This lesson describes self and non-self antigens and how a failure to distinguish between the two is the mechanism of autoimmune diseases. The PowerPoint and accompanying worksheets have been primarily designed to cover points 11.1 (d & f) of the CIE A-level Biology specification and describe examples of these diseases including myasthenia gravis, but this lesson can also be used to revise the content of the earlier topics as well as the previous lessons in topic 10 & 11 through the range of activities that are included The first part of the lesson focuses on the antigens and explains how the failure of the immune system cells to recognise these molecules on the outside of a cell or organism elicits an immune response. Moving forwards, the students are challenged to recognise diseases from descriptions and then to use the first letters of their names to form the term, autoimmune. In doing so, the students will discover that rheumatoid arthritis, ulcerative colitis, type I diabetes mellitus, multiple sclerosis and myasthenia gravis are all examples of autoimmune diseases. The next part of the lesson focuses on the mechanism of these diseases where the immune system cells do not recognise the antigens (self-antigens) on the outside of the healthy cells, and therefore treats them as foreign antigens, resulting in the production of autoantibodies against proteins on these healthy cells and tissues. Key details of the autoimmune diseases stated above and lupus are described and links to previously covered topics as well as to future topics such as the pancreas and nervous system are made. The students will be challenged by the numerous exam-style questions, all of which have mark schemes embedded into the PowerPoint to allow for immediate assessment of progress.

This lesson describes why a disease would be deemed to be an autoimmune disease and describes the mechanisms involved in a few examples. The PowerPoint and accompanying worksheets have been primarily designed to cover point 4.1.1 (k) of the OCR A-level Biology A specification, but this lesson can also be used to revise the content of modules 2 and 3 and the previous lessons in 4.1.1 through the range of activities included The lesson begins with a challenge, where the students have to recognise diseases from descriptions and use the first letters of their names to form the term, autoimmune. In doing so, the students will immediately learn that rheumatoid arthritis, ulcerative colitis, type I diabetes mellitus, multiple sclerosis and myasthenia gravis are all examples of autoimmune diseases. The next part of the lesson focuses on the mechanism of these diseases where the immune system cells do not recognise the antigens (self-antigens) on the outside of the healthy cells, and therefore treats them as foreign antigens, resulting in the production of autoantibodies against proteins on these healthy cells and tissues. Key details of the autoimmune diseases stated above and lupus are described and links to previously covered topics as well as to future topics such as the nervous system are made. The students will be challenged by numerous exam-style questions, all of which have mark schemes embedded into the PowerPoint to allow for immediate assessment of progress.

This lesson describes the means of transmission of animal and plant communicable pathogens, including direct and indirect transmission. The PowerPoint and accompanying worksheets have been primarily designed to cover point 4.1.1 (b) of the OCR A-level Biology A specification but intricate planning ensures that the students are constantly challenged on their recall of the content of the previous lesson, where the different types of pathogens that cause communicable diseases in plants and animals was covered. The lesson contains a wide range of tasks which will engage the students whilst challenging them to think about the biological content. Relevant examples such as the UK government’s public message of “HANDS, FACE, SPACE” are used to explain how TB and HIV are directly transmitted through droplet infection or the exchange of bodily fluids. A series of exam-style questions challenge the students on their knowledge of the transmission of HIV and the mark scheme is embedded into the PowerPoint to allow them to assess their progress. Students will learn that although HIV is mainly a sexually transmitted infection, the sharing of needles by intravenous drug users and vertical transmission from a mother to foetus (or baby) are other mechanisms for the spread. Moving forwards, the next part of the lesson focuses on the transmission of cholera and malaria in unsafe water and through a vector respectively. Time is taken to emphasise the meaning of a vector and student understanding is checked later in the lesson when discussing the spread of the fungus responsible for Dutch elm disease by the elm beetle. The effect of climate and social factors are also considered, and the outbreak of cholera in Yemen in 2016 is used to introduce a number of the social determinants that affect transmission. The final part of the lesson describes the direct and indirect means of transmission of plant pathogens and biological examples are sourced to increase the relevance.

