This engaging lesson describes the structures of virus particles and explains why viruses are described as acellular and non-living. The PowerPoint and accompanying resource are part of the second lesson in a series of 2 lessons which have been designed to cover the detail of specification point (b) in AS unit 1, topic 2 of the WJEC A-level Biology specification Details of the COVID-19 epidemic are included in the lesson to increase relevance and to help students to understand this biological topic in greater depth. They will understand that the lack of cell structures results in an acellular classification and the fact that it is unable to reproduce without a host is one of the additional reasons that renders it as non-living. The main focus of the lesson is the nucleic acid, the capsid and the attachment proteins that are present in these microorganisms and time is taken to explain how these structures are involved in the infection of a host cell. The lipid membrane is also introduced and links are made to the previous lessons on eukaryotic cells. The final section uses a version of BBC 1’s POINTLESS to introduce a number of viral diseases in animals and the use of a glycoprotein by HIV to attach to helper T cells is briefly introduced so students are prepared for the immunology option if taken

This lesson describes the ethical and economic reasons for the maintenance of biodiversity. The engaging PowerPoint and accompanying worksheets are filled with real-life biological examples and have been designed to cover point 3.3 (ii) of the Edexcel A-level Biology B specification. Many hours of research have gone into the planning of the lesson so that interesting examples are included to increase the relevance of the multitude of reasons to maintain biodiversity. These include the gray wolves and beavers of Yellowstone National Park and the Za boabab in the Madagascar rainforests as examples of keystone species. Students will learn that these species have a disproportionate effect on their environment relative to their abundance and exam-style questions and guided discussion periods are used to challenge them to explain their effect on other species in the habitat. The latest A-level Biology exams have a heavy mathematical content and this is reflected in this lesson as students are challenged to complete a range of calculations to manipulate data to support their biological-based answers. All of the exam questions that are included throughout the lesson have mark schemes embedded into the PowerPoint to allow the students to assess their progress. Moving fowards, the economic ans aesthetic reasons to maintain biodiversity are considered, and there is a focus on the soil depletion that occurs when a continuous monoculture is used. The 1 Billion tree scheme that began in New Zealand in 2018 is introduced and the reasons that some groups of people are objecting to what they consider to be a pine monoculture are discussed. Students will recognise that the clear felling of the trees dramatically changes the landscape and that the increased runoff that results can have catastrophic affects for both aquatic life and for humans with floods. A number of quiz competitions are included in the lesson to introduce key terms in a fun and memorable way and some of the worksheets have been differentiated to allow students of differing abilities to access the work

This lesson describes the principles of in situ conservation and considers the benefits as well as the issues that surround this method. The PowerPoint and accompanying resources are part of the first lesson in a series of 2 which have been designed to cover the content of point 3.3 (iii) of the Edexcel A-level Biology B specification. Hours of research have gone into the planning of this lesson to source interesting examples to 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. 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 final issue that wildlife reserves can draw poachers and tourists to the area, potentially disturbing the natural habitat.

This lesson describes the role of the rER and the Golgi apparatus in the formation of proteins, the transport within cells and their secretion. The PowerPoint and accompanying resources have been designed to cover point 3.3 of the Pearson Edexcel A-level Biology A (Salters Nuffield) specification and also includes key details about the role of the cytoskeleton in the transport of the vesicles that contain the protein between the organelles and the membrane. The lesson begins with the introduction of the cytoskeleton and explains how this network of protein structures transverses across the cytoplasm and is fundamental to the transport of molecules between organelles. The lesson has been planned to closely tie in with the previous lesson on the ultrastructure of eukaryotic cells and students are challenged on their knowledge of the function of the organelles involved in protein formation (and modification) through a series of exam-style questions. By comparing their answers against the mark scheme embedded in the PowerPoint, students will be able to assess their understanding of the following: Transcription in the nucleus to form an mRNA strand and the exit of this nucleic acid through the nuclear pore Translation at the ribosomes on the surface of the rER to assemble the protein Transport of the vesicles containing the protein to the Golgi apparatus Modification of the protein at the Golgi apparatus Formation of the Golgi vesicle and its transport to the cell membrane for exocytosis Time is taken to discuss the finer details of this process such as the arrival of the vesicle at the cis face and the transport away from the trans face and the requirement of ATP for the transport of the vesicles along the microtubule track and exocytosis. The remainder of the lesson uses a series of exam-style questions about digestive enzymes (extracellular proteins) to challenge the students on their recall of the structure of starch and proteins

