This fully-resourced lesson describes the relationship between the structure and function of globular proteins, specifically focusing on haemoglobin, insulin and pepsin. The detailed and engaging PowerPoint and accompanying resources have been primarily designed to cover specification point 2.1.2 (n) of the OCR A-level Biology A course but due to the detailed coverage of haemoglobin, the start of this lesson could also be used when teaching lessons that cover specification points 3.1.2 (i) and (j). By the end of the lesson, students will be able to describe that the interactions of the hydrophobic and hydrophilic R groups results in a spherical shape that is soluble in water and be able to explain the importance of this property with reference to the individual functions of these three globular proteins. They will also be able to name key individual details for each protein, such as haemoglobin being a conjugated protein, insulin being linked by numerous disulfide bridges and pepsin’s low number of basic R groups meaning it is stable in the acidic environment of the stomach. Extra time has gone into the planning of this lesson to ensure that links are continuously made to previous topics such as amino acids and the levels of protein structure as well as to upcoming topics like the control of blood glucose concentration that is covered in module 5.1.4.

This lesson describes the chemical tests for proteins, reducing and non-reducing sugars, starch and lipids and explains how to interpret the results. The PowerPoint and accompanying resource have been designed to cover point 2.1.2 (q) of the OCR A-level Biology A specification. The lesson begins with an explanation of the difference between a qualitative and quantitative test so that the students recognise that the four tests described within this lesson indicate the presence of a substance but not how much. The students are likely to have met these tests at GCSE so this lesson has been planned to build on that knowledge and to add the knowledge needed at this level. A step by step guide walks the students through each stage of the tests for reducing and non-reducing sugars and application of knowledge questions and prior knowledge checks are included at appropriate points to ensure understanding is complete. Time is also taken to ensure that students understand the Science behind the results. The next part of the lesson focuses on the iodine test for starch and the students will learn that the colour change is the result of the movement of an ion into the amylose helix. The rest of the lesson describes the steps in the biuret test for proteins and the emulsion test for lipids. The students will learn that the addition of sodium hydroxide and then copper sulphate will result in a colour change from light blue to lilac if a protein is present and that following the addition of a sample to ethanol and then water, a cloudy emulsion is observed if a lipid is present.

This lesson guides students through the use of the 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 6.1.2 © 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 test to compare the observed and expected results of a genetic cross The lesson has been written to include a step-by-step guide that demonstrates how to carry out the test in small sections. 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 describes the meaning of the absorption and action spectrum and explains how to interpret these graphs. The PowerPoint and accompanying resources have been designed to cover point 5.6 of the Edexcel International A-level biology specification and includes descriptions of the roles of the photosynthetic pigments to link to content covered in the earlier lessons in topic 5. The students are presented with a picture of a leaf with chlorosis at the start of the lesson and are challenged to explain the appearance and name the ion which is deficient in the soil, drawing on their knowledge from topics 4 and 5. The lesson has been intricately planned to build on the previous lessons on the structure of the chloroplast and the reactions of photosynthesis, and the students are reminded that chlorophyll is located in the photosystems in the thylakoids. The students will learn that there are two forms of chlorophyll a, as well as a chlorophyll b, and a quick quiz round is used to reveal the values of 680 and 700. The absorption spectrum for chlorophyll a and b are displayed and when the students are presented with a spectra, they will discover that there are more chloroplast pigments. The carotenoids are introduced and the students have to interpret the spectra to reveal more details about these pigments. The meaning of an action spectrum is provided and the students are challenged to draw a sketch graph to show how the rate of photosynthesis differs for different wavelengths.

A fully-resourced lesson which includes a lesson presentation (24 slides) and a worksheet which is differentiated so that students can judge their understanding of the topic of writing half equations for electrolysis and access the work accordingly. The lesson uses worked examples and helpful hints to show the students how to write half equations at both the cathode and anode. Time is taken to remind students about the rules at the electrodes when the electrolyte is in solution so that they can work out the products before writing the equations. This lesson has been designed for GCSE students (14 - 16 years old in the UK) but could be used with older students.