This lesson describes how cholera, measles, malaria, TB and HIV are transmitted from an infected individual to an uninfected individual. The PowerPoint and accompanying worksheet have been primarily designed to cover point 10.1 [c] of the CIE A-level Biology specification but intricate planning ensures that the students are constantly challenged on their recall of the content of the previous lesson where the names and types of pathogens that caused these diseases was covered. The lesson contains a wide range of tasks which will engage the students whilst challenging them to think about the biological content. Relevant examples such as the UK government’s public message of “HANDS, FACE, SPACE” are used to explain how measles, TB and HIV are directly transmitted through droplet infection or the exchange of bodily fluids. A series of exam-style questions challenge the students on their knowledge of the transmission of HIV and the mark scheme is embedded into the PowerPoint to allow them to assess their progress. The rest of the lesson focuses on the transmission of cholera and malaria in unsafe water and through a vector respectively. Again, the students are challenged to recall the name and type of pathogen that is the causative organism before details of the spread are discussed and described.

This lesson explains the difference between non-infectious and infectious diseases and names the pathogens that cause examples of the latter. The PowerPoint and accompanying worksheets have been primarily designed to cover points 10.1 (a & b) of the CIE A-level Biology specification but as this is the first lesson in topic 10, links to upcoming topics such as the immune response and vaccinations are introduced. The lesson begins with a challenge where the students have to use descriptions to recognise CHD, HIV and TB as diseases that are commonly referred to by their abbreviations. This leads into a description of the meaning of disease before the students are challenged to use any prior knowledge of this topic to recognise that CHD is an examples of a non-infectious disease whereas HIV and TB are examples of infectious diseases. Specification point 10.1 (a) states that students should know about sickle cell anaemia and lung cancer so the next section of the lesson focuses on the key details of these diseases and when considering the former, their knowledge of gene mutations, protein synthesis and haemoglobin is tested. viruses - HIV/AIDS, influenza, measles, smallpox bacteria - TB, cholera, protoctista - malaria The infectious diseases shown above are covered by the remainder of this lesson and the differing mechanisms of action of these three types of pathogens are discussed and considered throughout. For example, time is taken to describe how HIV uses a glycoprotein to attach to T helper cells whilst toxins released by bacteria damage the host tissue and the Plasmodium parasite is transmitted from one host to another by a vector to cause malaria. The accompanying worksheets contain a range of exam-style questions, including a mathematical calculation, and mark schemes are embedded into the PowerPoint to allow students to immediately assess their understanding.

This lesson describes the different types of pathogens that can cause communicable diseases in plants and animals. The PowerPoint and accompanying worksheets have been primarily designed to cover point 4.1.1 (a) of the OCR A-level Biology specification but as this is the first lesson in module 4, it has been specifically planned to make links to upcoming topics such as phagocytosis, vaccinations and classification. viruses - HIV/AIDS, influenza, TMV bacteria - TB, cholera, ring rot protoctista - malaria fungi - athlete’s foot, black sigatoka, ringworm, The diseases shown above are covered by the detailed content of this lesson and the differing mechanisms of action of the four types of pathogens are discussed and considered throughout. For example, time is taken to describe how HIV uses a glycoprotein to attach to T helper cells whilst toxins released by bacteria damage the host tissue and the Plasmodium parasite is transmitted from one host to another by a vector to cause malaria. The accompanying worksheets contain a range of exam-style questions, including a mathematical calculation, and mark schemes are embedded into the PowerPoint to allow students to immediately assess their understanding.

This lesson discusses how biodiversity may be considered at different levels and describes how to calculate Simpson’s Index of diversity. The PowerPoint and accompanying worksheets have primarily been designed to cover points 4.2.1 (a, c and d) of the OCR A-level Biology A specification but also make links to the upcoming topics of classification, natural selection and adaptations A quiz competition called BIOLOGICAL TERMINOLOGY SNAP runs over the course of the lesson and this will engage the students whilst challenging them to recognise species, population, biodiversity, community and natural selection from their respective definitions. Once biodiversity as the variety of living organisms in a habitat is revealed, the students will learn that this can relate to a range of habitats, from those in the local area to the Earth. Moving forwards, the students will begin to understand that biodiversity can be considered at a range of levels which include within a habitat, within a species and within different habitats so that they can be compared. Species richness as a measure of the number of different species in a community is met and a biological example in the rainforests of Madagascar is used to increase its relevance. However, students will also be introduced to species evenness and will learn that in order for a habitat to be deemed to be biodiverse, it must be both species rich and even. The students are introduced to an unfamiliar formula that calculates the heterozygosity index and are challenged to apply their knowledge to this situation, as well as linking a low H value to natural selection. The rest of the lesson focuses on the calculation of Simpson’s Index of diversity and a 4-step guide is used to walk students through each part of the calculation. This is done in combination with a worked example to allow students to visualise how the formula should be applied to actual figures. Using the method, they will then calculate a value of D for a comparable habitat to allow the two values to be considered and the significance of a higher value is explained. All of the exam-style questions have mark schemes embedded in the PowerPoint to allow students to continuously assess their progress and understanding.