This lesson describes the meaning of the term stem cell and the differences between totipotent, pluripotent and multipotent stem cells. The PowerPoint and accompanying worksheets have been designed to cover points 7.3 (i) and (ii) of the Edexcel A-level Biology B specification meaning that this lesson also contains discussion periods about the potential opportunities to use stem cells from embryos in medicine. The lesson begins with a knowledge recall of the structure of eukaryotic cells and the students have to use the first letters of each of the four answers to reveal the key term, stem cell. Time is then taken to consider the meaning of cellular differentiation, and this leads into the key idea that not all stem cells are equal when it comes to the number of cell types that they have the potential to differentiate into. A quick quiz round introduces the five degrees of potency, and then the students are challenged to use their understanding of terminology to place totipotency, pluripotency, multipotency, oligopotency and unipotency in the correct places on the potency continuum. Although the latter two do not have to be specifically known based on the content of specification point 7.3 (i), an understanding of their meaning was deemed helpful when planning the lesson as it should assist with the retention of knowledge about totipotency, pluripotency and multipotency. These three highest degrees of potency are the main focus of the lesson, and key details are emphasised such as the ability of totipotent cells to differentiate into any extra-embroyonic cell, which the pluripotent cells are unable to do. The morula, and inner cell mass and trophoblast of the blastocyst are used to demonstrate these differences in potency. The final part of the lesson discusses the decisions that the scientific community have to make about the use of pluripotent embryonic stem cells, adult stem cells and also multipotent foetal stem cells As there is a heavy mathematical content in the current A-level Biology exams, a Maths in a Biology context question is included in the lesson (when introducing the morula) to ensure that students continue to be prepared for the numerous calculations that they will have to tackle in the terminal exams. This resource has been differentiated two ways to allow students of differing abilities to access the work

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.

This lesson describes the concept of homeostasis using negative feedback control and also describes the role of positive feedback. The PowerPoint and accompanying resources have been designed to cover specification points (a & b) in topic 7 of A2 unit 3 of the WJEC A-level Biology specification and explains how this feedback control maintains systems within narrow limits but has also been planned to provide important details for upcoming topics such as osmoregulation. The normal ranges for blood glucose concentration, blood pH and body temperature are introduced at the start of the lesson to allow students to recognise that these aspects have to be maintained within narrow limits. A series of exam-style questions then challenge their recall of knowledge from AS units 1 & 2 and the earlier topics in A2 unit 3 as they have to explain why it’s important that each of these aspects is maintained within these limits. The students were introduced to homeostasis at GCSE, so this process is revisited and discussed, to ensure that students are able to recall that this is the maintenance of a state of dynamic equilibrium. A quick quiz competition is used to reveal negative feedback as a key term and students will learn how this form of control reverses the original change and biological examples are used to emphasise the importance of this system for restoring levels to the limits (and the optimum). The remainder of the lesson explains how positive feedback differs from negative feedback as it increases the original change and the role of oxytocin in birth and the movement of sodium ions into a neurone are used to exemplify the action of this control system.