A fully-resourced lesson which looks at the meaning of the rate of reaction and guides students through calculating both the mean and instantaneous rate of reaction. The lesson includes a concise lesson presentation (19 slides) and a question worksheet which is differentiated two ways. The lesson begins by challenging the students to suggest the missing factor in the rate of reaction equation so they can learn that either the mass of a reactant or a mass of a product could be used. Links are made to practical skills as students will understand that if a product is in the gaseous form, the volume produced within a set time will enable the rate to be calculated. Worked examples are used to show the students how to calculate the mean rate of reaction and then the instantaneous using a tangent. The rest of the lesson involves collecting data from an experiment to calculate the rate of reaction. The questions associated with the practical have been differentiated so students who need assistance can still access the learning. This lesson has been written for GCSE students

This fully-resourced lesson explains how genetic fingerprinting can be used to analyse DNA fragments and explores its applications in forensic science and medical diagnosis. The engaging and detailed PowerPoint and accompanying resource have been written to cover all of point 8.4.3 of the AQA A-level Biology specification Each step of the genetic fingerprinting process is covered and time is taken to ensure that key details are understood. Students will be introduced to VNTRs and will come to recognise their usefulness in human identification as a result of the variability between individuals. Moving forwards, the involvement of the PCR and restriction enzymes are discussed and students are challenged on their knowledge of this process and these substances as they were encountered in a previous sub-topic. The main section of the lesson focuses on the use of gel electrophoresis to separate DNA fragments (as well as proteins) and the key ideas of separation due to differences in base pair length or molecular mass are discussed and explained. As well as current understanding checks, an application question involving Huntington’s disease is used to challenge their ability to apply their knowledge of the process to an unfamiliar situation. The remainder of the lesson describes how the DNA is transferred to a membrane and hybridisation probes are used to create a pattern on the X-ray film. Time has been taken to make continuous links to the previous lessons in topic 8 as well as those from topic 4 where DNA, RNA and protein synthesis were introduced.

This detailed and clear lesson describes and explains how the electron transport chain and the chemiosmotic theory are involved in the synthesis of ATP by oxidative phosphorylation. The PowerPoint has been designed to cover the sixth part of point 5.2 of the AQA A-level Biology A specification and also looks at the role of the enzyme, ATP synthase. The lesson begins with a discussion about the starting point of the reaction. In the previous stages, the starting molecule was the final product of the last stage but in this stage, it is the reduced coenzymes which release their hydrogen atoms. Moving forwards, the process of oxidative phosphorylation is covered in 7 steps and at each point, key facts are discussed and explored in detail to enable a deep understanding to be developed. Students will see how the proton gradient is created and that the flow of protons down the channel associated with ATP synthase results in a conformational change and the addition of phosphate groups to ADP. Understanding checks are included throughout the lesson to enable the students to assess their progress. This lesson has been written to tie in with the other uploaded lessons on glycolysis, the Link reaction and Krebs cycle and anaerobic respiration.

This is a fully-resourced revision lesson that includes a detailed and engaging powerpoint (81 slides) that uses a combination of exam questions, understanding checks, quick differentiated tasks and quiz competitions to enable students to assess their understanding of the content found within Topic 8 (Grey Matter) of the Pearson Edexcel A-level Biology A (Salters Nuffield) specification. The specification points that are tested within the lesson include: Know the structure and function of sensory, relay and motor neurones including the role of Schwann cells and myelination. Understand how the nervous systems of organisms can cause effectors to respond to a stimulus. Understand how the pupil dilates and contracts. Understand how a nerve impulse (action potential) is conducted along an axon including changes in membrane permeability to sodium and potassium ions and the role of the myelination in saltatory conduction. Know the structure and function of synapses in nerve impulse transmission, including the role of neurotransmitters, including acetylcholine. Understand how IAA bring about responses in plants to environmental cues Know the location and functions of the cerebral hemispheres, hypothalamus, cerebellum and medulla oblongata in the human brain. Understand how magnetic resonance imaging (MRI), functional magnetic resonance imaging (fMRI), positron emission tomography (PET) and computed tomography (CT) scans are used in medical diagnosis and the investigation of brain structure and function. Understand how imbalances in certain, naturally occurring brain chemicals can contribute to ill health, including dopamine in Parkinson’s disease and serotonin in depression, and to the development of new drugs. Understand the effects of drugs on synaptic transmissions, including the use of L-Dopa in the treatment of Parkinson’s disease and the action of MDMA in Ecstasy. Students will be engaged by the numerous quiz rounds such as “From NUMBERS 2 LETTERS” and “COMMUNICATE the WORD” whilst crucially being able to recognise those areas which require their further attention during general revision or during the lead up to the actual A-level terminal exams

