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 revision lesson has been designed to challenge the students on their use of a range of mathematical skills that could be assessed on the Edexcel GCSE Combined Science papers. The mathematical element of the Edexcel 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 Calculating the relative atomic mass using the mass and abundance of isotopes 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.

This engaging lesson uses the example of resistant bacteria to describe the principles of natural selection in the evolution of populations. The PowerPoint and accompanying resources have been designed to cover the second part of specification point 4.4 of the AQA A-level Biology specification and also introduces adaptations so that students are prepared for this topic in the upcoming lessons. 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 to remind them 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 final part of the lesson introduces adaptations and convergent evolution and also links to the need for modern classification techniques.

This revision resource contains an engaging PowerPoint (44 slides) and associated worksheets, all of which have been differentiated two ways to allow students of differing abilities to access the work. The range of activities cover the content of Topic C11 (Air and water) of the CIE IGCSE Combined Science specification, for examination in June and November 2020 and 2021. The aim was to cover as much of the content as possible but the following topics have received particular attention: The composition of clean air Changes in atmospheric carbon dioxide levels The formation of carbon dioxide Common air pollutants and their effects on health and structures The treatment of water to make it safe The chemical tests for water A number of quiz competitions are included in the lesson such as “POLLUTE the air…with the answer” where students compete to be the first to identify a common pollutant from the clues. These competitions act to engage them whilst the exam questions and quick tasks will enable them to assess their understanding of the content.

This lesson describes the nature of the genetic code as near universal, non-overlapping and degenerate and relates this to the triplet code. The engaging lesson PowerPoint has been designed to cover point 2.11 of the Edexcel International A-level Biology specification and clear links are made to protein synthesis and gene mutations which students will meet in the next lot of lessons. At the start of the lesson, the students are challenged to use their knowledge of the bases in DNA and RNA to complete a definition which describes the genetic code as being near universal, non-overlapping and degenerate. Time is taken to explain how three bases on DNA (a triplet) and three bases on mRNA (a codon) encode for a single amino acid or a stop codon and this is the triplet code. A quick quiz competition is used to generate the number 20 so that the students can learn that there are 20 proteinogenic amino acids in the genetic code. This leads into a challenge, where they have to use their prior knowledge of DNA to calculate the number of different DNA triplets (64) and the mismatch in number is then discussed and related back to the lesson topic. Moving forwards, base substitutions and base deletions are briefly introduced so that they can see how although one substitution can change the primary structure, another will change the codon but not the encoded amino acid. The lesson concludes with a brief look at the non-overlapping nature of the code so that the impact of a base deletion (or insertion) can be understood when covered in greater detail in the lesson covering point 2.14

This detailed lesson looks at the structural organisation of the mammalian nervous system into the CNS and the PNS as detailed in point 5.1.5 (g) of the OCR A-level Biology A specification. Students will see how the PNS is divided into the sensory and motor systems and then further divided into the somatic and autonomic nervous systems. Prior knowledge checks are included throughout the lesson to make links to earlier topics such as the structure of neurones and the function of the hypothalamus in thermoregulation and osmoregulation. This lesson has been designed to tie in with the uploaded lesson on the autonomic nervous system which is also covered in specification point 5.1.5 (g)

This fully-resourced lesson explains how a combination of hydrostatic pressure and oncotic pressure results in the formation of tissue fluid in animals. The detailed PowerPoint and accompanying resources have been designed to cover the final part of point 3.4.1 of the AQA A-level Biology specification 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 fully-resourced REVISION LESSON is detailed and engaging and covers the content of topic 18 (Biodiversity, classification and conservation) of the CIE International A-level Biology specification. This topic is often viewed as less interesting than other topics by the students but is well represented in the exams in terms of questions and so a lot of time has gone into the design to include a wide range of activities which will allow them to assess their knowledge whilst remaining motivated. All of the exam questions have full answers so students can identify any missed marks and most of the tasks are differentiated to allow students of differing abilities to access the work and remain challenged. The lesson was planned to cover as much of the specification as possible but the following sub-topics have received particular attention: The biological classification of a species Using Simpsons Index of diversity to calculate the biodiversity of the habitat The reasons to maintain biodiversity Methods of protecting endangered species The use of assisted reproduction in conservation Different methods of sampling The taxonomic hierarchy The characteristic features of the domains and kingdoms Links to the other topics of the specification are made throughout the lesson and there is also a mathematical focus to ensure that the students are comfortable when presented with the numerical challenges Due to the extensiveness of this resource, it is likely to take at least 2 lessons to cover all of the activities

