This fully-resourced lesson explains how gene mutations can occur by substitution, deletion and insertion and explores how these base pair changes can affect the primary structure of the polypeptide and therefore the phenotype. The engaging and detailed PowerPoint and accompanying resources have been designed to cover point 16.2 (e) of the CIE International A-level Biology specification which states that students should understand how these mutations occur and can affect the phenotype. In order to understand how a change in the base sequence can affect the order of the amino acids, students must be confident in their understanding and application of protein synthesis which was taught in topic 6. Therefore, the start of the lesson focuses on transcription and translation and students are guided through the use of the codon table to identify amino acids. Moving forwards, a quick quiz competition is used to introduce the names of three types of gene mutation whilst challenging the students to recognise terms which are associated with the genetic code and were met in the previous lesson. The main focus of the lesson is base substitutions and how these mutations may or may not cause a change to the amino acid sequence. The students are challenged to use their knowledge of the degenerate nature of the genetic code to explain how a silent mutation can result. The rest of the lesson looks at base deletions and base insertions and students are introduced to the idea of a frameshift mutation. One particular task challenges the students to evaluate the statement that base deletions have a bigger impact on primary structure than base substitutions. This is a differentiated task and they have to compare the fact that the reading frame is shifted by a deletion against the change in a single base by a substitution

This engaging and fully-resourced lesson looks at how genetic drift can arise after a genetic bottleneck or as a result of the Founder effect. The detailed PowerPoint and accompanying resources have been designed to cover point 17.2 © of the CIE International A-level Biology specification which states that students should be able to explain how the Founder effect and genetic drift may affect allele frequencies in populations. A wide range of examples are used to show the students how a population that descends from a small number of parents will have a reduction in genetic variation and a change in the frequency of existing alleles. Students are encouraged to discuss new information to consider key points and understanding checks in a range of forms are used to enable them to check their progress and address any misconceptions. Students are provided with three articles on Huntington’s disease in South Africa, the Caribbean lizards and the plains bison to understand how either a sharp reduction in numbers of a new population beginning from a handful of individuals results in a small gene pool. Links to related topics are made throughout the lesson to ensure that a deep understanding is gained.

This fully-resourced lesson guides students through the use of the Hardy-Weinberg equations to determine the frequency of alleles, genotypes and phenotypes in a population. Both the detailed PowerPoint and differentiated practice questions on a worksheet have been designed to cover point 17.2 (d) of the CIE International A-level Biology specification which states that students should be able to demonstrate and apply their knowledge and understanding of the use of the principle to calculate frequencies in populations. The lesson begins by looking at the two equations and ensuring that students understand the meaning of each of the terms. The recessive condition, cystic fibrosis, is used as an example so that students can start to apply their knowledge and assess whether they understand which genotypes go with which term. Moving forwards, a step-by-step guide is used to show students how to answer a question. Tips are given during the guide so that common misconceptions and mistakes are addressed immediately. The rest of the lesson gives students the opportunity to apply their knowledge to a set of 3 questions, which have been differentiated so that all abilities are able to access the work and be challenged.

This fully-resourced lesson looks at the external and internal structure of the mammalian heart and explains how the differences in the thickness of the chamber walls is related to function. The engaging and detailed PowerPoint and accompanying resources have been designed to cover points 8.2 (a) and (b) of the CIE International A-level Biology specification As this topic was covered at GCSE, the lesson has been planned to build on this prior knowledge whilst adding the key details which will enable students to provide A-level standard answers. The primary focus is the identification of the different structures of the heart but it also challenges their ability to recognise the important relationship to function. As detailed in specification point (b), time is taken to ensure that students can explain why the atrial walls are thinner than the ventricle walls and why the right ventricle has a thinner wall than the left ventricle. Opportunities are taken throughout the lesson to link this topic to the others found in topics 8.1 and 8.2 including those which have already been covered like circulatory systems as well as those which are upcoming such as the cardiac cycle. There is also an application question where students have to explain why a hole in the ventricular septum would need to be repaired if it doesn’t naturally close over time.

