This highly detailed and engaging lesson which explains how a nerve impulse (action potential) is conducted along an axon). The PowerPoint and accompanying resources have been designed to cover point 8.3 of the Pearson Edexcel A-level Biology A (Salters Nuffield) specification which states that students should be able to describe how the changes in the membrane permeability to sodium and potassium ions results in conduction. This topic is commonly assessed in the terminal exams so a lot of time has been taken to design this resource to include a wide range of activities that motivate the students whilst ensuring that the content is covered in the depth of detail that will allow them to have a real understanding. Interspersed within the activities are understanding checks and prior knowledge checks to enable the students to not only assess their progress against the current topic but also to challenge themselves on the links to earlier topics such as methods of movements across cell membranes and saltatory conduction. There are also a number of quiz competitions which are used to introduce key terms and values in a fun and memorable way and discussion points to encourage the students to consider why a particular process or mechanism occurs. Over the course of the lesson, the students will learn and discover how the movement of ions across the membrane causes the membrane potential to change. They will see how the resting potential is maintained through the use of the sodium/potassium pump and potassium ion leakage. There is a real focus on depolarisation to allow students to understand how generator potentials can combine and if the resulting depolarisation then exceeds the threshold potential, a full depolarisation will occur. At this point in the lesson students will discover how the all or nothing response explains that action potentials have the same magnitude and that instead a stronger stimulus is linked to an increase in the frequency of the transmission. The rest of the lesson challenges the students to apply their knowledge to explain how repolarisation and hyperpolarisation result and to suggest advantages of the refractory period for nerve cells.

This lesson describes and discusses the different methods of protecting endangered species. The engaging PowerPoint and accompanying worksheets have been designed to cover point 18.3 [c] of the CIE A-level Biology specification and the methods described include zoos, botanic gardens, national parks, marine conservation zones and seed banks Hours of research has gone into the planning of this lesson to source interesting examples that increase the relevance of the biological content concerning in situ conservation, 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. A number of quick quiz competitions are interspersed throughout the lesson to introduce key terms and values in a fun and memorable way and one of these challenges them to use their knowledge of famous scientists to reveal the surname, Fossey. Dian Fossey was an American conservationist and her years of study of the mountain gorillas is briefly discussed along with the issue that wildlife reserves can draw poachers and tourists to the area, potentially disturbing the natural habitat. To enrich their understanding of ex situ conservation, the better known examples of ZSL London zoo, Kew Gardens and the Millennium Seed Bank Project in Wakehurst are used. Students will understand how conserving animal species outside of their natural habitat enables human intervention that ensures the animals are fed and given medical assistance when needed as well as reproductive assistance to increase the likelihood of the successful breeding of endangered species. As with the in situ method, the disadvantages are also discussed and there is a focus on the susceptibility of captive populations to diseases as a result of their limited genetic diversity. The final part of the lesson considers how seed banks can be used to ensure that plant species avoid extinction and how the plants can be bred asexually to increase plant populations quickly. Due to the extensiveness of this lesson, it is estimated that it will take in excess of 2/3 hours of allocated A-level teaching time to cover the tasks and content that is included in the lesson.

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 fully-resourced lesson describes the role of transcription factors in the regulation of gene expression. The detailed PowerPoint and accompanying resources have been designed to cover the details of specification points 7.2 (i) and (ii) of the Edexcel A-level Biology B course. This is one of the more difficult concepts in this A-level course and therefore key points are reiterated throughout this lesson to increase the likelihood of student understanding and to support them when trying to make links to actual biological examples in living organisms. There is a clear connection to transcription and translation as covered in topic 1.4, so the lesson begins by reminding students that in addition to the structural gene in a transcription unit, there is the promotor region where RNA polymerase binds. Students are introduced to the idea of transcription factors and will understand how these molecules can activate or repress transcription by enabling or preventing the binding of the enzyme. At this point, students are challenged on their current understanding with a series of questions about DELLA proteins so they can see how these molecules prevent the binding of RNA polymerase. Their understanding is then tested again with another example with oestrogen and the ER receptor. The final and main section of the lesson focuses on the lac operon. Students will be able to visualise the different structures that are found in this unit of DNA and time is taken to go through the individual functions. A step by step guide is used to walk students through the sequence of events that occur when lactose is absent and when it is present before they are challenged to apply their understanding to an exam question.

