A fully-resourced lesson which prepares students for the range of mathematical-based questions that they could encounter on the two AQA GCSE Chemistry papers. The lesson contains a wide range of activities which include exam-style questions with markschemes embedded within the PowerPoint to enable the students to assess their current understanding. There are also 8 quiz competition rounds interspersed throughout the lesson to maintain engagement and motivation. The mathematical skills covered in this lesson include: Calculating the number of sub-atomic particles in atoms and ions Writing chemical formulae for ionic compounds Identifying isotopes Using Avogadro’s constant to calculate the number of particles Calculating the relative formula mass Calculating amount in moles using the mass and the relative formula mass Balancing chemical symbol equations Calculating reacting masses Gas calculations using molar volume Calculating the concentration of an unknown solution Calculating the atom economy and percentage yield Calculating energy changes in reactions Temperature and pressure and the position of equilibrium Most of the resources have been differentiated two ways to allow students of differing abilities to access the work whilst still being challenged. In addition, step by step guides are used to demonstrate how to carry out some of the more difficult calculations such as the harder mole calculations and calculating masses in reactions

A fully-resourced lesson which explores how the release of thyroxine from the thyroid gland regulates the metabolic rate and how a negative feedback loop is used as the final control. This lesson includes an engaging and detailed presentation (19 slides), a crossword and an understanding check task. The lesson begins by challenging the students knowledge of the endocrine system to get them to come up with the letters that form the name, “thyroid gland”. Students will be reminded that this gland releases thyroxine which is involved with the regulation of the metabolic rate. Students will learn that in order for the thyroid gland to release this hormone, it has to be stimulated by TSH from the pituitary gland which in turn was controlled by the hypothalamus. At this point, the students are challenged to put the order of the control mechanism in the right order on their worksheet. This leads them to the word negative which links to how a negative feedback loop is used as the final act in the mechanism. This lesson is designed for GCSE students but is suitable for A-level students too who need to know about this endocrine gland and also negative feedback

This fully-resourced lesson explores how genetic and environmental factors cause phenotypic variation. The engaging PowerPoint and accompanying worksheets have been designed to cover the first part of point 7.3 of the AQA A-level Biology specification which states that students should be able to describe how mutations and meiosis both contribute to genetic variation Students are challenged at the start of the lesson to recognise the terms phenotype and species from their definitions in order to begin a discussion on the causes of the phenotypic variation within a species. Moving forwards, students will recall that mutations are the primary source of genetic variation and time is taken to look at the effect of gene and chromosome mutations. Just like the majority of parts of this specification point, gene mutations were covered earlier in topic 4 so these tasks act as a prior knowledge check as students have to recognise the different types of gene mutations and explain their effects on the primary structure with reference to the genetic code. These prior knowledge checks are found throughout the lesson and challenge the knowledge of other topics that include photosynthesis, meiosis and inorganic ions. The karyotype of an individual who has Down syndrome is used to introduce chromosome mutations and students will be introduced to the different types, with a focus on non-disjunction. The key events of meiosis that produce variation (crossing over and independent assortment) are explored and students will be given a mathematical formula to use to calculate the number of chromosome combinations in gametes and in the resulting zygote. The final part of the lesson looks at chlorosis and how an environmental factor can prevent the express of a gene.

This detailed lesson explores how a range of methods are used to produce fragments of DNA as part of the recombinant DNA technology process. Both the engaging PowerPoint and accompanying resources have been written to cover the first part of point 8.4.1 of the AQA A-level Biology specification and also provides information that will prove useful for the other lessons in this sub-topic on the polymerase chain reaction and using transformed host cells. The lesson begins with a definition of recombinant DNA technology so that students can begin to understand how this process involves the transfer of DNA fragments from one species to another. Links are made to the genetic code and transcription and translation mechanisms, which were met in topic 4, in order to explain how the transferred gene can be translated in the transgenic organism. Moving forwards, the method involving reverse transcriptase and DNA polymerase is introduced and their knowledge of the structure of the polynucleotides and the roles of enzymes is challenged through questions and discussion points. Restriction enzymes are then introduced and time is taken to look at the structure of a restriction site as well as the production of sticky ends due to the staggered cut on the DNA. A series of exam-style questions with displayed mark schemes are used to allow the students to assess their current understanding. The final part of the lesson looks at the production of synthetic genes of any sequence using gene machines and a series of application questions are used to push the students to consider how this advance in technology could be utilised. As well as understanding and prior knowledge checks, quick quiz competitions are used throughout the lesson to introduce key terms such as cDNA and EcoR1 in a memorable way.