This fully-resourced lesson focuses on the events of meiosis which specifically contribute to genetic variation. The detailed PowerPoint and accompanying resources have been designed to cover the 4th and final part of point 4.3 of the AQA A-level Biology specification which states that students should be able to describe how meiosis produces daughter cells that are genetically different from each other. 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. Due to the detail of this lesson, it is estimated that this will take about 2 hours of A-level teaching time to deliver

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 AQA GCSE Combined Science papers. The mathematical element of the AQA 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 “YOU DO THE MATH” and “FILL THE VOID”. The following mathematical skills (in a scientific context) are covered in this lesson: The use of Avogadro’s constant Rearranging the formula of an equation Calculating the amount in moles using mass and relative formula mass Calculating the relative formula mass for formulae with brackets Using the Periodic Table to calculate the number of sub-atomic particles in atoms Changes to electrons in ions Balancing chemical symbol equations 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 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.

The Pearson Edexcel A-level Biology A (Salters Nuffield) specification states that a minimum of 10% of the marks across the assessment papers will require the use of mathematical skills. This revision lesson has been designed to include a wide range of activities that challenge the students on these exact skills because success in the maths in biology questions can prove the difference between one grade and the next! Step-by-step guides are used to walk students through the application of a number of the formulae and then exam-style questions with clear mark schemes (which are included in the PowerPoint) will allow them to assess their progress. Other activities include differentiated tasks, group discussions and quick quiz competitions such as “FROM NUMBERS 2 LETTERS” and “YOU DO THE MATH”. The lesson has been written to cover as much of the mathematical requirements section of the specification as possible but the following have been given particular attention: Hardy-Weinberg equation Chi-squared test Calculating size Converting between quantitative units Standard deviation Estimating populations of sessile and motile species Percentages and percentage change Cardiac output Geometry Due to the detail and extensiveness of this lesson, it is estimated that it will take in excess of 2/3 hours of A-level teaching time to work through the activities and it can be used throughout the duration of the course

This extensive and fully-resourced lesson describes the principles and explains the techniques used in the production of recombinant DNA in genetic engineering. Both the engaging PowerPoint and accompanying resources have been written to cover points 6.1.3 (f) (i & ii) of the OCR A-level Biology A specification. The lesson begins with a definition of genetic engineering and recombinant DNA to allow students to 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 module 2, 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 second half of the lesson looks at the culture of transformed host cells as an in vivo method to amplify DNA fragments. Students will learn that bacterial cells are the most commonly transformed cells so the next task challenges their recall of the structures of these cells so that plasmid DNA can be examined from that point onwards. The following key steps are described and explained: • Remove and prepare the plasmid to act as a vector • Insert the DNA fragment into the vector • Transfer the recombinant plasmid into the host cell • Identify the cells which have taken up the recombinant plasmid • Allow the transformed host cells to replicate and express the novel gene Time is taken to explore the finer details of each step such as the addition of the promoter and terminator regions, use of the same restriction enzyme to cut the plasmid as was used to cut the gene and the different types of marker genes. 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 challenges the students on their knowledge of the content found in TOPIC 4 (Biodiversity and Natural resources) of the Edexcel A-level Biology (Salters Nuffield) specification. The lesson contains an engaging PowerPoint (104 slides) and accompanying worksheets that use a range of exam questions, differentiated tasks and quiz competitions to motivate the students whilst they evaluate their knowledge of the different sub-topics. The lesson has been designed to cover as much of the topic 4 specification as possible, but the following sub-topics have been given particular attention: Three-domain classification The features of the kingdoms Evolutionary relationships Behavioural, anatomical and physiological adaptations Glycosidic bonds The structure and function of cellulose The ultrastructure of plant cells Calculating the index of diversity and the heterozygosity index Applying the Hardy-Weinberg principle to calculate allele frequencies This lesson is suitable for revision at the end of the topic, in the lead up to the mocks or in the lead up to the actual A-level exams as topic 4 is assessed on both Paper 1 and Paper 2.

