This detailed lesson explains how the process of transcription results in the production of mRNA, either directly from DNA in prokaryotes or following splicing in eukaryotes. Both the detailed PowerPoint and accompanying resource have been designed to specifically cover the second part of point 4.2 of the AQA A-level Biology specification but also provides important information that students can use when being introduced to gene expression in topic 8. The lesson begins by challenging the students to recall 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. They 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 looks at the structure of genes and explores their role as a base sequence on DNA that codes for the amino acid sequence of a polypeptide. Both the PowerPoint and accompanying resource have been designed to cover point 6.2 (a) of the CIE International A-level Biology specification which states that students should understand how a gene codes for a polypeptide. The lesson begins with a prior knowledge check as the students have to recognise the key term chromosome from a description involving DNA and histones. This allows genes, as sections of a chromosome, to be introduced and the first of a number of quiz rounds is then used to get the students to meet the term locus so that they can understand how each gene has a specific location on a chromosome. Whenever possible, opportunities are taken to make links to the other parts of the CIE specification and this is utilised here as students are reminded that alternative versions of a gene (alleles) can be found at the locus. Moving forwards, students will learn that 3 DNA bases is a triplet and that each triplet codes for a specific amino acid. At this point, the genetic code is introduced and students are challenged to explain how the code contains 64 different triplets. By comparing this number against the number of different amino acids in proteins, students will see how each amino acid is encoded for by more than one triplet and how this explains the degenerate nature of the genetic code which forms a link to an upcoming lesson on gene mutations.

This detailed lesson describes the role of the mRNA, tRNA, amino acids and the ribosome during the second stage of protein synthesis - translation. Both the PowerPoint and accompanying resources have been designed to cover the third part of point 4.2 of the AQA A-level Biology specification and ties in with the previous lessons in this topic on RNA and transcription. Translation is a topic which is often poorly understood and so this lesson has been written to enable the students to understand how to answer the different types of questions by knowing and including the key details of the structures involved. The lesson begins by challenging the students to consider why it is so important that the amino acids are assembled in the correct order during the formation of the chain. Moving forwards, a quick quiz round called “LOST IN TRANSLATION” is used to check on their prior knowledge of the mRNA strand, the tRNA molecules, the genetic code and the ribosomes. The next task involves a very detailed description of translation that has been divided into 14 statements which the students have to put into the correct order. By giving them a passage that consists of this considerable detail, they can pick out the important parts to use in the next task where they have to answer shorter questions worth between 3 and 4 marks. These types of questions are common in the assessments and by building up through the lesson, their confidence to answer this type should increase. The final two tasks of the lesson involve another quiz, where the teams compete to transcribe and translate in the quickest time before using all that they have learnt to answer some questions which involve the genetic code and the mRNA codon table.

This detailed and engaging lesson looks at the culture of transformed host cells as an in vivo method to amplify DNA fragments. Both the PowerPoint and accompanying resources have been designed to cover the third part of point 8.4.1 of the AQA A-level Biology specification and ties in with the previous two lessons in this sub-topic on producing DNA fragments and the polymerase chain reaction. The lesson begins with the introduction of the terms transgenic and transformed. 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. A quick quiz competition is used to introduce the key term, vector, and then the rest of the lesson looks at the details of the five steps involved in the transformation of the host cell: 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 All 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. Links are continuously made to the previous lessons in this topic so that students feel confident to answer assessment questions which bring in knowledge from all of the sections.

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 fully-resourced lesson explains how gel electrophoresis is used to analyse nucleic acids and proteins and explores its applications in forensic science and medical diagnosis. The engaging and detailed PowerPoint and accompanying resource have been written to cover point 19.1 (d) of the CIE International A-level Biology specification As a whole lesson, each step of the genetic fingerprinting process is covered but with the main focus on gel electrophoresis within this process. Students will be introduced to STRs 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 lesson. 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 19.1 as well as those from topic 6 where DNA, RNA and protein synthesis were introduced.

This lesson explains how the polymerase chain reaction (PCR) is used to clone and amplify DNA fragments as part of the recombinant DNA technology process. The PowerPoint has been designed to cover point 19.1 © of the CIE International A-level Biology specification and there is a particular emphasis on the use of Taq polymerase as opposed to human DNA polymerase A quick quiz competition is used to introduce the PCR abbreviation before students are encouraged to discuss the possible identity of the enzyme involved and to recall the action of this enzyme. Students will learn that this reaction involves cyclical heating and cooling to a range of temperatures so the next part of this lesson focuses on each temperature and specifically the reasons behind the choice. Time is taken to examine the key points in detail, such as why Taq polymerase has to be used as it is not denatured at the high temperature as well as the involvement of the primers. This process is closely linked to other techniques like electrophoresis which is covered in a later lesson and ties are continuously made throughout the lesson