This engaging and fully-resourced lesson looks at the myogenic nature of cardiac muscle and explores the roles of the SAN, AVN and Purkyne tissue (bundle of His) in the initiation and control of heart action. The PowerPoint and accompanying resources have been designed to cover point 3.1.2 (g) of the OCR A-level Biology A specification. The lesson begins with the introduction of the SAN as the natural pacemaker and then time is given to study each step of the conduction of the impulse as it spreads away from the myogenic tissue in a wave of excitation. The lesson has been written to make clear links to the cardiac cycle and the structure of the heart and students are challenged on their knowledge of this system from topic 3.1.2. Moving forwards, students are encouraged to consider why a delay would occur at the AVN and then they will learn that the impulse is conducted along the Bundle of His to the apex so that the contraction of the ventricles can happen from the bottom upwards. The structure of the cardiac muscle cells is discussed and the final task of the lesson challenges the students to describe the conducting tissue, with an emphasis on the use of key terminology Due to the detailed nature of this lesson, it is estimated that it will take about 2 hours of A-level teaching time to cover the detail

This fully-resourced revision lesson has been designed to motivate and engage the students whilst they assess their understanding of the content detailed in topics 12 & 13 (Magnetism and the motor effect and electromagnetic induction) of the Pearson Edexcel GCSE Physics specification. These two topics tend to be poorly understood so time has been taken to plan activities that challenge the key details of the specification and provide clear explanations so students can progress. The PowerPoint and accompanying resources were written to cover as much of the content in both topics as possible, but the following points have received particular attention: Attraction and repulsion between unlike and like poles respectively Electromagnetic induction The application of Fleming’s left-hand rule Application of the equation involving magnetic flux density Microphones and loudspeakers and the opposite conversions of a changing current to sound waves The ability of transformers to change the size of alternating voltage The advantage of power transmission in high voltage cables The application of the transformer equations involving potential difference and turns and for transformers with 100% efficiency Due to the heavy mathematical element of the specification, the required skills are tested throughout the lesson and guidance is given to allow differing abilities to access the work

This fully-resourced lesson describes the roles of enzymes in catalysing both intracellular and extracellular reactions and the mechanism of enzyme action. The engaging PowerPoint and accompanying resources have been designed to cover points 2.1.4 (a, b & c) of the OCR A-level Biology A specification and includes descriptions of Fischer’s lock and key hypothesis and Koshland’s induced-fit model as well as a focus on catalase and the digestive enzymes as intracellular and extracellular enzymes respectively. The lesson has been specifically planned to tie in with module 2.1.2 where protein structure and globular proteins were covered. 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 final part of the lesson focuses on intracellular and extracellular enzymes. The students are challenged on their recall of the roles of DNA helicase and polymerase in DNA replication before they are challenged on their ability to apply their knowledge and understanding to an unfamiliar situation with questions about catalase and its role in the decomposition of hydrogen peroxide. The lesson concludes with one further set of exam-style questions that challenge their knowledge of carbohydrates, lipids and proteins from module 2.1.3 as they have to recognise some extracellular digestive enzymes from descriptions of their substrates.