This is a fully-resourced REVISION lesson that consists of an engaging PowerPoint (142 slides) and associated worksheets that challenge the students on their knowledge of topics B1 - B3 (Cell-level systems, Scaling up and Organism-level systems) of the OCR Gateway A GCSE Combined Science specification and can be assessed on PAPER 1. 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 which could be assessed on paper 1, but the following sub-topics have been given particular attention: Eukaryotic and prokaryotic cells Structure of a bacterium The functions of the components of blood Specialised cells Active transport Osmosis Structure of DNA Mitosis and the cell cycle Functions of the organelles of animal and plant cells Electron microscopy Calculating size Surface area to volume ratio Arteries and veins Reflexes Hormones IVF 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 fully-resourced lesson explains how a combination of hydrostatic pressure and oncotic pressure results in the formation of tissue fluid from plasma. The detailed PowerPoint and accompanying resources have been designed to cover point 3.1.2 (d) of the OCR A-level Biology A specification and includes a section on the differences between blood, tissue fluid and lymph The lesson begins with an introduction to the arteriole and venule end of a capillary as these will need to be considered as separate entities when describing the formation of tissue fluid. A quick quiz competition introduces a value for the hydrostatic pressure at the arteriole end and students are challenged to first predict some parts of the blood will move out of the capillary as a result of the push from the hydrostatic pressure and this allows oncotic pressure to be initially explored. The main part of the lesson uses a step by step guide to describe how the net movement is outwards at the arteriole end before students will use this guidance to describe what happens at the venule end. In the concluding part of the lesson, students will come to recognise oedema as a condition where tissue fluid accumulates and they again are challenged to explain how this occurs before they finally learn how the fluid is returned to the circulatory system as lymph This lesson has been written to tie in with the other uploaded lessons from module 3.1.2 (Transport in animals)

This REVISION resource has been designed to motivate and engage students whilst they are challenged on their knowledge of the content in topics C1-C3 of the OCR GCSE Chemistry specification which can be assessed on PAPER 1. This is fully-resourced and contains a detailed PowerPoint (184 slides) and accompanying worksheets, some of which have been differentiated. The resource was written with the aim of covering as many of the sub-topics in C1-C5 as possible, but the following ones have been given a particular focus: The organisation of the Periodic Table The structure of atoms and ions Isotopes The properties of ionic compounds Drawing dot and cross diagrams to represent ionic compounds Electrolysis of molten salts and solutions Writing half equations for the cathode and anode Neutralisation reactions Writing balanced chemical symbol equations Ionic equations Simple and giant covalent structures Diamond and graphite Calculating the relative formula mass Moles and Avogadro’s constant Calculating the mass in reactions Due to the extensiveness of this resource, it is likely to be used over the course of a number of lessons with a particular class and this allows the teacher to focus in on any sub-topics which are identified as needing more time.

A short, concise revision lesson that uses a combination of exam questions, understanding checks, quick tasks and a quiz competition to help the students to assess their understanding of the topics found within unit C10 (Using resources) of the AQA GCSE Combined Science specification (specification point C5.10). The lesson includes useful hints and tips to encourage success in assessments. The topics that are tested within the lesson include: Potable water Waste water treatment Alternative methods of extracting metals Students will be engaged through the numerous quiz rounds including one called “It’s time for acTION” which requires students to work out a process (ending in -tion) from the provided definition

This is a highly detailed, engaging and fully-resourced lesson that covers the detail of the 2nd part of specification point 5.1.2 (b) of the OCR A-level Biology A specification which states that students should be able to demonstrate and apply an understanding of the functions of the mammalian liver. The liver performs a large number of metabolic functions and the majority of them are covered within this lesson. However, the lesson focuses on the following three roles: The formation of urea by deamination and the ornithine cycle The storage of glycogen The detoxification of alcohol As well as covering the detail of the current topic, numerous opportunities are taken to make links to other topics and to check on the students prior knowledge. Previous knowledge check questions on biological molecules, coenzymes and the structure of the liver are found dispersed within the understanding checks and quick quiz competitions are used to introduce key terms and values in a fun and a memorable way. This lesson has been designed for students on the OCR A-level Biology A course and ties in well with the other uploaded lessons on module 5.1.2 about the structure and function of the kidney