This lesson describes the behaviour of chromosomes during meiosis, focusing on the events which contribute to genetic variation. The detailed PowerPoint and accompanying resources have been designed to cover points 16.1 (a, d & e) of the CIE A-level Biology specification and explains how crossing over, the random assortment and the random fusion of haploid gametes leads to variation. In order to understand how the events of meiosis like crossing over and independent assortment and independent segregation can lead to variation, students need to be clear in their understanding that DNA replication in interphase results in homologous chromosomes as pairs of sister chromatids. Therefore the beginning of the lesson focuses on the chromosomes in the parent cell and this first part of the cycle and students will be introduced to non-sister chromatids and the fact that they may contain different alleles which is important for the exchange that occurs during crossing over. Time is taken to go through this event in prophase I in a step by step guide so that the students can recognise that the result can be new combinations of alleles that were not present in the parent cell. Moving forwards, the lesson explores how the independent assortment and segregation of chromosomes and chromatids during metaphase I and II and anaphase I and II respectively results in genetically different gametes. The key events of all of the 8 phases are described and there is a focus on key terminology to ensure that students are able to describe genetic structures in the correct context. The final part of the lesson looks at the use of a mathematical expression to calculate the possible combinations of alleles in gametes as well as in a zygote following the random fertilisation of haploid gametes. Understanding and prior knowledge checks are interspersed throughout the lesson as well as a series of exam-style questions which challenge the students to apply their knowledge to potentially unfamiliar situations. This lesson has been specifically planned to link to the two lessons on the cell cycle and the main stages of mitosis as covered in topic 5 and constant references are made throughout to encourage students to make links and also to highlight the differences between the two types of nuclear division

This fully-resourced lesson describes how enzymes function intracellularly and extracellularly and explains their mode of action. The engaging PowerPoint and accompanying resources have been designed to cover points 3.1 (a, b & c) and considers the details of Fischer’s lock and key hypothesis and Koshland’s induced-fit model and explains how an enzyme’s specificity is related to their 3D structure and enables them to act as biological catalysts. The lesson has been planned to tie in with topic 2.3, and to challenge the students on their knowledge of protein structure and globular proteins. This prior knowledge is tested through a series of exam-style questions along with current understanding and mark schemes are included in the PowerPoint so that students can assess their answers. Students will learn that enzymes are large globular proteins which contain an active site that consists of a small number of amino acids. Emil Fischer’s lock and key hypothesis is introduced to enable students to recognise that their specificity is the result of an active site that is complementary in shape to a single type of substrate. Time is taken to discuss key details such as the control of the shape of the active site by the tertiary structure of the protein. The induced-fit model is described so students can understand how the enzyme-susbtrate complex is stabilised and then students are challenged to order the sequence of events in an enzyme-controlled reaction. The lesson finishes with a focus on ATP synthase and DNA polymerase so that students are aware of these important intracellular enzymes when learning about the details of respiration and DNA replication before they are challenged on their knowledge of carbohydrates, lipids and proteins from topics 1.2 - 1.4 as they have to recognise some extracellular digestive enzymes from descriptions of their biological molecule substrates.