This lesson explains the law of conservation of mass and applies this law to a closed system and a non-enclosed system. The PowerPoint and accompanying resources have been designed to cover point 1.48 of the Edexcel GCSE Chemistry specification and also covers that point in the Chemistry section of the Combined Science course. The lesson begins by introducing the law of the conservation of mass. Students will learn that they can expect questions which challenge them to prove that mass is conserved through the use of the relative formula mass. Therefore, the next section of the lesson focuses on the skills associated with this calculation and looks at more different formulae such as those with brackets. Students are given an opportunity to check their skills before trying to prove mass is conserved in three chemical reactions. All questions have displayed mark schemes so that students can assess their understanding. The rest of the lesson looks at instances of when the mass of the reactants does not equal the mass of the products. A practical method for the decomposition of copper carbonate is provided if the teacher wants to use it, so that students can collect results which show this difference in mass. Discussions are encouraged in order to get students to offer explanations as to why the mass of the products is lower. Once the gas has been identified, students are further challenged to consider apparatus that could be used to collect and record the results to again prove conservation

This lesson covers the biological classification of a species, taxonomic hierarchy and the binomial system of naming species. The engaging PowerPoint and accompanying resources have been designed to cover points 4.2.2 (a) & (b) of the OCR A-level Biology A specification which states that students should be able to demonstrate and apply an understanding of these three topics. The lesson begins by looking at the meaning of the term population in Biology so that the term species can be introduced. A hinny, which is the hybrid offspring of a horse and a donkey, is used to explain how these two organisms must be members of different species because they are unable to produce fertile offspring. 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 will understand that the binomial naming system was introduced by Carl Linnaeus to provide a universal name for each species and they will be challenged to apply their knowledge by completing a hierarchy for a modern-day human, by spotting the correct name for an unfamiliar organism and finally by suggesting advantages of this system.

This fully-resourced lesson describes the differences between resolution and magnification, with reference to light and electron microscopy and the engaging PowerPoint and accompanying resources have been designed to cover the content of point 1.1 (d) of the CIE A-level Biology specification. To promote engagement and focus throughout these 3 lessons in topic 1.1 (The microscope in cell studies), the PowerPoint includes an ongoing quiz competition and a score sheet is found within the resources to keep track of the cumulative scores. The quiz rounds found in this lesson will introduce the objective lens powers, the names of the parts of a light microscope and emphasise some of the other key terms such as resolution. The final round checks on their understanding of the different numbers that were mentioned in the lesson, namely the differing maximum magnifications and resolutions. Time is taken to explain the meaning of both of these microscopic terms so that students will understand their importance when looking at the cell structures in topic 1.2. By the end of the lesson, the students will be able to explain how a light microscope uses light to form an image and will understand how electrons transmitted through a specimen or across the surface will form an image with a TEM or a SEM respectively. As detailed above, this lesson has been written to tie in with the previous lesson on measuring cells and units as well as the next lesson on calculating actual size.

This is a detailed, engaging and fully-resourced REVISION LESSON which allows students of all abilities to assess their understanding of the content in topic 6 (Nucleic acids and protein synthesis) of the CIE International A-level Biology specification. Considerable time has been taken to design the lesson to include a wide range of activities to motivate the students whilst they evaluate their knowledge of DNA, RNA and the roles of these nucleic acids in DNA replication and protein synthesis. Most of the tasks have been differentiated so that students of differing abilities can access the work and move forward as a result of the tasks at hand. This lesson has been planned to cover as much of the specification as possible but the following sub-topics have received particular attention: The structure of DNA Phosphorylated nucleotides DNA replication Transcription and translation Gene mutations and their affect on the primary structure of a polypeptide The structure of RNA In addition to a focus on the current topic, links are made throughout the lesson to other topics such as the journey of an extracellular protein following translation and the cell cycle. If you like the quality of this revision lesson, please look at the other uploaded revision lessons for this specification

Students commonly confuse the two forms of cell division, so this revision lesson has been designed to address those mistakes and misconceptions. The PowerPoint and accompanying resources have been planned to challenge the students on their understanding of the details of points 1.2.1, 1.2.2 and 6.1.2 of the AQA GCSE biology and combined science specifications. The lesson goes through each of the three stages of the cell cycle including mitosis, to ensure that students can describe the key events and state the outcome in terms of the daughter cells. The lesson contains a series of tasks which include exam questions, discussions and a quiz which allow the students to assess their understanding. The final part of the lesson focuses on meiosis and specifically the differences to mitosis in terms of the number of cell divisions, the gametes formed, and their genetic make up. This lesson has been designed to be used for revision purposes in the lead up to the GCSE exams or in preparation for an end of topic test or mocks.