This lesson guides students through the use of a chi-squared test to determine the significance of the difference between observed and expected results. It is fully-resourced with a detailed PowerPoint and differentiated worksheets that have been designed to cover point (d) in topic 3 of A2 unit 4 of the WJEC A-level Biology specification The lesson includes a step-by-step guide to demonstrates how to carry out the test in small chunks. At each step, time is taken to explain any parts which could cause confusion and helpful hints are provided to increase the likelihood of success in exam questions on this topic. Students will understand how to use the phenotypic ratio to calculate the expected numbers and then how to find the critical value in order to compare it against the chi-squared value. A worked example is used to show the working which will be required to access the marks and then the main task challenges the students to apply their knowledge to a series of questions of increasing difficulty. This lesson has been specifically designed to tie in with the previous lessons in this topic as there are regular references to dihybrid inheritance as well as to topics in the AS units like meiosis

This engaging lesson describes how chromosome mutations result in changes to the number or structure of chromosomes The PowerPoint and accompanying resources are part of the second lesson in a series of 2 lessons that have been designed to cover specification points (f) in topic 3 of A2 unit 4 of the WJEC A-level Biology specification, and there is a key focus on Down syndrome A human karyotype which has not been altered by a mutation is studied at the start of the lesson to allow students to recall the usual number of chromosomes as well as the sex chromosomes. They are then challenged to identify the differences when presented with the karyotypes of sufferers of Down, Turner’s and Klinefelter’s syndrome. Students will learn that in the majority of cases, these conditions are the result of non-disjunction and having been assisted in the explanation of the outcome for Down and Klinefelters, they have to form their own for Turner’s. The remainder of the lesson looks at other types of mutations, including translocation, and students will also see how whole sets of chromosomes can be duplicated in polyploidy

This lesson introduces and explains the meaning of 11 key terms associated with the genetic inheritance topic. The PowerPoint and accompanying resources have been designed to cover point 6.1.6 of the AQA GCSE Combined Science specification and include explanations of genome, chromosome, gene, allele, genotype, homozygous, heterozygous, phenotype, dominant, recessive and gamete. The key term, genome, was met earlier in topic 6 so the lesson begins with a knowledge retrieval with the definition for this term. As the genome is the entire DNA of an organism, the next task challenges the students to identify three errors in a passage about DNA. This challenges their recall of the structure of this chemical as a double helix, its location in an eukaryotic cell in the nucleus and an understanding that the gene codes for the sequence of amino acids in a specific protein. This leads into discussions about chromosomes and genes and time is taken to explain that homologous chromosomes have the same genes at the exact same gene loci. The students will learn that alternative forms of the gene (alleles) can be found at these loci and that these structures explain the differences in inherited characteristics. Moving forwards, the main section of the lesson describes the link between the dominant and recessive alleles, homozygous and heterozygous genotypes, and the physical expression as the phenotype. The final key term is gamete, and the students are challenged to recognise a definition for this term using their knowledge of meiosis. Two progress and understanding checks complete the lesson and check on the students’ ability to recognise and write definitions for these 11 terms and to use them accurately in a written description

This lesson describes how the alveoli are adapted for gas exchange by diffusion between the air in the lungs and the blood capillaries. The PowerPoint and accompanying resource are part of the second lesson in a series of 2 which have been designed to cover the content of point 8.2 & 8.3 of the Edexcel GCSE Biology and Combined Science specifications. During the 1st lesson in this series, the students were shown how to calculate the surface area to volume ratio and so this lesson begins by challenging them to recall that the larger the organism, the smaller the ratio. This is done through the PLAY YOUR CARDS RIGHT format as shown in the cover picture, and leads into the key idea that complex multicellular organisms like humans have developed a range of different adaptations to increase this ratio at their exchange surfaces. Moving forwards, time is taken to consider and discuss how the following adaptations of the alveoli affect the rate of diffusion: large surface area lining of the alveoli consisting of a single layer of flattened cells maintenance of a steep concentration gradient Each feature is related to diffusion and current understanding and prior knowledge checks are used to allow the students to assess their progress and to challenge them to make links to other topics of the course. All exam questions have mark schemes embedded into the PowerPoint

