (Biological processes). The resource includes a detailed and engaging Powerpoint (149 slides) and is fully-resourced with differentiated worksheets that challenge the students on a wide range of topics. The resource has been written to include different types of activities such as exam questions with explained answers, understanding checks and quiz competitions. The aim was to cover as much of the specification content as possible but the following topics have been given particular attention: Monosaccharides, disaccharides and polysaccharides Glycogen and starch as stores and providers of energy The homeostatic control of blood glucose concentration Osmoregulation Lipids Ultrafiltration and selective reabsorption Diabetes mellitus Voluntary and involuntary muscle The autonomic control of heart rate The organisation of the nervous system The gross structure of the human heart Haemoglobin and the Bohr shift Bonding The ultrastructure of plant cells Cyclic vs non-cyclic photophosphorylation Oxidative phosphorylation Anaerobic respiration in eukaryotes Helpful hints and tips are given throughout the resource to help students to structure their answers. This resource can be used in the lead up to the actual Paper 1 exam or earlier in the course when a particular area of modules 1, 2, 3 or 5 is being studied. If you are happy with this resource, why not look at the one which has been designed for Paper 2 (Biological diversity)?

This revision lesson will challenge the students on their understanding of the details of photosynthesis (topic B4.1 of the AQA GCSE specification). It has been designed to be used in the final weeks before the GCSE exams, or in the lead up to mocks or an end of topic test, and provides multiple opportunities for the students to check their understanding of the reaction, limiting factors, the inverse square law and the uses of glucose. The lesson contains a range of tasks, including exam-style questions and quizzes, that will maintain engagement whilst allowing any misconceptions or mistakes to be addressed.

An engaging lesson presentation (64 slides) and associated worksheets that uses a combination of exam questions, quick tasks and quiz competitions to help the students to assess their understanding of the topics found within unit B1 (Cell Biology) of the AQA GCSE Combined Science specification (specification point 4.1). The topics that are tested within the lesson include: Eukaryotes and prokaryotes Animal and plant cells Microscopy Chromosomes The cell cycle including mitosis Stem cells Diffusion Osmosis Active transport Students will be engaged through the numerous activities including quiz rounds like “SPOT the CELL” and “Take the Hotseat” whilst crucially being able to recognise those areas which need further attention

An engaging lesson presentation (70 slides) and associated worksheets that uses a combination of exam questions, quick tasks and quiz competitions to help the students to assess their understanding of the topics found within unit C2 (Bonding, structure and properties of matter) of the AQA GCSE Combined Science specification (specification point C5.2) The topics that are tested within the lesson include: Chemical bonds Ionic bonding Ionic compounds Properties of ionic compounds Covalent bonding Metallic bonding Properties of metals and alloys The three states of matter State symbols Structure and bonding of carbon Students will be engaged through the numerous activities including quiz rounds like “The name’s BOND…” whilst crucially being able to recognise those areas which need further attention

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

This lesson explores how certain farming methods reduce biodiversity and considers the importance of a balance between conservation and farming. The PowerPoint and accompanying resources are the second in a series of 2 lessons which cover the detail in point 4.6 (biodiversity within a community) of the AQA A-level biology specification. The lesson begins by challenging the students to use the % change formula to calculate the predicted population in the UK by mid 2030. This increase to almost 70 million will lead into the recognition that farmers are under constant pressure to grow and provide enough food to feed this ever-growing population. A series of tasks and discussions will consider farming methods such as continuous monoculture and herbicides and insecticides which reduce biodiversity. This introduces conservation as active management to prevent the loss of biodiversity and several methods including the CSS and buffer strips are explored to encourage the students to think about the aims of these strategies. The other lesson covering specification point 4.6 is uploaded and named “biodiversity within a community”.

This lesson uses 17 multiple-choice questions to challenge students to apply their understanding to the calculation sections of the course. The PowerPoint and accompanying resources are designed to act as revision during the final weeks leading up to the AQA GCSE Combined chemistry exams and the following topics are covered: Atoms and ions Isotopes Concentration of solutions Mole calculations using Avogadro’s constant Calculating relative formula mass Mole calculations using mass and relative formula mass Calculating masses in reactions Calculating energy changes in reactions Calculating the mean rate of reaction All 17 questions have answers embedded into the PowerPoint along with explanations and are followed by additional tasks to further check understanding if it was initially limited.

This engaging revision lesson challenges the students on their knowledge of the communicable diseases topic as detailed in the AQA GCSE combined science specification. The PowerPoint and accompanying resources include a range of tasks that enable the students to assess their knowledge of the 7 viral, bacterial, fungal and protist infections that are listed in topic B3.1. This lesson has been designed to be used as a final revision resource as the GCSE exams approach, or as part of revision for an end of topic test.

This fully-resourced revision lesson allows students to check on their understanding of Linnaeus’s and Woese’s classification systems. The engaging PowerPoint and accompanying resources have been designed to challenge the details of point B6.4 of the AQA GCSE biology and combined science specifications. The lesson contains a range of tasks including exam-questions and quizzes which provide opportunities for the students to assess their knowledge of kingdom, phylum, class, order, family, genus and species as the classification taxa and to recognise the binomial naming system. The lesson also reminds students that the three domain-system divides the Prokaryote kingdom into Archaea and Bacteria and describes how this system was developed once new evidence was discovered. As well as testing the content of B6.4, this lesson uses a series of questions to challenge understanding of linked topics which include eukaryotic and prokaryotic cell structures, microscopes, communicable diseases and ecological terms. This lesson has been planned for revision purposes in the lead up to the GCSE exams or before end of topic tests or mocks.