This lesson describes how random and non-random sampling strategies can be carried out to measure the biodiversity of a habitat. The PowerPoint and accompanying worksheets are part of the first lesson in a series of 2 which have been designed to cover the content of point 4.2.1 (b) (i) of the OCR A-level Biology A specification and this lesson specifically focuses on sampling plant species. The second lesson covers the sampling of animal species using apparatus such as pooters and sweeping nets. The lesson begins with a challenge, where the students have to recognise the terms random and stratified from descriptions that were met in modules 2.1.6 and 3.1.1. This introduces the concept of sampling and emphasises its importance in the measurement of biodiversity and the students will learn that there is random sampling as well as non-random sampling, and that one of these strategies is known as stratified. The next part of the lesson focuses on the random sampling of a habitat where the results found with a quadrat are used to estimate the population of sessile species like plants. Due to the heavy mathematical content in the A-level Biology exams, a step by step guide is used to walk the students through the key stages in these calculations and includes the extra steps needed when the quadrat does not have an area of 1 metre squared. A series of exam-style questions will then challenge them to apply their understanding and mark schemes are embedded in the PowerPoint to allow them to immediately assess their progress. The use of quadrats that have been divided into 100 squares and point frames to estimate percentage ground cover are also discussed and the overall advantages and disadvantages of random sampling are considered. Moving forwards, the stratified, opportunistic and systematic strategies of non-random sampling are discussed and again the advantages and disadvantages of all three are considered. Time is taken to focus on line and belt transects and students will learn that the latter can be particularly useful when an abiotic factor appears to change across a habitat.

This lesson describes how to calculate the mean and standard deviation of collected data and describes how these values may be interpreted. The PowerPoint and accompanying worksheets are part of the second lesson in a series of 2 lessons which have been designed to cover point 4.7 (Investigating diversity) of the AQA A-level Biology specification. It is important to note that the students will not be required to calculate the standard deviation in written papers but that they do need to understand how these values are obtained and what they could indicate. The lesson begins with an introduction of the standard deviation as a measure of the spread around the mean. The students will learn that interpreting the data is a critical requirement of this A-level course and this initial portion of the lesson considers how the spread of the data around the mean can lead to differing suggestions about reliability. A step by step guide walks the students through each stage of the calculation of the standard deviation, which includes the calculation of the mean, and they will complete a worked example with the class. A quick quiz round introduces the values of 68 and 95 in a fun way to encourage the students to remember that if the focus of the data shows a normal distribution, 68% of the observations are within +/- one standard deviation and 95% are within 2 standard deviations. The final task challenges the students to apply their knowledge to data about the birth weights of humans at a UK hospital on one day in 2020.

This lesson describes the meaning of biodiversity, explains how it relates to a range of habitats, and describes how to calculate an index of diversity. The PowerPoint and accompanying worksheets are part of the first in a series of 2 lessons that have been designed to cover the content of topic 4.6 of the AQA A-level Biology specification. The second lesson describes the balance between conservation and farming. A quiz competition called BIOLOGICAL TERMINOLOGY SNAP runs over the course of the lesson and this will engage the students whilst challenging them to recognise species, population, biodiversity, community and natural selection from their respective definitions. Once biodiversity as the variety of living organisms in a habitat is revealed, the students will learn that this can relate to a range of habitats, from those in the local area to the Earth. When considering the biodiversity of a local habitat, the need for sampling is discussed and some key details are provided to initially prepare the students for these lessons in topic 7. Moving forwards, the students will learn that it is possible to measure biodiversity within a habitat, within a species and within different habitats so that they can be compared. Species richness as a measure of the number of different species in a community is met and a biological example in the rainforests of Madagascar is used to increase its relevance. The students are introduced to an unfamiliar formula that calculates the heterozygosity index and are challenged to apply their knowledge to this situation, as well as linking a low H value to natural selection. The rest of the lesson focuses on the index of diversity and a 3-step guide is used to walk students through each part of the calculation. This is done in combination with a worked example to allow students to visualise how the formula should be applied to actual figures. Using the method, they will then calculate a value of d for a comparable habitat to allow the two values to be considered and the significance of a higher value is explained. All of the exam-style questions have mark schemes embedded in the PowerPoint to allow students to continuously assess their progress and understanding.

