This is an engaging and informative lesson that looks at the properties of water and challenges students to be able to explain how these properties are related to the numerous functions of this biological molecule. This lesson focuses on the link between properties and functions which is the area where students commonly struggle. A range of tasks and activities, including a quick competition are used to introduce the different properties and the key terms and then time is taken to look at how this property enables water to be used for a range of functions. Students will learn that water has both a high specific heat capacity and a high latent heat of vaporisation and be able to explain why this is important. Water is a crucial solvent which enables it to perform many roles in living organisms and these are explored. Progress checks are written into the lesson at regular intervals so that students can constantly assess their understanding and build on any knowledge that was there from GCSE.

This fully-resourced lesson explores the contributions of chromosome mutations to genetic variation. The engaging PowerPoint and accompanying worksheets have been designed and written to cover the part of point 6.1.2 (a) of the OCR A-level Biology A specification which states that students should be able to demonstrate and apply their knowledge and understanding of the contribution of genetic factors to phenotypic variation Over the course of the lesson, students will encounter a number of chromosome mutations and see the conditions which they cause. Time is taken to look at non-disjunction and how this can result in Down, Turner’s and Klinefelter’s syndromes. Students are guided through a description of the formation of gametes and zygotes with abnormal numbers of chromosomes before being challenged to describe the formation of a zygote with Turner’s syndrome. Moving forwards, translocation and polyploidy are also discussed. Progress checks are written into the lesson at regular intervals, that not only check the learning from this lesson but also from related topics (such as meiosis) and this enables the students to constantly assess their understanding.

This is an informative lesson that builds on the knowledge that students gained at GCSE on the topic of inheritance to enable them to carry out genetic crosses for the inheritance of a single gene at A-level. The start of the lesson focuses on the terminology that is associated with this topic which has to be recognised and understood if students are going to be able to begin a cross. Time is taken to go over key points such as the genotypes and working out the different possible gametes that would be produced by meiosis. Students can save time by only showing the different gametes so assistance is given on this. As can be seen from the cover image, a step by step guide is used to go through a number of examples so that students can visualise how to set out their diagrams in order to maximise the marks gained. There are progress checks written into the lesson throughout so that assessment is constant. This lesson can be taught alongside another upload called “understanding genetic trees”

This is a fully-resourced lesson that looks at the role of transformers in the National Grid, explains why they increase or decrease potential difference and then uses the given equation to calculate potential difference or the number of turns on the primary or secondary coil. This lesson includes an informative lesson presentation (25 slides) and two question worksheets. The lesson begins by introducing the devices that are transformers and showing the students that there are two types, step-up and step-down. Students will learn that step-up transformers increase the potential difference and step-down transformers decrease the potential difference. Moving forwards, a series of calculations are used to get the students to understand why these changes in potential difference occur. Students are guided through this section so that they are able to complete a summary passage about the roles of these devices. They will then be shown the equation connecting potential difference and number of turns which they do not need to recall but have to apply. Again, a worked example is used to visualise how workings should be set out before students are challenged to answer two sets of questions, the second of which involves the use of a second equation. Progress checks like these are found at regular intervals throughout the lesson so that students can assess their understanding. This lesson has been written for GCSE students

This is an engaging lesson that looks at the structures and actions of the two parts of the autonomic nervous system (ANS) and shows students where this particular system fits into the whole organisation of the nervous system. The lesson begins by introducing the students to the idea that motor neurones are not simply somatic motor neurones but will actually be classified as autonomic motor neurones if they innervate the involuntary muscles. A range of tasks, progress checks and quick competitions are used during the lesson to engage the students in this topic and show them how it relates to other topics such as motor neurones and neurotransmitters. Key terminology is used throughout, such as ganglions, so that students can recognise and access the marks if an exam question on this topic arises. This lesson has been written for A-level students

This lesson looks at the structure of the DNA that is found in the nucleus, mitochondria and chloroplasts of eukaryotic cells and in prokaryotic cells. Both the engaging PowerPoint and accompanying resources have been designed to cover point 2.1.3 (d)(i) of the OCR A-level Biology A specification. As students will already have some knowledge of this nucleic acid from GCSE and from the earlier A-level topics, the lesson has been written to build on this prior knowledge and then to add key detail. As well as focusing on the differences between the DNA found in these two types of cells which includes the length, shape and association with histones, the various tasks will ensure that students are confident to describe how this double-stranded polynucleotide is held together by hydrogen and phosphodiester bonds. This knowledge of phosphodiester bonds means that specification point 2.1.3 © is also covered during this lesson. These tasks include exam-style questions which challenge the application of knowledge as well as a few quiz competitions to maintain engagement.

This fully-resourced lesson describes how DNA is replicated during interphase of the cell cycle and explains why it is known as semi-conservative replication. Both the detailed PowerPoint and accompanying resources have been designed to cover the details of point 2.1.3 (e) of the OCR A-level Biology A specification and the occurrence of spontaneous mutations is also discussed in the latter part of the lesson. As detailed in the specification, the focus of this lesson is the role of the enzymes DNA helicase and polymerase and students are also introduced to DNA ligase to enable them to understand how this enzyme functions to join the nucleic acid fragments. Time is taken to explain key details such as the assembly of strands in the 5’-to-3’ direction so that the continuous manner in which the leading strand is synthesised can be compared against that of the lagging strand. The students are constantly challenged to make links to previous topics such as DNA structure, phosphorylated nucleotides and hydrolysis reactions through a range of exam questions and answers are displayed so any misconceptions are quickly addressed. The final part of the lesson focuses on the occurrence of mistakes by DNA polymerase and also on the quantity of DNA in the cell following replication so that future links can be made to the cell cycle (as covered in module 2.1.6)

This is a concise lesson that looks at Dmitri Mendeleev’s periodic table, the changes and tweaks that he made and compares it against the modern day version of the table. The aim of the lesson is to show students how accurate Mendeleev was with his table, even with those elements that had not yet been discovered. They will work through some examples with eka-silicon and eka-manganese and also compare eka-aluminium’s predictions against those of gallium. Links are made to the development of the atom so students can understand how the atomic number was used by Mendeleev and how it is used now. Students are set homework to look at the developments that were made by other scientists as homework and this is not covered in this lesson.

This is a fully-resourced lesson that looks at how pressure can be calculated using force and area and then explores how hydraulics are used to transmit a force through a fluid and challenges the students to apply the given equation to calculate the force or area. The lesson includes a lesson presentation (18 slides) and a question worksheet which has been differentiated two ways. The lesson begins by challenging the students to use an answer to a calculation question to work out the equation that links pressure, force and area. A range of mathematical skills are tested throughout the lesson, such as converting between units and rearranging formula, and then the answers are fully explained so any student who was unable to move through the question can visualise the method. Moving forwards, students will be introduced to a hydraulics system and the equation which they will be given on the sheet in the exam. Students will use the equation to calculate the force or area at the second point of the system. This task has been differentiated so that students who find it difficult are still able to access the learning. This lesson has been written for GCSE aged students