This lesson describes the key difference between scalar and vector quantities and introduces examples of physical factors that fit into each group. The PowerPoint has been designed to cover points 2.1 - 2.4 of the Edexcel GCSE Physics and Combined Science specifications. The lesson begins with an introduction of the fact that some quantities are scalar and some are vector. A quick competition is used to introduce the key term, magnitude, and students will learn that scalar quantities such as speed have a size but are missing something else. A guided discussion period then challenges them to consider what that missing element might be, and this leads into the completion of the scalar definition. The next task then challenges the students to use this completed definition to write a similar one for a vector quantity. They will learn that velocity is a vector due to its magnitude and specific direction and then a series of exam questions are used to challenge their current understanding in terms of changes in speed and velocity at a crossroads. The mark scheme for each of the questions is embedded into the PowerPoint. The remainder of the lesson uses another competition to introduce acceleration, momentum, energy, force, mass and weight as scalar or vector quantities and the students are challenged one final time as they have to explain why weight is an example of a vector quantity.

This lesson describes the key steps involved in transcription, the 1st stage of protein synthesis. The PowerPoint and accompanying resource are part of the first lesson in a series of 2 lessons which have been designed to cover the content of point 3.8 of the Edexcel GCSE Biology specification. According to the specification, the students are expected to know this process in considerable detail, and the lesson has been planned to reflect this. In a previous lesson in topic 3, the students were introduced to the definition of a gene as a section of a DNA molecule that codes for the sequence of amino acids in a protein. They will learn that this represents coding DNA, so time is then taken to explain that not all DNA codes for proteins and that there are sections of non-coding DNA located in front and behind each gene. This is vital information as it leads into the start of the process, where the binding of RNA polymerase to a section of non-coding DNA located in front of the gene is the trigger for the start of transcription of that particular gene. Moving forwards, a step by step guide describes the key steps which include the lining up of the RNA nucleotides against the exposed bases and the formation of mRNA through the reactions catalysed by RNA polymerase. Students are given key details of RNA nucleotides, specifically the inclusion of uracil bases, and an understanding check challenges them to determine the sequence of RNA bases that will line up against a template strand. These current understanding checks along with prior knowledge checks are found throughout the lesson to allow the students to assess their progress and to challenge them to make links to previous lessons.

This concise lesson describes the function of the cerebellum. The PowerPoint and accompanying resources are part of the 3rd lesson in a series of 17 lessons that cover the details of the brain and neuropsychology topic of the AQA GCSE Psychology specification. In the previous lesson, the students were introduced to the function of the lobes of the cerebral cortex and so the initial task challenges them to use that knowledge to learn the name of the cerebellum. The students will be able to locate this structure on a diagram. Moving forwards, the function of this brain structure as controlling balance, posture and fine movement is introduced and real life examples are given. As this is the last lesson on brain structure, the final part of the lesson uses a BLOCKBUSTERS quiz to challenge their understanding of the content of the first 3 lessons of this topic. This topic of the brain and neuropsychology has proved particularly difficult for the students in recent years, so I have taken time to analyse the lesson sequencing. There’s a lot of content to absorb and to understand before moving onto the next part, so I’ve tried to ensure that cross topics links and prior knowledge checks run throughout the lessons. I have organised the lessons to run through the biology content first before moving onto the psychology parts as shown by the 17 lessons below: #1 Organisation of the nervous system #2 The structure and function of the cerebral lobes #3 The cerebellum #4 The structure and function of the sensory and motor neurones #5 The relay neurones #6 Synaptic transmission #7 Excitation and inhibition at the synapse #8 The somatic nervous system #9 The autonomic nervous system #10 The fight or flight response #11 James-Lange theory of emotion #12 James-Lange theory of emotion part 2 #13 Penfield’s study of the interpretative index #14 Hebb’s theory of learning and neuronal growth #15 An introduction to neuropsychology #16 Brain scanning techniques #17 Tulving’s gold memory study

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.

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.