This REVISION lesson contains an engaging and detailed powerpoint (40 slides) and is fully-resourced with associated worksheets. The lesson uses a range of activities which include exam questions (with displayed answers), differentiated tasks and quiz competitions to engage students whilst they assess their knowledge of the content that is found within topic P8 (Energy - forces doing work) of the Edexcel GCSE Combined Science specification. The following specification points are covered in this lesson: Identify the different ways that the energy of a system can be changed Describe how to measure the work done by a force and understand that energy transferred (joule, J) is equal to work done (joule, J) Recall and use the equation to calculate work done Describe and calculate the changes in energy involved when a system is changed by work done by forces Recall and use the equation to calculate the change in gravitational potential energy Recall and use the equation to calculate the amounts of energy associated with a moving object Explain, using examples, how in all system changes energy is dissipated so that it is stored in less useful ways Explain that mechanical processes become wasteful when they cause a rise in temperature so dissipating energy in heating the surroundings Recall and use the equation to calculate efficiency This lesson is suitable for use throughout the duration of the GCSE course, as an end of topic revision lesson or as a lesson in the lead up to mocks or the actual GCSE exams

This lesson describes the detailed structure of a skeletal muscle fibre and the structural and physiological differences between fast and slow twitch fibres. The engaging PowerPoint and acccompanying resources have been designed to cover points 7.10 (i) & (ii) of the Edexcel International A-level Biology specification. The start of the lesson uses an identification key to emphasise that skeletal muscle differs from cardiac and smooth muscle due to its voluntary nature. It is important that key terminology is recognised so once myology has been revealed as the study of muscles, key structural terms like myofibril, myofilament and myosin can be introduced. Moving forwards, students will be shown the striated appearance of this muscle so they can recognise that some areas appear dark where both myofilaments are found and others as light as they only contain actin or myosin. A quiz competition is used to introduce the A band, I band and H zone and students then have to use the information given to label a diagram of the myofibril. This part of the lesson has been specifically planned to prepare the students for the upcoming lesson which describes the contraction of skeletal muscles by the sliding filament mechanism The rest of the lesson focuses on the structural and physiological differences between fast and slow twitch fibres and the following characteristics are covered: Reliance on the aerobic or anaerobic pathways to generate ATP Resistance to fatigue mitochondrial density capillary density myoglobin content (and colour) fibre diameter phosphocreatine content glycogen content A wide variety of tasks are used to cover this content and include knowledge recall and application of knowledge exam-style questions with fully-displayed mark schemes as well as quick quiz competitions to maintain motivation and engagement.

This detailed lesson explains how the process of transcription results in the production of the single-stranded nucleic acid, mRNA. Both the detailed PowerPoint and accompanying resource have been designed to specifically cover the third part of point 2.1.3 of the OCR A-level Biology A specification but also provides important information that students can use when being introduced to splicing and gene expression in module 6. The lesson begins by challenging the students to recognise that most of the nuclear DNA in eukaryotes does not code for polypeptides. This allows the promoter region and terminator region to be introduced, along with the structural gene. Through the use of an engaging quiz competition, students will learn that the strand of DNA involved in transcription is known as the template strand and the other strand is the coding strand. Links to previous lessons on DNA and RNA structure are made throughout and students are continuously challenged on their prior knowledge as well as they current understanding of the lesson topic. Moving forwards, the actual process of transcription is covered in a 7 step bullet point description where the students are asked to complete each passage using the information previously provided. So that they are prepared for module 6, students will learn that the RNA strand formed at the end of transcription in eukaryotes is a primary transcript called pre-mRNA and then the details of splicing are explained. An exam-style question is used to check on their understanding before the final task of the lesson looks at the journey of mRNA to the ribosome for the next stage of translation. This lesson has been written to challenge all abilities whilst ensuring that the most important details are fully explained.

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.