This is a fully-resourced REVISION lesson which uses a range of exam questions, understanding checks, quick tasks and quiz competitions to enable students to assess their understanding of the content within topic 3 (Electricity) of the OCR GCSE Physics A 9-1 specification. The specification points that are covered in this revision lesson include: Describe the production of static electricity, and sparking, by rubbing surfaces, and evidence that charged objects exert forces of attraction or repulsion on one another when not in contact Explain how transfer of electrons between objects can explain the phenomena of static electricity Recall that current has the same value at any point in a single closed loop Recall and apply: potential difference (V) = current (A) x resistance (Ω) Recall and apply: power (W) = potential difference (V) x current (A) = (current (A))2 x resistance (Ω) Describe the differences between series and parallel circuits Represent d.c. circuits with the conventions of positive and negative terminals, and the symbols that represent common circuit elements Recall that current (I) depends on both resistance ® and potential difference (V) and the units in which these are measured Recall and apply the relationship between I, R and V, and that for some resistors the value of R remains constant but that in others it can change as the current changes Explain that for some resistors the value of R remains constant but that in others it can change as the current changes Use graphs and relate the curves produced to the function and properties of circuit elements Calculate the currents, potential differences and resistances in d.c. series and parallel circuits Apply the equations relating potential difference, current, quantity of charge, resistance, power, energy, and time, and solve problems for circuits which include resistors in series, using the concept of equivalent resistance Students will be thoroughly engaged throughout the lesson due to the range of activities which include quiz competitions such as “GRAFT over these GRAPHS” where they compete to be the 1st to recognise a particular component from its resistance graph. The main two question tasks are differentiated so that students who need extra assistance can still access the work and challenge their knowledge. This lesson is suitable to be used as a revision resource at the end of the topic or in the lead up to mocks or the actual GCSE exams

This detailed and engaging lesson supports students with their revision in the build up to their PAPER 1 (Biological processes) mocks or final assessment. The wide range of tasks and activities will challenge them on their knowledge of modules 1, 2, 3 and 5 of the OCR A-level biology A specification, allowing them to identify any areas which require further attention before the examinations. Included in the range of tasks are exam-style questions and understanding checks and all answers are embedded into the PowerPoint. There are quiz rounds to maintain engagement and to encourage healthy competition, as well as guided discussion periods to provide opportunities for students to support each other. The following content is directly covered by this revision lesson: The nature of the genetic code Globular and fibrous proteins Protein structure The role of the heart valves in the cardiac cycle The conduction system of the heart The autonomic control of heart rate The mitotic cell cycle DNA replication The events of meiosis that contribute to genetic variation The structure of starch and cellulose The light-dependent and light-independent reactions of photosynthesis The ultrastructure of eukaryotic cells Calculating the size of an object under the optical microscope Saltatory conduction The structure and function of sensory and motor neurones Depolarisation and the initiation of an action potential Many of the tasks have been differentiated to maintain challenge whilst providing access to all. This is an extensive lesson with many tasks so it is estimated that it will take over 3 hours of teaching time if covered in full, but teachers may choose to use sections to focus on a specific topic. If you and your students enjoy this lesson and find it beneficial, a revision challenging the content of modules 1, 2, 4 & 6 as assessed in PAPER 2 (Biological diversity) has also been uploaded.

