This clear and detailed lesson describes how ATP is formed by chemiosmosis during the process of oxidative phosphorylation. The PowerPoint has been designed to cover all of the specification points under point 5.4 of the Edexcel A-level Biology B specification and includes details of the electron transport chain, proton gradients and ATP synthase including the roles of the electron carriers, the mitochondrial membranes and oxygen. 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 detailed steps and at each point, key facts are discussed and explored in further detail to enable a deep understanding to be developed. Students will see how the proton gradient across the inner membrane 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 by oxidative phosphorylation. Understanding checks are included throughout the lesson to enable the students to assess their progress and prior knowledge checks allow them to recognise the clear links to other topics and modules. This lesson has been written to tie in with the other uploaded lessons on the previous stages of aerobic respiration - glycolysis, the Link reaction and the Krebs cycle.

This fully-resourced lesson describes how respiration in the absence of oxygen produces a limited yield of ATP and results in lactate or ethanol formation. The engaging PowerPoint and accompanying differentiated resources have been designed to cover all of the specification points under point 5.5 of the Edexcel A-level Biology B specification and explains how pyruvate must be converted to lactate or ethanol using the hydrogen atoms released from reduced NAD to reoxidise this coenzyme to allow glycolysis to continue. The lesson begins with a focus on the coenzyme, NAD, and students are challenged to recall details of its role in the oxidation of glycerate-3-phosphate. Students will recall that oxidative phosphorylation in aerobic respiration allows these coenzymes to be reoxidised and therefore recognise that another metabolic pathway has to operate when there is no oxygen available. Time is taken to go through the details of the lactate and ethanol fermentation pathways and students are encouraged to discuss the conversions before applying their knowledge to complete diagrams and passages about the pathways. Understanding checks in a range of forms are used to enable the students to assess their progress whilst prior knowledge checks allow them to recognise the links to earlier topics. This lesson has been written to tie in with the other uploaded lessons on glycolysis and the stages of aerobic respiration as detailed in points 5.1 - 5.5.

This fully-resourced lesson describes the relationship between the structure of the chloroplast and its role as the site of photosynthesis. The engaging PowerPoint and accompanying resources have been designed to cover specification point 5.7 (i) of the Edexcel A-level Biology B course. Students were introduced to the ultrastructure of eukaryotic cells in topic 2 so this lesson has been written to build on that knowledge. A version of the quiz show POINTLESS runs throughout the lesson and this maintains engagement whilst challenging the students to recall the parts of the chloroplast based on a description which is related to their function. The following structures are covered in this lesson: double membrane thylakoids (grana) stroma intergranal lamellae starch grains chloroplast DNA and ribosomes Once each structure has been recalled, a range of activities are used to ensure that key details are understood such as the role of the thylakoid membranes in the light-dependent stage and the importance of ATP and reduced NADP for the Calvin cycle. This lesson has been specifically written to prepare students for the upcoming lessons on the light-dependent stage and light-independent stage

This fully-resourced lesson describes the light-dependent stage, including the production of ATP by cyclic and non-cyclic photophosphorylation. The detailed PowerPoint and accompanying resources have been designed to cover specification points 5.7 (ii) & (iii) of the Edexcel A-level Biology course and has been planned to link with the previous lesson on the structure of the chloroplast and to prepare for the next lesson on the light-independent stage. This is a topic which students tend to find difficult so this lesson has been intricately planned to walk them through each of the key steps of the light-dependent stage. Time is taken to describe the roles of the major protein complexes that are embedded in the thylakoid membrane and this includes the two photosystems, the proton pump and ATP synthase. A series of exam-style questions have been written that link to other biological topics in this course such as cell structure and membrane transport as well as application questions to challenge them to apply their understanding. Some of these resources have been differentiated to allow students of differing abilities to access the work and to be pushed at the same time. Students will learn that there are two pathways that the electron can take from PSI and at the completion of the two tasks which describe each of these pathways, they will understand how ATP is generated in non-cyclic and cyclic fashion. The final task of the lesson asks them to compare these two forms of photophosphorylation to check that they understand when photolysis is involved and reduced NADP is formed. Due to the detail included in this lesson, it is estimated that it will take in excess of 2.5 hours of allocated A-level teaching time to complete.