A fully-resourced lesson, which explores how changes to the sequence of bases on DNA may or may not alter protein structure. The engaging PowerPoint and accompanying resources have been designed to cover point 8.1 of the AQA A-level Biology specification and it builds on the knowledge gained during topic 4 when gene mutations were first introduced. A quiz runs throughout the lesson where students compete to recognise key terms from their definitions and the lesson begins with an edition of this round as they are challenged to recognise the definition for primary structure. Other terms that arise during the lesson relate to the different gene mutations, the genetic code and mutagenic agents. The focus of the lesson is to support students in their explanations of how a particular mutation can result in a change in the primary structure as well as being able to explain why a substitution mutation may not. In this way, their understanding of the degenerate and non-overlapping nature of the genetic code will be tested and any misconceptions can be addressed. The main section of the lesson covers substitution, deletion and addition mutations before translocation, inversion and duplication mutations are introduced. Links are made to the latter parts of topic 8 so students can understand how the change in the sequence of bases may disrupt gene expression. The final part of the lesson looks at a range of mutagenic agents that can increase the rate of mutation.

This is a fully-resourced lesson which uses exam-style questions, engaging quiz competitions, quick tasks and discussion points to challenge students on their understanding of the content of topics B1 - B4, that will assessed on PAPER 1. It has been specifically designed for students on the AQA GCSE Combined Science course who will be taking the FOUNDATION TIER examinations but is also suitable for students taking the higher tier who need to ensure that the key points of each of the sub-topics are embedded. The lesson has been written to take place in numerous shops that could be found on the high street to allow the following sub-topics to be covered: Eukaryotes and prokaryotes The prefixes of size and converting between units The cell structures of animal and plant cells Mitosis and the cell cycle Benign and malignant tumours The principles of organisation The structure of the heart and the circulatory system The features of the alveoli which enable efficient gas exchange CHD The risk factors of non-communicable diseases Pathogens as microorganisms that cause infectious diseases Bacterial, viral, fungal and protist diseases Vaccinations Temperature and photosynthesis Enzymes The digestive system The role of bile The functions of the components of blood In order to maintain challenge whilst ensuring that all abilities can access the questions, the majority of the tasks have been differentiated and students can ask for extra support when they are unable to begin a question. Step-by-step guides have also been written into the lesson to walk students through some of the more difficult concepts such as calculating percentage change Due to the extensiveness of this revision lesson, it is estimated that it will take in excess of 3 teaching hours to complete the tasks and therefore this can be used at different points throughout the duration of the course as well as acting as a final revision before the PAPER 1 exam

This is a fully-resourced lesson which uses exam-style questions, quiz rounds, quick tasks and discussion points to challenge students on their understanding of the content of topics B4 - B6, that will assessed on PAPER 2. It has been specifically designed for students on the OCR Gateway A GCSE Combined Science course who will be taking the FOUNDATION TIER examinations but is also suitable for students taking the higher tier who need to ensure that the fundamentals are known and understood. The lesson has been written to take place at the hospital and the students will visit the various wards and health clinics day to check on their knowledge of the following sub-topics : Cancer The production of gametes by meiosis The meaning of diploid and haploid Sex determination The difference between communicable and non-communicable diseases Diseases caused by bacteria, viruses, fungi and protists Treatment of bacterial infections using antibiotics Evolution by natural selection in bacteria Vaccinations Genetic terminology Inheritance of disorders caused by dominant and recessive alleles Risk factors of non-communicable diseases Ecosystems The carbon cycle and the increase in carbon dioxide levels In order to maintain challenge whilst ensuring that all abilities can access the questions, the majority of the tasks have been differentiated and students can ask for extra support when they are unable to begin a question. Step-by-step guides have also been written into the lesson to walk students through some of the more difficult concepts such as genetic diagrams and interpreting the results and evolution by natural selection. Due to the extensiveness of this revision lesson, it is estimated that it will take in excess of 3 teaching hours to complete the tasks and therefore this can be used at different points throughout the duration of the course as well as acting as a final revision before the PAPER 2 exam.

This is a fully-resourced lesson which uses exam-style questions, quiz competitions, quick tasks and discussion points to challenge students on their understanding of topics B1 - B5, that will assessed on PAPER 1. It has been specifically designed for students on the Pearson Edexcel GCSE Combined Science course who will be taking the FOUNDATION TIER examinations but is also suitable for students taking the higher tier who need to ensure that the fundamentals are known and understood. The lesson has been written to take place at the local hospital where the students have to visit numerous wards and clinics and the on-site pharmacy so that the following sub-topics can be covered: Cancer as the result of uncontrolled cell division The production of gametes by meiosis Mitosis and the cell cycle Sex determination The difference between communicable and non-communicable diseases The pathogens that spread communicable diseases Identification of communicable diseases Treating bacterial infections with antibiotics Evolution of antibiotic resistance in bacteria Vaccinations Genetic terminology Genetic diagrams Structures involved in a nervous reaction A Reflex arc Risk factors Chemical and physical defences Osmosis and percentage gain and loss Fossils as evidence for human evolution In order to maintain challenge whilst ensuring that all abilities can access the questions, the majority of the tasks have been differentiated and students can ask for assistance sheets when they are unable to begin a question. Step-by-step guides have also been written into the lesson to walk students through some of the more difficult concepts such as genetic diagrams and evolution by natural selection. Due to the extensiveness of this revision lesson, it is estimated that it will take in excess of 3 teaching hours to complete the tasks and therefore this can be used at different points throughout the duration of the course as well as acting as a final revision before the PAPER 1 exam.