This fully-resourced lesson looks at the double, closed circulatory system as found in a mammal and considers how the pulmonary circulation differs from the systemic circulation. The engaging PowerPoint and accompanying resources have been designed to cover point 8.1 (a) of the CIE International A-level Biology specification The lesson begins with a focus on the meaning of a double circulatory system and checks that students are clear in the understanding that the blood passes through the heart twice per cycle of the body. Beginning with the pulmonary circulation, students will recall that the pulmonary artery carries the blood from the right ventricle to the lungs. An opportunity is taken at this point to check on their knowledge of inhalation and the respiratory system as well as the gas exchange between the alveoli and the capillary bed. A quick quiz is used to introduce arterioles and students will learn that these blood vessels play a crucial role in the changes in blood pressure that prevent the capillaries from damage. When looking at the systemic circulation, time is taken to look at the coronary arteries and renal artery as students have to be aware of these vessels in addition to the ones associated with the heart. In the final part of the lesson, students are challenged to explain how the structure of the heart generates a higher pressure in the systemic circulation and then to explain why the differing pressures are necessary. As a result of the constant reference to the heart, the blood vessels and the blood, students will be reminded that these are the components of the circulatory system

This fully-resourced REVISION lesson has been written to challenge the students on their knowledge of the content of topic 1 (Cell structure) of the CIE International A-level Biology specification. The PowerPoint and accompanying resources will motivate the students whilst they assess their understanding of the content and identify any areas which may require further attention. The wide range of activities have been written to cover as much of the topic as possible but the following specification points have been given particular focus: ATP is produced in mitochondria and chloroplasts and the role of ATP in cells Recognising eukaryotic cell structures and outlining their functions Calculating actual sizes from electron micrographs The structural features of a typical prokaryotic cell The key features of viruses as non-cellular structures Distinguish between resolution and magnification Quiz rounds such as “GUESS WHO of CELL STRUCTURES” and “YOU DO THE MATH” are used to test the students on the finer details of their knowledge of the structure and functions of the organelles and some key numerical facts

This detailed lesson describes and explains the blood pressure changes that occur during systole and diastole of the cardiac cycle. The PowerPoint and accompanying resource have been designed to cover point 8.2 © of the CIE International A-level Biology specification. The start of the lesson introduces the cardiac cycle as well as the key term systole, so that students can immediately recognise that the three stages of the cycle are atrial and ventricular systole followed by diastole. Students are challenged on their prior knowledge of the structure of the heart as they have to name and state the function of an atrioventricular and semi-lunar valve from an internal diagram. This leads into the key point that pressure changes in the chambers and the major arteries results in the opening and closing of these sets of valves. Students are given a description of the pressure change that results in the opening of the AV valves and shown where this would be found on the graph detailing the pressure changes of the cardiac cycle. They then have to use this as a guide to write descriptions for the closing of the AV valve and the opening and closing of the semi-lunar valves and to locate these on the graph. By providing the students with this graph, the rest of the lesson can focus on explaining how these changes come about. Students have to use their current and prior knowledge of the chambers and blood vessels to write 4 descriptions that cover the cardiac cycle. The final part of the lesson covers the changes in the volume of the ventricle. This lesson has been written to tie in with the other uploaded lessons on the heart as detailed in topic 8.2

This revision lesson is fully-resourced and the engaging PowerPoint and accompanying resources have been designed to challenge students on their understanding of the content detailed in topics 2.7, 2.8 and 2.9 of the WJEC GCSE Physics specification. It was decided that the close links between the types of radiation, half-life and nuclear energy lent themselves to a combined revision resource. The lesson was written to cover as much of the topics as possible but the following points have been given particular attention: The nucleon and proton number and the numbers of neutrons and protons in an atomic nucleus Recognising and representing isotopes Calculating the half-life when given information about the radioactive count The differing penetrating powers of the three types of radiation Background radiation Sources of background radiation and possible reasons for varying levels of radon gas Nuclear decay equations for alpha and beta decay Nuclear fission and nuclear fusion Representing a nuclear fission reaction in an equation The wide range of activities which include exam-style questions with fully-explained answers, differentiated tasks and quick quiz competitions will engage and motivate the students whilst they recognise the areas of these topics which will require their further attention It is estimated that it will take in excess of 2 hours of GCSE teaching time to complete this lesson

