This lesson describes the effects of pH on the rate of enzyme-controlled reactions. The PowerPoint and accompanying resources are part of the third lesson in a series of 5 lessons which have been designed to cover the content of point 1.4.2 (Many proteins are enzymes) of the AQA A-level Biology specification. The lesson begins with a short discussion, where the students are challenged to identify how the stomach and the small intestine differ in terms of a particular condition and to explain why the conditions in these neighbouring digestive organs are so important. This introduces pepsin and trypsin and these protease enzymes play a key role throughout the lesson as they are good examples of how different extracellular enzymes have different optimum pH values (which are not necessarily 7.0). Moving forwards, students will discuss how the rate of an enzyme-controlled reaction will change if there are small or large changes in pH, and then time is taken to ensure that students can explain these changes with reference to tertiary structure bonds and the shape of the active site. Through the use of a quick quiz competition, the students will be reminded of the key term “buffer” and a series of questions are used to challenge their understanding of how these substances could be used in a practical investigation. They will also learn how buffers are found in blood plasma as well as in red blood cells in the form of haemoglobin. With there being such a large proportion of marks for Maths in a Biology context questions in the AQA assessments, the remainder of the lesson challenges the students to use a given formula to calculate the pH of blood when given the hydrogen ion concentration and to calculate percentage decrease. These questions have been differentiated to give assistance to those that need the support

This lesson describes how the cells of the proximal tubule in the nephron of the kidney are adapted for reabsorption. The PowerPoint and accompanying resource which is filled with tasks have been designed to cover specification point [e] in topic 7 of A2 unit 3 of the WJEC A-level Biology specification and builds on the knowledge gained in the previous lessons on the structure of the nephron and the functions of the mammalian kidney. The lesson begins by challenging the students to recall the substances that are found in the glomerular filtrate so that each of them can be considered over the course of the rest of the lesson. Moving forwards, the first of the numerous discussion points which are included in the lesson is used to get students to predict the component of the filtrate which won’t be found in the urine when they are presented with pie charts from each of these situations. Upon learning that glucose is 100% reabsorbed, along with most of the ions and some of the water, the rest of the lesson focuses on describing the relationship between the structure of the proximal tubule and the function of selective reabsorption. Again, this section begins by encouraging the students to discuss and to predict which structures they would expect to find in a section of the kidney if the function is to reabsorb. They are given the chance to see the structure (as shown in the cover image) before each feature is broken down to explain its importance. Time is taken to look at the role of the cotransporter proteins to explain how this allows glucose, along with sodium ions, to be reabsorbed from the lumen of the PCT into the epithelial cells. The final part of the lesson focuses on urea and how the concentration of this substance increases along the tubule as a result of the reabsorption of some of the water.

This fully-resourced lesson describes the range of potential treatments for kidney failure. The PowerPoint and accompanying resources have been designed to cover specification point (h) in topic 7 of A2 unit 3 of the WJEC A-level Biology specification. This lesson involves the diagnosis of a number of different kidney-related conditions and the potential treatments for kidney failure. This lesson is designed to get the students to take on the numerous roles of a doctor who works in the renal ward which include testing, diagnosis and treatment. Having obtained measurements by GFR and results by taking urine samples, hey are challenged to use their knowledge of the function of the kidney to study urine samples (and the accompanying GP’s notes) to diagnose one of four conditions. They then have to write a letter to the patient to explain how they made this diagnosis, again focusing on their knowledge of the structure and functions of the Bowman’s capsule and PCT. The rest of the lesson focuses on haemodialysis, peritoneal dialysis and kidney transplant. There are regular progress checks throughout the lesson so that students can assess their understanding and there are a number of homework activities included in the lesson.

This lesson describes the inheritance of two genes and guides students through the calculation of phenotypic ratios, before considering linkage. The PowerPoint and the accompanying resources have been designed to cover point [c] in topic 3 of A2 unit 4 of the WJEC A-level Biology specification. As the previous lesson described the construction of genetic crosses and pedigree diagrams, students are aware of the methods involved in writing genotypes and gametes for the inheritance of a single gene. Therefore, the start of this lesson builds on this understanding to ensure that students recognise that genotypes contain 4 alleles and gametes contain 2 alleles when two genes are inherited. The students are taken through the steps of a worked example to demonstrate the key steps in the calculation of a phenotypic ratio before 2 exam-style questions challenge them to apply their newly-acquired knowledge. Mark schemes are displayed within the PowerPoint to allow students to assess their progress. The phenotypic ratio generated as the answer to the next question is 9:3:3:1 and time is taken to explain that this is the expected ratio when two heterozygotes for two unlinked genes are crossed which they may be expected to use when meeting the chi squared test in an upcoming lesson The remainder of the lesson considers how linkage, where two genes have loci on the same chromosome, affects the outcome of dihybrid inheritance. This is a difficult topic which can be poorly understood by students so extra time was taken during the planning to split the concept into small chunks. There is a clear focus on using the number of parent phenotypes and recombinants in the offspring as a way to determine linkage and suggest how the loci of the two genes compare. Important links to other topics such as crossing over in meiosis are made to enable students to understand how the random formation of the point of contact (chiasma) determines whether new phenotypes will be seen in the offspring or not. Linkage is an important cause of variation and the difference between observed and expected results and this is emphasised on a number of occasions and a link to the chi squared test which is covered in an upcoming lesson is also made. The main task of the lesson act as understanding check where students are challenged to analyse the results of genetic crosses involving the inheritance of the ABO blood group gene and the nail-patella syndrome gene n humans and also the inheritance of body colour and wing length in Drosophila.