This detailed lesson describes the light-dependent reaction of photosynthesis and focuses on the transfer of electrons and proton pumping. The PowerPoint and accompanying resources have been designed to cover the first part of point 5.1 of the AQA A-level Biology specification and has been planned to link with the previous lesson on the structure of the chloroplast and to prepare the students for the next lesson on the light-independent reaction. The light-dependent reaction is a topic which students tend to find difficult so this lesson has been planned to walk them through all of the key details. Time is taken to describe the roles of the major protein complexes that are embedded in the thylakoid membrane and this includes the two photosystems, the cytochrome proton pump and ATP synthase. A series of exam-style questions have been written that link to other biological topics in this course such as cell structure and membrane transport as well as application questions to challenge them to apply their understanding. Some of these resources have been differentiated to allow students of differing abilities to access the work and to be pushed at the same time. Students will learn that there are two pathways that the electron can take from PSI and at the completion of the two tasks which describe each of these pathways, they will understand how ATP is generated in non-cyclic and cyclic fashion. The final task of the lesson asks them to compare these two forms of photophosphorylation to check that they understand when photolysis is involved and reduced NADP is formed. Due to the detail included in this lesson, it is estimated that it will take in excess of 2.5 hours of allocated A-level teaching time to complete.

This lesson describes the mechanism of ventilation in mammals, including the roles of the ribcage, intercostal muscles and the diaphragm. The content of the engaging PowerPoint has been designed to cover specification point 3.1.3 (d) of the OCR A-level Biology A specification and describes the mechanism of inhalation and exhalation at rest. The lesson begins with a focus on the diaphragm and students will discover that this sheet of muscle is found on the floor of the thoracic cavity. Whilst planning the lesson, it was deemed important to introduce this region of the body at an early stage because the best descriptions will regularly reference the changes seen in this cavity. As the mechanism of inhalation is a cascade of events, the details of this process are covered in a step by step format using bullet points. At each step, time is taken to discuss the key details which includes an introduction to Boyle’s law that reveals the inverse relationship between volume and pressure. It is crucial that students are able to describe how the actions of the diaphragm, external intercostal muscles and ribcage result in an increased volume of the thoracic cavity and a subsequent decrease in the pressure, which is below the pressure outside of the body. At this point, their recall of the structures of the mammalian gas exchange system is tested, to ensure that they can describe the pathway the air takes on moving into the lungs. The remainder of the lesson involves a task which challenges the students to describe exhalation and then the accessory muscles involved in forced ventilation are also considered.

This lesson describes the light-dependent stage of photosynthesis and focuses on the mechanisms involved in the production of ATP and reduced NADP. The detailed PowerPoint and accompanying resources have been designed to cover the details of point 5.2.1 (d) of the OCR A-level Biology A specification and has been specifically planned to link with the previous lesson on the structure of the chloroplast and photosynthesis and to prepare the students for the next lesson on the light-independent stage. The light-dependent stage is a process which students can find difficult to understand in the necessary detail so this lesson has been planned to walk them through all of the key details. Time is taken to describe the roles of the major protein complexes that are embedded in the thylakoid membrane and this includes the two photosystems, the cytochrome proton pump and ATP synthase. A series of exam-style questions have been written that link to other biological topics in this course such as eukaryotic cell structures and membrane transport as well as application questions to challenge them to apply their understanding. Some of these resources have been differentiated to allow students of differing abilities to access the work and to be pushed at the same time. Students will learn that there are two pathways that the electron can take from PSI and at the completion of the two tasks which describe each of these pathways, they will understand how ATP is generated in non-cyclic and cyclic photophosphorylation. The final task of the lesson asks them to compare these two forms of photophosphorylation to check that they understand when photolysis is involved and reduced NADP is formed. Due to the detail included in this lesson, it is estimated that it will take in excess of 2.5 hours of allocated A-level teaching time to complete.

This fully-resourced lesson describes the components of the chloroplast, focusing on the grana and stroma as the sites of photosynthesis. The engaging PowerPoint and accompanying resources have been designed to cover point 5.2.1 (b) of the OCR A-level Biology A specification and has been specifically designed to introduce students to the light-dependent and light-independent stages before they are covered in detail in upcoming lessons. Students were introduced to eukaryotic cells and their organelles structures in module 2.1.1 so this lesson has been written to test and to build on that knowledge. A version of the quiz show POINTLESS runs throughout the lesson and this maintains engagement whilst challenging the students to recall the parts of the chloroplast based on a description which is related to their function. The following structures are covered in this lesson: double membrane thylakoids (grana) stroma intergranal lamellae starch grains chloroplast DNA and ribosomes Once each structure has been recalled, a range of activities are used to ensure that key details are understood such as the role of the thylakoid membranes in the light-dependent reactions and the importance of ATP and reduced NADP for the reduction of GP to TP in the Calvin cycle. Links to other topics are made throughout and this is exemplified by the final task of the lesson where students are challenged on their recall of the structure, properties and function of starch (as originally covered in module 2.1.2)