A considerable amount of time has been taken to design this revision resource so that the included activities engage the students whilst containing sufficient detail to enable them to assess their understanding of the content in topic 9 (Transport in animals) of the CIE IGCSE Biology specification. This resource can be used with those students taking both the 0610 and 0970 specifications and will be examined in June and November 2020 and 2021. This topic contains a lot of key details about the workings of the human body and is therefore likely to be heavily involved in the make up of upcoming examinations. The range of activities include exam questions with answers explained, differentiated tasks and quiz competitions such as “FOUND in the PLASMA” where students have to be the 1st to name the substances that are carried in this liquid and also “Is this passage on the right PATH” where students have to analyse a passage about the pathway of blood to determine if it is 100% correct. The lesson has been written to cover as much content from both the Core and Supplement sections as possible but the following have received particular attention: The functions of the different components of blood The structure of arteries and veins and how this is related to their functions The risk factors and treatments for CHD The structure of the heart and its associated blood vessels The function of the valves found in the heart and veins The double circulatory system

A concise lesson presentation (19 slides) which looks at meaning of the key term, polymers, and briefly explores addition and condensation polymers. The lesson begins with a fun exercise to enable students to come up with the word polymers so that they can be introduced to the definition and then relate this to another term, monomers. A quiz competition is used to introduce addition and condensation polymers. Students are shown the displayed formulae and names of a few addition polymers and then challenged to use this to name and draw some others. They will then learn how DNA is an example of a condensation polymer. A set homework is included in the lesson which gets students to research thermosetting and thermosoftening polymers

This fully-resourced lesson describes the stages of meiosis and specifically the events which contribute to genetic variation. The detailed PowerPoint and accompanying resources have been designed to cover specification points 2.3 (iv) & (v) of the Edexcel A-level Biology B specification and includes description of crossing over, independent assortment and the production of haploid gametes In order to understand how the events of meiosis like crossing over and random 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 segregation of chromosomes and chromatids during anaphase I and II results in genetically different gametes. 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 questions which challenge the students to apply their knowledge to potentially unfamiliar situations.

This engaging lesson explains why viruses are described as acellular and non-living and describes the structures of virus particles. The PowerPoint and accompanying resource have been designed to cover the second part of specification point 2.1.2 of the AQA A-level Biology specification and also includes details of HIV so that students are prepared for this lesson later in topic 2. 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.

This fully-resourced lesson describes the roles of the T and B lymphocytes in the cellular and humoral responses and the development of immunological memory. The detailed PowerPoint and accompanying resources have been designed to cover the third part of point 2.4 of the AQA A-level Biology specification and the structure of antibodies and the roles of plasma cells and memory cells in the primary and secondary immune responses are also included. Antigen presentation was introduced at the end of the previous lesson so the task at the start of this lesson challenges students to recognise the name of this process and then they have to spot the errors in the passage that describes the details of this event. This reminds them that contact between the APC and T lymphocytes is necessary to elicit a response which they will come to recognise as the cellular response. A series of quick quiz rounds reveals key terms in a memorable way and one that is introduced is helper T cells. Time is then taken to describe the importance of cell signalling for an effective response and students will learn how the release of chemicals by these cells activates other aspects of the response. The role of the killer T cells is also described before an exam-style question is used to check on their understanding at this point of the lesson. This leads into the section of the lesson that deals with the humoral response and students will understand how this involves the antibodies that are produced by the plasma cells that are the result of clonal selection and expansion. The remainder of the lesson focuses on the structure of the antibodies and then explains how the retention of memory B cells after the primary response enables a quicker and more effective secondary response to occur if necessary. Finally, students are challenged with a series of application questions where they have to apply their knowledge to potentially unfamiliar situations.

This fully-resourced lesson explores the relationship between the structure of arteries, arterioles and veins and their respective functions. The engaging and detailed PowerPoint and accompanying resources have been designed to cover the 6th part of point 3.4.1 of the AQA A-level Biology specification which states that students should be able to describe the structure of these blood vessels in relation to their function. This lesson has been written to build on any prior knowledge from GCSE or earlier in this topic to enable students to fully understand why a particular type of blood vessel has particular features. Students will be able to make the connection between the narrow lumen and elastic tissue in the walls of arteries and the need to maintain the high pressure of the blood. A quick version of the GUESS WHO game is used to introduce smooth muscle and collagen in the tunica media and externa and again the reason for their presence is explored and explained. Moving forwards, the importance of the arterioles as a transition between the artery and capillary is discussed and students will see how the smooth muscle in the walls of this blood vessel allows for the redistribution of blood during exercise. The final part of the lesson considers the structure of the veins and students are challenged to explain how the differences to those observed in arteries is due to the lower blood pressure found in these vessels. It is estimated that it will take about 2 hours of allocated A-level Biology teaching time to cover the detail included in this lesson