This fully-resourced revision lesson challenges the students on their knowledge of the content which is detailed in topic 14 (Particle model) of the Pearson Edexcel GCSE Physics specification. The wide range of activities, which include exam-style questions with clear explanations, will allow them to assess their understanding of the content and to recognise those areas which require further attention. The lesson has been designed to cover as much of the module as possible but the following specification points have been given particular attention: Recall and use the equation to calculate density Explain the differences in density between the different states of matter Describe that mass is conserved during physical changes Explain how heating a system will change the temperature or change a state Define the terms specific heat capacity and specific latent heat and describe the differences between them Use the equations involving specific heat capacity and specific latent heat Explain the qualitative relationship between Kelvin temperature and pressure of a gas Convert between the Kelvin and degrees Celsius scales Explain the effect of changing the volume on the pressure of a fixed mass of gas at a constant temperature Explain why doing work on a gas can increase the temperature Most of the resources are differentiated to allow students of differing abilities to access the work and be challenged and the PowerPoint guides the students through the range of mathematical skills which are tested in this topic

This is a highly engaging, detailed and fully-resourced revision lesson which has been designed to test the students on their knowledge and understanding of topic 6 (Radioactivity) of the Pearson Edexcel GCSE Physics specification. The PowerPoint and accompanying resources contain a wide range of resources which include exam-style questions with fully-explained answers, differentiated tasks and quick quiz competitions. The students will be motivated by the range of tasks whilst crucially recognising those areas of the specification which require some extra time before the exams The following specification points are covered in this lesson: Describe the structure of atom and recall the typical size Recall the relative masses and charges of the subatomic particles and use the number of protons and electrons to explain why atoms are neutral Describe the structure of the nuclei of an isotope Explain what is meant by background radiation and recall sources Describe methods for measuring and detecting radioactivity Describe the process of beta minus and beta plus decay Write and balance nuclear decay equations Explain the effects on the proton and nucleon number as a result of decay Recall that the unit of radioactivity is Bq Use the concept of half-life to carry out calculations Describe the use of isotopes in PET scanners Describe the differences between nuclear fission and fusion Explain how the fission of U-235 produces two daughter nuclei, two or three neutrons and releases energy Describe the advantages and disadvantages of nuclear energy Explain why nuclear fusion cannot happen at low temperatures and pressures It is estimated that it will take in excess of 2 hours of GCSE teaching to cover the detail of this lesson and it can be used for effective revision at the end of the topic or in the lead up to mock or terminal exams.

This detailed lesson explains how observable features at a microscopic level can be used to classify living organisms into one of the five kingdoms. The engaging PowerPoint and accompanying resources have been designed to cover point 4.2.2 © (i) of the OCR A-level Biology A specification which states that students should be able to demonstrate and apply an understanding of the features of the animalia, plantae, fungi, protoctista and prokaryotae kingdoms. This lesson begins with a knowledge recall as students have to recognise that prior to 1990, kingdom was the highest taxa in the classification hierarchy. Moving forwards, they will recall the names of the five kingdoms and immediately be challenged to split them so that the prokaryotae kingdom is left on its own. An opportunity is taken at this point to check on their prior knowledge of the structure of a bacterial cell from module 2.1.1. These prior knowledge checks are found throughout the lesson (along with current understanding checks) as students are also tested on their knowledge of the structure and function of cellulose. This is found in the section of the lesson where the main constituent of the wall can be used to distinguish between plantae, fungi and prokaryotae. Quick quiz competitions, such as YOU DO THE MATH and SAY WHAT YOU SEE are used to introduce key values and words in a fun and memorable way. The final part of the lesson looks at the protoctista kingdom and students will come to understand how these organisms tend to share a lot of animal or plant-like features. Both of the accompanying resources have been differentiated to allow students of differing abilities to access the work and this lesson has been written to tie in with the previously uploaded lesson on taxonomic hierarchy and the binomial naming system (4.2.2 a & b).