This is a fully-resourced revision lesson that has been written to challenge students on their knowledge and understanding of the PAPER 2 topics. The range of tasks will prepare the students to answer the range of questions that they may encounter on topics B1 and B6 - B9 as detailed in the Pearson Edexcel GCSE Combined Science specification. The lesson has been designed to take place on the PAPER 2 HIGH STREET and the tasks include exam-style questions with displayed mark schemes, engaging quiz competitions and discussion points to allow the following points to be covered: Eukaryotic vs Prokaryotic cells Converting between units of size The structures of the animal and plant cells The structure of the human heart Calculating the surface area to volume ratio Adaptations of the gas exchange system The blood vessels associated with the human heart Calculating the cardiac output The features of the root hair cell to allow for absorption The nitrogen cycle The relationship between the rate of photosynthesis and light intensity and distance Using the inverse square law calculation Temperature and photosynthesis The regulation of blood glucose by the release of insulin and glucagon Diabetes type I and II Calculating the BMI The interaction of the reproductive hormones in the menstrual cycle IVF as assisted reproductive technology The hormonal and barrier methods of contraception Eutrophication as a negative human interaction in an ecosystem The carbon cycle In order to cater for the range of abilities that can be found in Combined Science classes, most of the tasks have been differentiated. There are also a number of step by step guides to demonstrate how to tackle some of the more difficult concepts including the mathemetical elements If you would like to see the quality of these revision lessons, download the PAPER 1 REVISION LESSON which has been shared for free

This detailed lesson describes the structure of a nucleotide including the structure of the phosphorylated nucleotide, ATP. The engaging PowerPoint has been designed to cover point (a) of topic 6.1 as detailed in the CIE International A-level Biology specification and links are made throughout to earlier topics such as biological molecules as well as to upcoming topics like DNA structure and replication. Students were introduced to the term monomer and nucleotide in topic 2, so the start of the lesson challenges them to recognise this latter term when only the letters U, C and T are shown. This has been designed to initiate conversations about why only these letters were used so that the nitrogenous bases can be discussed later in greater detail. Moving forwards, students will learn that a nucleotide is the monomer to a polynucleotide and that deoxyribonucleic acid (DNA) and ribonucleic acid (RNA) are two examples of this type of polymer. The main part of the lesson has been filled with various tasks that explore the structural similarities and structural differences between DNA and RNA. This begins by describing the structure of a nucleotide as a phosphate group, a pentose sugar and a nitrogenous base. Time is taken to consider the details of each of these three components which includes the role of the phosphate group in the formation of a phosphodiester bond between adjacent nucleotides on the strand. At this point students are challenged on their understanding of condensation reactions and have to identify how the hydroxyl group associated with carbon 3 is involved along with the hydroxyl group of the phosphoric acid molecule. A number of quiz rounds are used during this lesson, as a way to introduce key terms in a fun and memorable way. One of these rounds introduces adenine and guanine as the purine bases and thymine, cytosine and uracil as the pyrimidine bases and the students are shown that their differing ring structures can be used to distinguish between them. The remainder of the lesson focuses on ATP as a phosphorylated nucleotide and links are made to the hydrolysis of this molecule for energy driven reactions in cells such as active transport

Disaccharides are formed from the condensation of two monosaccharides and this lesson describes the formation of maltose, sucrose and lactose. The PowerPoint and accompanying question sheet have been designed to cover the second part of point 1.2 of the AQA A-level Biology specification but also make links to the previous lesson on monosaccharides when considering the different components of these three disaccharides. The first section of the lesson focuses on a prefix and a suffix so that the students can recognise that the names of the common disaccharides end in -ose. In line with this, a quick quiz round is used to introduce maltose, sucrose and lactose before students are challenged on their prior knowledge as they have to describe how condensation reactions and the formation of glycosidic bonds were involved in the synthesis of each one. The main task of the lesson again challenges the students to recall details of a previous lesson as they have to identify the monomers of each disaccharide when presented with the displayed formula. Time is taken to show how their knowledge of these simple sugars will be important in later topics such as digestion, translocation in the phloem and the Lac Operon in the control of gene expression. The lesson finishes with two exam-style questions where students have to demonstrate and apply their newly acquired knowledge