This fully-resourced lesson describes how the mechanism of natural selection results in changes in a population that are known as adaptations. The PowerPoint and accompanying resources have been designed to cover specification points 4.2.2 (g), (h) and (i) as detailed in the OCR A-level Biology A specification and also considers how antibiotic resistance has implications for human populations. President Trump’s error ridden speech about antibiotics is used at the beginning of the lesson to remind students that this is a treatment for bacterial infections and not viruses as he stated. Moving forwards, 2 quick quiz competitions are used to introduce MRSA and then to get the students to recognise that they can use this abbreviation as a reminder to use mutation, reproduce, selection (and survive) and allele in their descriptions of evolution through natural selection. The main task of the lesson challenges the students to form a description that explains how this strain of bacteria developed resistance to methicillin to enable them to see the principles of natural selection. This can then be used when describing how the anatomy of the modern-day giraffe has evolved over time. The concept of convergent evolution is introduced and links are made to the need for modern classification techniques which was considered in the previous sub-module. Moving forwards, students will understand how natural selection leads to adaptations and a quick quiz competition introduces the different types of adaptation and a series of tasks are used to ensure that the students can distinguish between anatomical, behavioural and physiological adaptations. The Marram grass is used to test their understanding further, before a step by step guide describes how the lignified cells prevent a loss of turgidity. Moving forwards, the students are challenged to explain how the other adaptations of this grass help it to survive in its environment. A series of exam-style questions on the Mangrove family will challenge them to make links to other topics such as osmosis and the mark schemes are displayed to allow them to assess their understanding. The final part of the lesson focuses on the adaptations of the anteater and again current understanding of this topic is tested alongside prior knowledge of classification hierarchy. Due to the extensiveness of this lesson and the detail contained within the resources, it is estimated that it will take in excess of 2/3 hours of allocated A-level teaching time to deliver this lesson.

This is a fully-resourced revision lesson that uses a combination of exam questions, understanding checks, quick tasks and quiz competitions to enable students to assess their understanding of the sub-topics found within Topic P2 (Motion and forces) of the Edexcel GCSE Combined Science specification. The sub-topics and specification points that are tested within the lesson include: Recall and use the equations to calculate average speed Recall and use the equation to calculate acceleration Use the equations of motion Analyse velocity-time graphs to be able to compare and calculate accelerations and calculate the distance travelled from the area under the graph Recall and use Newton’s second law involving force, mass and acceleration Describe the relationship between the weight of a body and gravitational field strength Define momentum, recall and use the equation Describe examples of momentum in collisions Recall that stopping distance is made up of the sum of the thinking distance and braking distance Explain the factors that affect stopping distance Students will be engaged through the numerous quiz rounds whilst crucially being able to recognise those areas which require their further attention during general revision or during the lead up to the actual GCSE terminal exams

This fully-resourced lesson describes the principles and limitations of optical, transmission electron and scanning electron microscopes. The engaging PowerPoint and accompanying resources have been designed to cover the specification details at the start of topic 2.1.3 of the AQA A-level Biology course and also explains the difference between magnification and resolution. When designing all four of the lessons to cover the detail of 2.1.3, I was conscious that microscopes and the methods of studying cells is a topic that doesn’t always attract the full attention of the students. In line with this, I aimed to plan lessons that encouraged engagement so that the likelihood of knowledge retention and understanding was increased. An ongoing quiz competition runs across the 4 lessons and in this particular lesson, rounds such as YOU DO THE MATH and IT’S TIME FOR ACTION will introduce key terms and values in a fun and memorable way. Time is taken to look at the key details of each of the types of microscope and students will be able to describe how light or the transmission of electrons through or across a specimen will form an image. Students will come to recognise the difference between magnification and resolution and examples are provided and exam-style questions used to check on understanding. As well as current understanding checks, prior knowledge checks challenge the students to make links to other biological topics which include specialised cells and tissues, cell structures and biological molecules. As detailed above, this lesson has been written to be the first in a series of 4 lessons and the others, which are uploaded are: Measuring the size of an object viewed under an optical microscope Use of the magnification formula Cell fractionation and ultracentrifugation