This lesson describes the classification of species into the taxonomic hierarchy and cover point 18.2 (a) of the CIE A-level Biology specification. The engaging PowerPoint and accompanying resources have been designed to show students how the domain, kingdom, phylum, class, order, family, genus and species are used in modern-day classification. The lesson begins by with a knowledge recall as students have to use the provided information about a mule to explain why a horse and donkey are considered to be members of different species. Moving forwards, students will learn that species is the lowest taxon in the modern-day classification hierarchy. The first of a number of rounds of a competition is used to engage the students whilst they learn the names of the 7 other taxa and the horse and the donkey from the earlier example are used to complete the hierarchy. Students are told that a binomial naming system is used in Biology to provide a universal name for each species and the final task of the lesson challenges them to apply their knowledge by completing a hierarchy for a modern-day human, by spotting the correct name for an unfamiliar organism

This fully-resourced REVISION lesson has been written to challenge the students on their knowledge of the content of topic 5 Solids, liquids and gases) of the Pearson Edexcel International GCSE Physics specification. The engaging PowerPoint and accompanying resources will motivate the students whilst they assess their understanding of the content and identify any areas which may require further attention. The wide range of activities have been written to cover as much of the topic as possible but the following specification points have been given particular focus: Using the correct units Converting between the Kelvin and degrees Celsius scales Explain the qualitative relationship between pressure and Kelvin temperature Use the relationship between pressure and Kelvin temperature Know and use the equations for density and pressure Design an experiment to investigate density Know the meaning of the specific heat capacity Use the equation for change in thermal energy Quiz rounds such as “SAY WHAT YOU SEE” and “YOU DO THE MATH” are used to test the students on their knowledge of key terms as well as numerical facts

This lesson has been written to act as a revision tool for students at the completion of topic 2 of the Pearson Edexcel GCSE Physics specification or in the lead up to mock or terminal exams. This motion and forces topic is extensive and the engaging PowerPoint and accompanying resources have been designed to include a wide range of activities to allow the students to assess their understanding and to recognise any areas which need extra attention. This specification is heavy in mathematical content and so a lot of opportunities are presented for a range of skills to be tested and the PowerPoint guides students through the application of these requirements such as rearranging the formula and converting between units. The following specification points have received a particular focus in this lesson: Factors affecting thinking and braking distance Calculating the distance travelled from the area under the velocity-time graph Recalling and using the equations to calculate acceleration, force, speed, weight and momentum Calculating uniform acceleration from a velocity-time graph Resultant force and constant velocity Forces and velocity as vector quantities Circular motion The difference between mass and weight The law of the conservation of momentum A number of quick quiz rounds, such as FILL THE VOID and WEIGHT A MINUTE, are used to maintain engagement and motivation and to challenge the students on their recall of important points. It is estimated that it will take in excess of 2 hours of GCSE teaching time to cover the detail included in this lesson

This revision lesson has been designed to challenge the students on their use of a range of mathematical skills that could be assessed on the six OCR Gateway A GCSE Combined Science papers. The mathematical element of the GCSE Combined Science course has increased significantly since the specification change and therefore success in those questions which involve the use of maths can prove to be the difference between one grade and another or possibly even more. The engaging PowerPoint and accompanying resources contain a wide range of activities that include exam-style questions with displayed mark schemes and explanations so that students can assess their progress. Other activities include differentiated tasks, class discussion points and quick quiz competitions such as “It doesn’t HURT to CONVERT”, “YOU DO THE MATH” and “FILL THE VOID”. The following mathematical skills (in a scientific context) are covered in this lesson: The use of Avogadro’s constant Rearranging the formula of an equation Calculating the amount in moles using mass and relative formula mass Calculating the relative formula mass for formulae with brackets Using the Periodic Table to calculate the number of sub-atomic particles in atoms Changes to electrons in ions Balancing chemical symbol equations Empirical formula Converting between units Calculating concentration in grams per dm cubed and volumes of solutions Calculating size using the magnification equation Using the mean to estimate the population of a sessile species Calculating percentages to prove the importance of biodiversity Calculating percentage change The BMI equation Calculating the acceleration from a velocity-time graph Recalling and applying the Physics equations Understanding prefixes that determine size Leaving answers to significant figures and using standard form Helpful hints and step-by-step guides are used throughout the lesson to support the students and some of the worksheets are differentiated two ways to provide extra assistance. Due to the detail of this lesson, it is estimated that it will take in excess of 3 hours of GCSE teaching time to cover the tasks and for this reason it can be used over a number of lessons as well as during different times of the year for revision