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 lesson describes a range of methods that are used to conserve habitats and explains how this frequently involves the management of succession. The engaging PowerPoint and accompanying worksheets are part of the final lesson in a series of 4 lessons which have been designed to cover the content of topic 7.4 (Populations in ecosystems) of the AQA A-level Biology specification Hours of research has gone into the planning of this lesson to source interesting examples that increase the relevance of the biological content and these include the Lizard National Nature Reserve in Cornwall, the Lake Télé Community reserve in the Republic of Congo and the marine conservation zone in the waters surrounding Tristan da Cunha. Students will learn how this form of active management conserves habitats and species in their natural environment, with the aim of minimising human impact whilst maintaining biodiversity. The main issues surrounding this method are discussed, including the fact that the impact of this conservation may not be significant if the population has lost much of its genetic diversity and that despite the management, the conditions that caused the species to become endangered may still be present. To enrich their understanding of the importance of ex situ conservation, the Millennium Seed Bank Project in Wakehurst is used and time is taken to consider how seed banks can be used to ensure that endangered plant species avoid extinction and how the plants can be bred asexually to increase plant populations quickly. The final part of this lesson describes how the active management of a habitat in Downe, Kent, has allowed kidney vetch to flourish, which is critical for the small blue butterfly which feeds, lives, and lays eggs on this plant. This example has been specifically chosen to further emphasise the key point that conservation frequently manages succession.

This lesson explains that autosomal linkage results from the presence of alleles on the same chromosome and uses biological examples to demonstrate this concept. The PowerPoint and accompanying worksheets have been designed to cover point 8.2 (iv) of the Edexcel A-level Biology B specification and supports students in the formation of their descriptions of how these results of these crosses can be explained by the events of meiosis (crossing over) This is a difficult topic which can be poorly understood by students so extra time was taken during the planning to split the concept into small chunks. There is a clear focus on using the number of parent phenotypes and recombinants in the offspring as a way to determine linkage and suggest how the loci of the two genes compare. Important links to other topics such as crossing over in meiosis are made to enable students to understand how the random formation of the point of contact (chiasma) determines whether new phenotypes will be seen in the offspring or not. Linkage is an important cause of variation and the difference between observed and expected results and this is emphasised on a number of occasions and a link to the chi squared test which is covered in an upcoming lesson is also made. The main task of the lesson act as understanding check where students are challenged to analyse the results of genetic crosses involving the inheritance of the ABO blood group gene and the nail-patella syndrome gene n humans and also the inheritance of body colour and wing length in Drosophila.

This lesson describes how to obtain and use sampling results to calculate an estimate for the population size of a sessile, slow-moving or motile organism. The PowerPoint and accompanying worksheets are part of the second lesson in a series of 4 lessons that have been designed to cover the content of topic 7.4 (Populations in ecosystems) of the AQA A-level Biology specification and includes descriptions of the use of randomly placed quadrats, quadrats along a belt transect and the mark-release-recapture method. As you can see from the image, step by step guides are included in the lesson that walk the students through each stage of the calculations and these are followed by opportunities to challenge their understanding by answering exam-style questions. Mark schemes for the 7 questions that are answered over the course of the lesson are embedded into the PowerPoint and this allows the students to assess their progress. When considering the mark-release-recapture method, the assumptions that are made and the precautions that need to be taken are considered and the students are challenged to link the changes in the numbers of rabbits to the topic of stabilising selection.

This lesson describes a range of methods that can be used to assess the distribution and abundance of organisms in a local area. The PowerPoint and accompanying worksheets have been designed to cover points [c] and [d] of topic 18.1 of the CIE A-level Biology specification and describe the use of frame quadrats, line and belt transects, and the mark-release-recapture method. Due to the substantial mathematical content of the A-level Biology exams, as well as descriptions of the different methods, there is a focus on the range of calculations that are used to estimate the population of either sessile or motile species. As shown by the image, step by step guides are used to walk the students through the key stages in these calculations before exam-style questions challenge them to apply their understanding and mark schemes are included in the lesson to allow them to immediately assess their progress. The precautions and assumptions associated with the mark-release-recapture method are discussed and links are made to stabilising selection as covered in topic 17 when considering how the number of species have changed over time.