This lesson explains how to calculate the number of protons, neutrons and electrons in atoms and ions when given the atomic and mass numbers. The PowerPoint and accompanying resources are part of the second lesson in a series of 3 lessons which have been designed to cover the content of specification points 1.1.4, 1.1.5 & 1.1.6 of the AQA GCSE Chemistry and Combined Science specifications. The lesson begins by challenging the students to put the chemical symbols for astatine, oxygen, iodine and carbon together to form the word atomic. Time is taken to explain the meaning of the atomic number and to emphasise how the number of protons in the nucleus is unique to atoms of that element. The students will learn that as the number of electrons is always the same as the number of protons in an atom, the atomic number can be used to calculate the numbers of both of these particles. Moving forwards, the mass number is considered and having been given the number of neutrons in a lithium atom, the students are challenged to articulate how the mass number and atomic number were used in this calculation. A series of worked examples are done as a class before the students are given the opportunity to challenge their understanding The remainder of the lesson focuses on ions and how the number of protons, neutrons and electrons are calculated in these substances. Initially, the students are challenged to use their knowledge of the charge of an atom to deduce that ions must have differing numbers of protons and electrons. The standard annotation for ions are introduced and explained and a series of exam questions are then used to check understanding. Mark schemes for each of these final questions is embedded into the PowerPoint and the worksheet has been differentiated two ways

This lesson describes the meaning of an isotope and explains how to calculate the relative atomic mass using the relative masses and abundance of its isotopes. The PowerPoint and accompanying resources have been designed to cover the detail of points 1.9, 1.11 & 1.12 of the Edexcel GCSE Chemistry & Combined Science specifications. The early topic 1 lessons covered the meaning of the atomic and mass number and the calculation of the number of subatomic particles, and this lesson begins by challenging the recall of this key information. Moving forwards, a quick quiz competition is used to introduce the term “isotope” and then the students have to calculate the number of subatomic particles in K-39, K-40 and K-41 before using their answers to complete a definition about these types of substances. Time is taken to explain how isotopes are represented in standard annotation and the importance of the mass number is emphasised. A series of application questions are used to challenge them to apply their understanding and knowledge and mark schemes are embedded into the PowerPoint to allow the students to self-mark. The remainder of the lesson explains how the existence of isotopes results in some elements having relative atomic masses that are not whole numbers and then explains how these masses can be calculated. Once an example is demonstrated, the students are again given the chance to apply their understanding to a series of questions, and this exam question worksheet has been differentiated two ways

This lesson explains that velocity is speed in a stated direction and then describes how to use the distance and time to calculate speed. The PowerPoint and accompanying resources have been designed to cover points 2.5 & 2.6 of the Edexcel GCSE Physics & Combined Science specifications. The lesson begins with a prior knowledge check, where the students are challenged to use their understanding of the last lesson on scalar and vector quantities to complete a definition about velocity. This vector quantity is involved in the calculation of acceleration, momentum and in an equation of motion and this is briefly introduced to the students. Moving forwards, they are challenged to recall the equation to calculate speed that should have been met at KS3 as well as in Maths. The remainder of the lesson focuses on the use of this equation as well as rearrangements to change the subject. A series of step by step guides are used to model the workings required in these calculations and then the students have to apply their understanding to a series of exam questions. Mark schemes for each of the questions are embedded in the PowerPoint and the question worksheet has been differentiated two ways to provide assistance to students who are finding it difficult.