This lesson describes the mechanism of breathing, including the roles of the ribcage, intercostal muscles and the diaphragm. The content of the engaging PowerPoint has been designed to cover the details of the fifth part of specification point 3.2 of the AQA A-level Biology specification and introduces the antagonistic interaction of the external and internal intercostal muscles. The lesson begins with a focus on the diaphragm and students will discover that this sheet of muscle is found on the floor of the thoracic cavity. Whilst planning the lesson, it was deemed important to introduce this region of the body at an early stage because the best descriptions will regularly reference the changes seen in this cavity. As the mechanism of inhalation is a cascade of events, the details of this process are covered in a step by step format using bullet points. At each step, time is taken to discuss the key details which includes an introduction to Boyle’s law that reveals the inverse relationship between volume and pressure. It is crucial that students are able to describe how the actions of the diaphragm, external intercostal muscles and ribcage result in an increased volume of the thoracic cavity and a subsequent decrease in the pressure, which is below the pressure outside of the body. At this point, their recall of the structures of the mammalian gas exchange system is tested, to ensure that they can describe the pathway the air takes on moving into the lungs. The remainder of the lesson involves a task which challenges the students to describe exhalation and then the accessory muscles involved in forced ventilation are also considered.

This fully-resourced lesson describes the series of reactions in the light- independent stage of photosynthesis. The detailed PowerPoint and accompanying resources have been designed to cover the details of point 5.2.1 (e) of the OCR A-level Biology A specification and detailed planning includes continual links to the previous lesson on the light-dependent stage to ensure that students recognise how the products of that stage, ATP and reduced NADP, are essential for the Calvin cycle The lesson begins with an existing knowledge check where the students are challenged to recall the names of structures, substances and reactions from the light-dependent stage in order to reveal the abbreviations of the main 3 substances in the light-independent stage. This immediately introduces RuBP, GP and TP and students are then shown how these substances fit into the cycle. The main section of the lesson focuses on the three phases of the Calvin cycle and time is taken to explore the key details of each phase and includes: The role of RuBisCO in carbon fixation The role of the products of the light-dependent stage, ATP and reduced NADP, in the reduction of GP to TP The use of the majority of the TP in the regeneration of RuBP A step-by-step guide, with discussion points where the class consider selected questions, is used to show how 6 turns of the cycle are needed to form the TP that will then be used to synthesise 1 molecule of glucose. A series of exam-style questions are included at appropriate points of the lesson and this will introduce limiting factors as well as testing their ability to answer questions about this stage when presented with an unfamiliar scientific investigation. The mark schemes are included in the PowerPoint so students can assess their understanding and any misconceptions are immediately addressed.

This fully-resourced lesson describes the movement of molecules by active transport, endocytosis and exocytosis. The PowerPoint and accompanying worksheets have been designed to cover the second part of specification points 2.5 (i) & (ii) of the Edexcel International A-level Biology specification and describes the role of ATP as an immediate source of energy as well as the role of the carrier proteins. ATP is introduced at the start of the lesson and students will learn that this molecule is a phosphorylated nucleotide so they are able to make appropriate links when they cover the structure of DNA and RNA later in topic 2. Students will learn that adenosine triphosphate is the universal energy currency and that the hydrolysis of this molecule can be coupled to energy-requiring reactions within the cell and the rest of the lesson focuses on the use of this energy input for active transport, endocytosis and exocytosis. Students are challenged to answer a series of questions which compare active transport against the forms of passive transport and to use data from a bar chart to support this form of transport. In answering these questions they will discover that carrier proteins are specific to certain molecules and time is taken to look at the exact mechanism of these transmembrane proteins. A quick quiz round introduces endocytosis and the students will see how vesicles are involved along with the energy source of ATP to move large substances in or out of the cell. The lesson concludes with a link to a future topic as the students are shown how exocytosis is involved in a synapse.

This engaging lesson describes the basic structure of an amino acid and introduces them as the monomers of polypeptides. The PowerPoint has been designed to cover point 2.6 (i) of the Edexcel International A-level Biology specification and has been specifically written to lead into the next lesson on dipeptides and polypeptides. The lesson begins with a prior knowledge check, where the students have to use the 1st letters of 4 answers to uncover a key term. This 4-letter key term is gene and the lesson begins with this word because it is important for students to understand that these sequences of bases on DNA determine the specific sequence of amino acids in a polypeptide as covered later in the topic. Moving forwards, the students are given time to work out that there are 64 different DNA triplets and will learn that these encode for the 20 amino acids that are common to all organisms. The main task of the lesson is an observational one, where students are given time to study the displayed formula of 4 amino acids. They are not allowed to draw anything during this time but will be challenged with 3 multiple choice questions at the end. This task has been designed to allow the students to visualise how the 20 amino acids share common features in an amine and an acid group. A quick quiz round introduces the R group and time is taken to explain how the structure of this side chain is the only structural difference, before cysteine is considered in greater detail due to the presence of sulfur atoms. Students are briefly introduced to disulfide bridges so they will recognise how particular bonds form between the R groups in the tertiary structure which is covered in the next lesson. The lesson concludes with one more quiz round called LINK TO THE FUTURE where the students will see the roles played by amino acids in the later part of the course such as translation and dipeptides.