This lesson describes the biuret and emulsion tests for proteins and lipids respectively and then acts as a revision lesson for topics 2.2 and 2.3. The engaging PowerPoint and accompanying resources have been designed to be taught at the end of topic 2 and uses a range of activities to challenge the students on their knowledge of that topic, but also covers the second part of point 2.1 (a) of the CIE A-level Biology specification when the qualitative tests are described. The first section of the lesson describes the steps in the biuret test and challenges the students on their recall of the reducing sugars and starch tests from topic 2.1 to recognise that this is a qualitative test that begins with the sample being in solution. The students will learn that the addition of sodium hydroxide and then copper sulphate will result in a colour change from light blue to lilac if a protein is present. The next part of the lesson uses exam-style questions with displayed mark schemes, understanding checks and quick quiz competitions to engage and motivate the students whilst they assess their understanding of this topic. The following concepts are tested during this lesson: The general structure of an amino acid The formation of dipeptides and polypeptides through condensation reactions The primary, secondary, tertiary and quaternary structure of a protein Biological examples of proteins and their specific actions (e.g. antibodies, enzymes, peptide hormones) Moving forwards, the lesson describes the key steps in the emulsion test for lipids, and states the positive result for this test. There is a focus on the need to mix the sample with ethanol, which is a distinctive difference to the tests for reducing sugars and starch and proteins. The remainder of the lesson uses exam-style questions with mark schemes embedded in the PowerPoint, understanding checks, guided discussion points and quick quiz competitions to challenge the following specification points: The structure of a triglyceride The relationship between triglyceride property and function The hydrophilic and hydrophobic nature of the phospholipid The phospholipid bilayer of the cell membrane Cholesterol is also introduced so that the students are prepared for this molecule when it is met in topic 4 (cell membranes) This is an extensive lesson and it is estimated that it will take in excess of 2 hours of allocated teaching time to cover the detail and the different tasks

This detailed and fully-resourced lesson describes the relationship between the structure, properties and functions of glycogen, starch and cellulose. The engaging PowerPoint and accompanying resources have been designed to cover specification point 2.2 (e) of the CIE International A-level Biology course and continual links are also made to the previous lessons in this topic where the monosaccharides and disaccharides were introduced. The lesson begins with the CARBOHYDRATE WALL where students have to use their prior knowledge to collect the 9 carbohydrates on show into 3 groups. This results in glycogen, starch and cellulose being grouped together as polysaccharides and the structure, properties and functions of these large carbohydrates are covered over the course of the lesson. Students will learn how key structural features like the 1 - 4 and 1 - 6 glycosidic bonds and the hydrogen bonds dictate whether the polysaccharide chain is branched or unbranched and also dictate whether the chain spirals or not. Following the description of the structure of glycogen, students are challenged to design an exam question in the form of a comparison table so that it can be completed as the lesson progresses and they learn more about starch and cellulose. This includes a split in the starch section of the table so that the differing structures and properties of amylose and amylopectin can be considered. The importance of the compact structure for storage is discussed as well as the branched chains of amylopectin acting as quick source of energy when it is needed. In the final part of the lesson, time is taken to focus on the hydrogen bonds between rotated glucose molecules on the same chain and between different chains and to explain how the formation of cellulose microfibrils and macrofibrils provides plant cells with the additional strength needed to support the whole plant. Due to the detail included in this lesson, it is estimated that it will take in excess of 2 hours of allocated teaching time to complete

This lesson describes the function of transcription factors in eukaryotes and uses the lac operon to explain the control of protein production in a prokaryote. The detailed PowerPoint and accompanying resources have been designed to cover points 16.3 (b, c & d) as detailed in the CIE A-level Biology specification and also includes a description of how gibberellin breaks down DELLA protein repressors, allowing transcription to be promoted. This is one of the more difficult concepts in this A-level course and therefore key points are reiterated throughout this lesson to increase the likelihood of student understanding and to support them when trying to make links to actual biological examples in living organisms. There is a clear connection to transcription and translation as covered in topic 6, so the lesson begins by reminding students that in addition to the structural gene in a transcription unit, there is the promoter region where RNA polymerase binds. Students are introduced to the idea of transcription factors and will understand how these molecules can activate or repress transcription by enabling or preventing the binding of the enzyme. At this point, students are challenged on their current understanding with a series of questions about DELLA proteins so they can see how these molecules prevent the binding of RNA polymerase. Their understanding is then tested again with another example with oestrogen and the ER receptor. The final and main section of the lesson focuses on the lac operon and immediately an opportunity is taken to challenge their knowledge of biological molecules with a task where they have to spot the errors in a passage describing the formation and breakdown of this disaccharide. Students will be able to visualise the different structures that are found in this operon and time is taken to go through the individual functions. A step by step guide is used to walk students through the sequence of events that occur when lactose is absent and when it is present before they are challenged to apply their understanding to an exam question.