This lesson describes the structure and localised function of the frontal, occipital, temporal and parietal lobes of the cerebrum. The PowerPoint and accompanying resources are part of the 2nd lesson in a series of 17 lessons that cover the details of the brain and neuropsychology topic of the AQA GCSE Psychology specification. In the previous lesson, the students were introduced to the cerebrum as two hemispheres connected by the corpus callosum. This lesson builds on this by introducing the cerebral cortex as the outer layer which is divided into four lobes in each hemisphere. A series of quizzes are used throughout the lesson to introduce key terms in an engaging and (hopefully) memorable way, and through one quiz, the students will discover the names of the 4 lobes and recognise where they are located. Moving forward, students will learn about the function of each lobe, including the localised function of the motor, somatosensory, visual, auditory, Broca’s and Wernicke’s areas. This topic of the brain and neuropsychology has proved particularly difficult for the students in recent years, so I have taken time to analyse the lesson sequencing. There’s a lot of content to absorb and to understand before moving onto the next part, so I’ve tried to ensure that cross topics links and prior knowledge checks run throughout the lessons. I have organised the lessons to run through the biology content first before moving onto the psychology parts as shown by the 17 lessons below: #1 Organisation of the nervous system #2 The structure and function of the cerebral lobes #3 The cerebellum #4 The structure and function of the sensory and motor neurones #5 The relay neurones #6 Synaptic transmission #7 Excitation and inhibition at the synapse #8 The somatic nervous system #9 The autonomic nervous system #10 The fight or flight response #11 James-Lange theory of emotion #12 James-Lange theory of emotion part 2 #13 Penfield’s study of the interpretative index #14 Hebb’s theory of learning and neuronal growth #15 An introduction to neuropsychology #16 Brain scanning techniques #17 Tulving’s gold memory study

This lesson describes how the structure of the heart and the circulatory system is related to its function. The PowerPoint lesson and accompanying resources have been designed to cover the detail of point 8.8 of the Edexcel GCSE Biology and Combined Science specifications and includes descriptions of the role of the major blood vessels, the heart valves, and the relative thickness of the chamber walls. The lesson starts with an extract from Friends and challenges the students to recognise that full sized aortic pumps is a thesaurus version of big hearts. This reiterates the basic function of the heart that was met at KS2 and KS3 and moving forwards, the students will learn that it is the contraction of the cardiac muscle in the walls of the four heart chambers that allows this to happen. Students are provided with a diagram throughout the lesson which will be annotated as new structures are encountered and they begin by labelling the two atria and ventricles. The focus of the lesson is the relationship between structure and function so time is taken to consider the different roles of the atria and ventricles, as well as the right ventricle versus the left ventricle. Students will be able to observe from their diagram that the left ventricle has the thickest wall and they will be challenged to explain why later in the lesson once more detailed knowledge has been added. The next part of the lesson introduces the pulmonary artery and vein and a task challenges the students to consider the relationship between the heart and the lungs, and their prior knowledge of the adaptations of the alveoli is also tested. The remainder of the lesson discusses the double circulatory system and the heart valves. Understanding checks are found throughout the lesson and mark schemes are embedded into the PowerPoint to allow the students to assess their progress.

This lesson describes the actions of the sympathetic and parasympathetic divisions of the ANS. The PowerPoint and accompanying resources are part of the 8th lesson in a series of 17 lessons that cover the details of the brain and neuropsychology topic of the AQA GCSE Psychology specification. The students were introduced to the autonomic nervous system (ANS) in the 1st lesson in this topic, so this lesson has been designed to deepen and further their understanding of the actions of this system. Students will come to understand that the sympathetic division is most active during times of stress whilst the parasympathetic division is most active during times of sleep and relaxation. Through a series of tasks including a fun quiz round, they will discover the actions of the two divisions and then be challenged to apply their understanding. This topic of the brain and neuropsychology has proved particularly difficult for the students in recent years, so I have taken time to analyse the lesson sequencing. There’s a lot of content to absorb and to understand before moving onto the next part, so I’ve tried to ensure that cross topics links and prior knowledge checks run throughout the lessons. I have organised the lessons to run through the biology content first before moving onto the psychology parts as shown by the 17 lessons below: #1 Organisation of the nervous system #2 The structure and function of the cerebral lobes #3 The cerebellum #4 The structure and function of the sensory and motor neurones #5 The relay neurones #6 Synaptic transmission #7 Excitation and inhibition at the synapse #8 The autonomic nervous system #9 The fight or flight response #10 The somatic nervous system #11 James-Lange theory of emotion #12 James-Lange theory of emotion part 2 #13 Penfield’s study of the interpretative index #14 Hebb’s theory of learning and neuronal growth #15 An introduction to neuropsychology #16 Brain scanning techniques #17 Tulving’s gold memory study

This fully-resourced lesson describes the meaning of directional and stabilising selection and uses real-life examples to develop student understanding. The PowerPoint and accompanying resources are part of the 3rd lesson in a series of 4 that have been designed to cover the details of topic 4.4 (genetic diversity and adaptation) of the AQA A-level biology specification. As stated in the specification, antibiotic resistance is used as the key example to explain directional selection whereas human baby birth weight explains stabilising selection. The lesson is filled with current understanding checks so any misunderstandings can be immediately addressed, and also prior knowledge checks, where students are expected to recall key details from lessons in this topic so they can make important links. The lesson concludes with a short quiz called “SELECT that word” (shown on the cover image) where students have to identify the types of selection from clues to reveal a key biological word.