This lesson describes how the eyepiece graticule and stage micrometer are used to measure the size of an object with an optical microscope. The PowerPoint and accompanying resource have been designed to cover the second part of point 2.1.3 of the AQA A-level Biology specification The main task of this concise lesson involves a step by step guide which walks students through the methodology and the use of the scale on the stage micrometer to identify the size of the divisions of the eyepiece graticule. This will need them to convert between units and as this was covered in the previous lesson, a number of prior knowledge checks will check that they are able to do this. Moving forwards, the students are challenged to apply this method to a series of exam-style questions and the mark scheme is displayed on the PowerPoint so that they can assess their understanding.

This fully-resourced lesson describes the process of DNA replication and includes key details of the role of DNA polymerase. The detailed PowerPoint and accompanying resources have been designed to cover point 2.10 (i) of the Edexcel International A-level Biology specification and also includes descriptions of the roles of DNA helicase and DNA ligase and an introduction of this type of replication as semi-conservative. As the main focus of this lesson is the roles of the enzymes, students will understand how DNA helicase breaks the hydrogen bonds between nucleotide bases, DNA polymerase forms the growing nucleotide strands and DNA ligase joins the nucleic acid fragments. The specification specifically mentions DNA polymerase and in line with this, extra time is taken to explain key details, such as the assembly of strands in the 5’-to-3’ direction by this enzyme, so that the continuous manner in which the leading strand is synthesised can be compared against that of the lagging strand. The students are constantly challenged to make links to previous topics such as DNA structure and hydrolysis reactions through a range of exam questions and answers are displayed so that any misconceptions are quickly addressed. The main task of the lesson asks the students to use the information provided in the lesson to order the sequence of events in DNA replication before discussing how the presence of a conserved strand and a newly built strand in each new DNA molecule shows that it is semi-conservative.

This detailed lesson describes the sequence of events that occur during the first stage of protein synthesis, which is known as transcription. The detailed lesson PowerPoint and accompanying worksheet are the first in a series of two lesson resources that have been designed to cover the details of point 2.13 of the Edexcel International A-level Biology specification and include details of the DNA template strand, RNA polymerase and messenger RNA. The lesson begins by challenging the students to work out 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 DNA template (or antisense) 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. 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 directly lead into the following lesson on translation

This detailed lesson describes the role of the mRNA, tRNA, ribosomes and start and stop codons during the second stage of protein synthesis - translation. This lesson is the second in a series of two, which have been designed together to cover point 2.13 of the Edexcel International A-level Biology specification. The first lesson in this series describes 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 exam-style questions which involve the genetic code and the mRNA codon table.

This fully-resourced lesson uses step by step guides to walk students through the interpretation of genetic pedigree diagrams for monohybrid inheritance. The PowerPoint and accompanying resources have been designed to cover point 2.15 (ii) of the Edexcel International A-level Biology specification and includes the inheritance when there are more than two alleles at a gene locus as well as those that demonstrate codominance. In order to minimise the likelihood of errors and misconceptions, the guides that are included within the lesson will support the students with the following: Writing parent genotypes Working out the different gametes that are made following meiosis Interpreting Punnett crosses to work out phenotypic ratios Students can often find pedigree trees the most difficult to interpret and to explain so exemplar answers are used and the worksheets are differentiated so students can seek assistance if necessary.

This fully-resourced lesson describes the inheritance of genes with loci on the X chromosomes and considers biological examples. The detailed PowerPoint and accompanying resources have been designed to cover point 2.15 (ii) of the Edexcel International A-level specification and focuses on the inheritance of red-green colour blindness and haemophilia in humans Key genetic terminology is used throughout and the lesson begins with a check on their ability to identify the definition of homologous chromosomes. Students will recall that the sex chromosomes are not fully homologous and that the smaller Y chromosome lacks some of the genes that are found on the X. This leads into one of the numerous discussion points, where students are encouraged to consider whether females or males are more likely to suffer from sex-linked diseases. In terms of humans, the lesson focuses on haemophilia and red-green colour blindness and a step-by-step guide is used to demonstrate how these specific genetic diagrams should be constructed and how the phenotypes should then be interpreted. The final task of the lesson challenge the students to apply their knowledge to an exam question about chickens and how the rate of feather production in chicks can be used to determine gender. All of the tasks are differentiated so that students of differing abilities can access the work and all exam questions have fully-explained, visual mark schemes to allow them to assess their progress and address any misconceptions