A fully resourced revision lesson that uses a combination of exam questions, understanding checks, quick tasks and quiz competitions to help the students to assess their understanding of the topics found within modules B1, B2 and B3 of the OCR Gateway A GCSE Biology specification as will be covered in Biology paper 1 The topics that are tested within the lesson include: Cell structures What happens in cells Respiration Photosynthesis Supplying the cell The challenge of size The nervous system The endocrine system Maintaining internal environments Students will be engaged through the numerous quiz rounds whilst crucially being able to recognise those areas which require further attention

This is a highly-detailed revision resource which has been designed to be used over a number of lessons and allows teachers to dip in and out of the material as fits to the requirements of their classes and students. The resource consists of an engaging and detailed powerpoint (148 slides) and worksheets which have been differentiated to allow students of differing abilities to be challenged whilst accessing the work. The lesson consists of a wide range of activities which will engage and motivate the students and includes exam questions, quiz competitions and quick tasks and mathematical skills are challenged throughout. The lesson has been designed to cover as many of the sub-topics within topics 1, 2 and 3 of the OCR Gateway GCSE Biology A specification but the following sub-topics have been given particular attention: Topic B1: Cell-level systems Eukaryotic and prokaryotic cells Respiration Functions of the organelles of animal and plant cells Microscopy and calculating size Topic B2: Scaling up The functions of the components of blood Specialised cells Osmosis Mitosis and the cell cycle The heart and blood vessels Topic B3: Organism-level systems The nervous system The structures and functions of the eye IVF This revision resource can be used in the lead up to mocks or the actual GCSE exams and due to its size, it could be repeatably used to ensure that students develop a deep understanding of these topics.

This lesson describes the structure and functions of the organelles that are found in eukaryotic cells. The engaging and detailed PowerPoint and accompanying resources have been designed to cover point (a) in AS Unit 1, topic 2 of the WJEC A-level Biology specification As cells are the building blocks of living organisms, it makes sense that they would be heavily involved in all 6 modules in the OCR course and intricate planning has ensured that links to the lessons earlier in AS unit 1 are made as well as to the upcoming topics in the other units. The lesson uses a wide range of activities, that include exam-style questions, class discussion points and quick quiz competitions, to maintain motivation and engagement whilst describing the relationship between the structure and function of the following organelles: nucleus nucleolus centrioles ribosomes rough endoplasmic reticulum Golgi body lysosomes smooth endoplasmic reticulum mitochondria cell surface membrane vacuole chloroplasts plasmodesmata All of the worksheets have been differentiated to support students of differing abilities whilst maintaining challenge Due to the detail that is included in this lesson, it is estimated that it will take in excess of 3 hours of allocated A-level teaching time to go through all of the tasks

This is a fully-resourced REVISION lesson that consists of an engaging PowerPoint (129 slides) and associated worksheets that challenge the students on their knowledge of topics 4 - 6 (Community-level systems, Interaction between systems and Global challenges) of the OCR Gateway A GCSE Combined Science specification and can be assessed on PAPER 2. 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 1, but the following sub-topics have been given particular attention: Identifying bacterial, fungal and viral diseases The steps in the process of genetic engineering Evolution by natural selection The development of antibiotic resistance in bacteria The prevention and reduction of the spread of pathogens Vaccinations The risk factors of CHD Genetic terminology Predicting the results of single-gene crosses Sex determination Ecological terms The carbon cycle The mathematic elements of the Combined Science specification are challenged throughout the resource. Due to the size of this resource, it is likely that it’ll be used over the course of a number of lessons and it is suitable for use as an end of topic revision aid, in the lead up to the mocks or in the lead up to the actual GCSE exams.

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