This lesson describes succession as the gradual, progressive changes that occur in a community over time. The PowerPoint and accompanying resources are part of lesson 3 in a series of 4 lessons which have been planned to cover the content included in topic 7.4 of the AQA A-level biology specification. In line with the specification, the lesson describes primary succession and explains how the community changes from the initial colonisation by the pioneer species to the establishment of a climax community. Time is taken to focus on the lichen as a pioneer species and to explain how their actions lead to the production of soil and the subsequent colonisation by more hardy species. The island of Surtsey is used as a real-world example to deepen student understanding. Understanding checks and prior knowledge checks are embedded throughout the lesson (along with the answers) so students can assess their progress on the current topic and also test their ability to link to previously covered topics. Due to the high mathematical content of the AQA assessments, a maths in a biology context question has also been included.

This revision lesson challenges students to explain the results of an osmosis investigation and to calculate accelerations using 2 equations. The PowerPoint and accompanying resources have been designed to check on the understanding of these two topics as detailed in the AQA GCSE biology, physics and combined specifications. The lesson contains a range of tasks including worked examples, exam questions and quizzes which will remind students that water molecules move across partially permeable membranes by osmosis and how changes in the mass of a potato can be used to compare water concentrations in the potato and solution. Students will also recall that acceleration can be calculated from velocity-time graphs using change in velocity/time as well as through the use of F=ma.

This fully-resourced revision lesson allows students to check on their understanding of Linnaeus’s and Woese’s classification systems. The engaging PowerPoint and accompanying resources have been designed to challenge the details of point B6.4 of the AQA GCSE biology and combined science specifications. The lesson contains a range of tasks including exam-questions and quizzes which provide opportunities for the students to assess their knowledge of kingdom, phylum, class, order, family, genus and species as the classification taxa and to recognise the binomial naming system. The lesson also reminds students that the three domain-system divides the Prokaryote kingdom into Archaea and Bacteria and describes how this system was developed once new evidence was discovered. As well as testing the content of B6.4, this lesson uses a series of questions to challenge understanding of linked topics which include eukaryotic and prokaryotic cell structures, microscopes, communicable diseases and ecological terms. This lesson has been planned for revision purposes in the lead up to the GCSE exams or before end of topic tests or mocks.

This lesson describes the biological meaning of species, populations, gene pool and allele frequency and explains how these terms are linked. The PowerPoint and accompanying resources are part of the 1st lesson in a series of 2 lessons that cover the detail of specification point 7.2 (Populations) of the AQA A-level biology. The two living species of the African elephant, the forest and bush elephant, are used as examples to demonstrate the meaning of species and to show how they exist as one or more populations. A quick quiz introduces the term gene pool in an engaging way and then the allele frequency of three versions of the GBA gene demonstrates how these frequencies can change in small populations. In doing so, students are briefly introduced to genetic drift which they will encounter in an upcoming topic. The students are challenged throughout the lesson with understanding checks and prior knowledge checks as well as exam-based questions where they have to comment on the validity of a scientist’s conclusion. The other lesson in topic 7.2 is the Hardy-Weinberg principle.

This lesson describes the pathway by which the translation of mRNA into proteins can be prevented by siRNA and miRNA molecules. The engaging and detailed PowerPoint and accompanying resources are part of the final lesson in a series of 4 lessons that cover the detail of point 8.2.2 of the AQA A-level biology specification. The lesson begins with an exisiting knowledge check, as the students are challenged to recognise the processes of DNA methylation and histone acetylation, before RNA interference is introduced as another way by which gene expression is controlled in eukaryotes. Moving forwards, a quick quiz round introduces small interfering RNA (siRNA) and students will learn how this double-stranded, non-coding RNA is normally just 21 base pairs long. A step by step guide then describes the action of siRNA in preventing translation, through the cutting of the target mRNA into fragments which are then degraded. Time is taken to consider the possible application of siRNA molecules in the treatment of HIV and then cystic fibrosis, and the latter involves a series of exam-style questions which challenge the students on their understanding of this topic as well as the recall of content from the other 7 AQA topics. The remainder of the lesson focuses on microRNA (miRNA) and students will understand how this molecule is produced and how its action differs to that of siRNA in mammalian cells.