This is a fully-resourced revision resource which has been designed to encourage students to evaluate their understanding of the content in TOPIC 4 of the AQA A-level Biology specification (Genetic information, variation and relationships between organisms) . The resource includes an engaging PowerPoint (96 slides) and associated worksheets, some of which have been differentiated to allow those struggling with the content to access the work. The wide range of activities which includes exam questions, quick tasks and quiz competitions will motivate the students whilst they assess their knowledge and recognise those areas which require even further attention. The lesson has been designed to cover as many sub-topics as possible but the following have been given particular attention: Classification hierarchy DNA in prokaryotes and eukaryotes The binomial naming system Phylogeny Modern day classification using biological molecules Calculating biodiversity Selection pressures and types of selections Transcription Gene mutations Physiological, behavioural and anatomical adaptations Meiosis and variation Non-disjunction The mathematical element of this topic and the course is challenged throughout the lesson and helpful hints are regularly provided to help students to structure their answers. This resource can be used as a revision aid at the end of the topic, in the lead up to AS or A2 mocks or in the lead up to the actual terminal A-level exams.

This lesson describes the meaning of biodiversity, explains how it relates to a range of habitats, and describes how to calculate an index of diversity. The PowerPoint and accompanying worksheets are part of the first in a series of 2 lessons that have been designed to cover the content of topic 4.6 of the AQA A-level Biology specification. The second lesson describes the balance between conservation and farming. A quiz competition called BIOLOGICAL TERMINOLOGY SNAP runs over the course of the lesson and this will engage the students whilst challenging them to recognise species, population, biodiversity, community and natural selection from their respective definitions. Once biodiversity as the variety of living organisms in a habitat is revealed, the students will learn that this can relate to a range of habitats, from those in the local area to the Earth. When considering the biodiversity of a local habitat, the need for sampling is discussed and some key details are provided to initially prepare the students for these lessons in topic 7. Moving forwards, the students will learn that it is possible to measure biodiversity within a habitat, within a species and within different habitats so that they can be compared. Species richness as a measure of the number of different species in a community is met and a biological example in the rainforests of Madagascar is used to increase its relevance. The students are introduced to an unfamiliar formula that calculates the heterozygosity index and are challenged to apply their knowledge to this situation, as well as linking a low H value to natural selection. The rest of the lesson focuses on the index of diversity and a 3-step guide is used to walk students through each part of the calculation. This is done in combination with a worked example to allow students to visualise how the formula should be applied to actual figures. Using the method, they will then calculate a value of d for a comparable habitat to allow the two values to be considered and the significance of a higher value is explained. All of the exam-style questions have mark schemes embedded in the PowerPoint to allow students to continuously assess their progress and understanding.

This is a fast-paced lesson which goes through the main steps of selective breeding and looks at the potential risks of this process. The lesson begins by looking at the characteristics of a number of organisms that would be selected. Time is taken to ensure that students understand that selective breeding is not a new thing and has been going on for a very long time and therefore some of the problems associated with this are now being experienced. The actual process is reduced down into 5 steps which can be recalled and applied to questions. The remainder of the lesson looks at the potential issues with selective breeding. The reduction in the nose size of pugs is explored as an example of the health problems which bred animals may face. This lesson has been written for GCSE students.

This revision lesson has been filled with activities that will challenge the students on their knowledge and understanding of the content detailed in topic 8 (Energy - forces doing work) of the Pearson Edexcel GCSE Physics specification. The wide range of activities in the engaging PowerPoint and accompanying resources will check on the knowledge of this topic and allow the students to recognise those areas which need further attention before the mock or terminal GCSE exams. This resource has been designed to cover as much of topic 8 as possible but the following points have received particular attention: Describe how to measure the work done by a force Understand that work done is equal to energy transferred Recall and use the equation to calculate work done Calculate the changes in energy involved when a system is changed by work done by forces Recall and use the equation to calculate gravitational potential energy Recall and use the equation to calculate kinetic energy Explain how energy is dissipated so that it is stored in less useful ways Define power as the rate at which energy is transferred and that 1 watt is equal to one joule per second Recall and use the equation to calculate power Recall and use the equation to calculate efficiency The mathematical content of this specification and this topic is heavy and in line with this lots of calculated-based tasks are included and all of the answers are explained in steps so students can assess their progress The main task of the lesson which challenges students to use the principle of moments has been differentiated so that differing abilities can access the work