This detailed lesson describes how oxygen is transported by haemoglobin and explains the changes in saturation in the oxyhaemoglobin dissociation curve. The informative PowerPoint has been designed to cover the 1st part of the transportation of oxygen section in the applied anatomy and physiology unit of the AQA A-level PE specification. The lesson begins by using a quiz round from the game show POINTLESS to engage students and to introduce haemotology as the study of diseases related to blood. This includes haemoglobin and students will be reminded that this is the protein that is found in the red blood cells of humans. They will learn that it is a protein consisting of four polypeptide chains with a haem group on each chain and that it is this haem molecule which has a high affinity for oxygen to enable oxyhaemoglobin to be formed. Key terminology such as affinity are continually used to deepen understanding of this topic and to make links to those covered in upcoming lessons such as the Bohr shift. Moving forwards, students will plot an oxyhaemoglobin dissociation curve. The understanding of the changes in saturation can be poorly understood so a step-by-step method with simple questions to discuss is used to ensure that the fundamentals are embedded. Ultimately, students will understand that haemoglobin becomes fully saturated at the high partial pressures of oxygen at the alveoli at the lungs, before transporting it to the cells of the working muscles where it dissociates to release the oxygen at the lower partial pressures there.

This fully-resourced lesson uses the lac operon as an example to describe how gene expression is regulated and controls cell processes and structures. The detailed PowerPoint and accompanying resources have been designed to cover the details of specification point 3.12 of the Pearson Edexcel A-level Biology A course. This is one of the more difficult concepts in this A-level course and therefore key points are reiterated throughout this lesson to increase the likelihood of student understanding and to support them when trying to make links to actual biological examples in living organisms. There is a clear connection to transcription and translation as covered in topic 2, so the lesson begins by reminding students that in addition to the structural gene in a transcription unit, there is the promotor region where RNA polymerase binds. Students are introduced to the idea of transcription factors and will understand how these molecules can activate or repress transcription by enabling or preventing the binding of the enzyme. At this point, students are challenged on their current understanding with a series of questions about DELLA proteins so they can see how these molecules prevent the binding of RNA polymerase. The main section of the lesson focuses on the lac operon. Students will be able to visualise the different structures that are found in this unit of DNA and time is taken to go through the individual functions. A step by step guide is used to walk students through the sequence of events that occur when lactose is absent and when it is present before they are challenged to apply their understanding to an exam question. The final section of the lesson looks at one further example with oestrogen and the ER receptor.

This revision lesson provides students with the opportunity to assess their understanding of the AQA A-level biology topic 6 content. The lesson includes a multiple-choice assessment of 20 questions which have been written to challenge the content of topic 6 (Organisms respond to changes in their internal and external environments) and a PowerPoint where the answers are revealed, along with explanations and key points related directly to the specification. The PowerPoint also includes other questions about topic 6 that aren’t directly challenged in the 20 questions, as well as prior knowledge checks to encourage the students to make links to content from topics 1 - 5. This resource has been designed to be used at the end of the teaching of topic 6 and/or in the build up to the final A-level assessments. Lessons challenging content from the other 7 specification topics are also uploaded.

This revision lesson provides students with the opportunity to assess their understanding of inheritance (topic 16). The lesson includes a multiple-choice assessment of 10 questions and a PowerPoint containing the answers, where each answer slide shows the exact specification code to enable students to note the areas which may require extra attention. The PowerPoint also contains additional questions to challenge content from topic 16 of the CIE A-level biology specification (2025 - 2027 update) that isn’t directly covered by the 10 questions, and prior knowledge checks to encourage students to make links to content from topics 1 - 15. This lesson has been designed to be used at the end of topic 16, and in the build up to mocks and the final A-level assessments.

This revision lesson provides students with the opportunity to assess their understanding of biological molecules (topic 2). The lesson includes a multiple-choice assessment of 10 questions and a PowerPoint containing the answers, where each answer slide shows the exact specification code to enable students to note the areas which may require extra attention. The PowerPoint also contains additional questions to challenge content from topic 2 of the CIE A-level biology specification (2025 - 2027 update) that isn’t directly covered by the 10 questions. This lesson has been designed to be used at the end of topic 2, and in the build up to mocks and the final A-level assessments.

This engaging lesson describes the relationship between the structure and functions of a phopholipid, focusing on the role performed in membranes. The PowerPoint has been designed to cover specification point 2.2 (g) of the CIE International A-level Biology specification and includes constant references to the previous lesson on the structure and function of triglycerides. The role of a phospholipid in a cell membrane provides the backbone to the whole lesson. A quick quiz round called FAMILY AFFAIR challenges the students to use their knowledge of the structure of a triglyceride to identify the shared features in a phospholipid. This then allows the differences to be introduced, such as the presence of a phosphate group in place of the third fatty acid. Moving forwards, the students will learn that the two fatty acid tails are hydrophobic whilst the phosphate head is hydrophilic which leads into a key discussion point where the class has to consider how it is possible for the phospholipids to be arranged when both the inside and outside of a cell is an aqueous solution. The outcome of the discussion is the introduction of the phospholipid bilayer which is critical for the lesson in topic 4 on the fluid mosaic model. The final part of the lesson describes how proteins found floating in the cell membrane allow both facilitated diffusion and active transport to occur and this also helps to begin the preparations for the upcoming lessons.

This lesson describes the biuret test for proteins and then uses a range of activities to challenge the students on their knowledge of topic 1.4.1. The engaging PowerPoint and accompanying resources are part of the last lesson in a series of 3 lessons which have been designed to cover the content detailed in topic 1.4.1 (General properties of proteins) of the AQA A-level Biology specification. The first section of the lesson describes the steps in the biuret test and challenges the students on their recall of the reducing sugars and starch tests from topic 1.2 to recognise that this is a qualitative test that begins with the sample being in solution. 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. The remainder of the lesson uses exam-style questions with displayed mark schemes, understanding checks and quick quiz competitions to engage and motivate the students whilst they assess their understanding of this topic. The following concepts are tested during this lesson: The general structure of an amino acid The formation of dipeptides and polypeptides through condensation reactions The primary, secondary, tertiary and quaternary structure of a protein Biological examples of proteins and their specific actions (e.g. antibodies, enzymes, peptide hormones)

This detailed lesson describes how gene expression can be changed by epigenetic modification, which is important in ensuring cell differentiation. The PowerPoint and accompanying resources describe DNA methylation, histone modification, and non-coding RNA as methods of modification and are part of the final lesson in a series of 3 lessons that cover the content in point 7.2 of the Edexcel A-level biology B specification (Factors affecting gene expression). HIV, atherosclerosis and cystic fibrosis are included in the lesson to demonstrate the application of this control of gene expression in real biological examples. Students are challenged throughout the lesson on their current understanding as well as their knowledge of previously covered topics which have links and the answers are embedded into the PowerPoint to allow them to assess their progress. The other lessons in this series are uploaded and are titled “transcription factors” and “RNA splicing”.

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 P1 & P8 - P15, that will assessed on PAPER 6. It has been specifically designed for students on the 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 cover as many specification points as possible but the following sub-topics have been given particular attention: The 13 recall and apply equations tested in PAPER 6 Electrical components and symbols Setting up an ammeter and voltmeter in a circuit Current and potential difference in a series circuit The change in resistance in a LDR, diode, thermistor and filament bulb Mains domestic supply in the UK Plugs and fuses as safety devices Contact and non-contact forces Attraction and repulsion in magnets Magnetic fields Changes of state as physical changes The extension of a spring 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. A revision quiz, consisting of 10 rounds, runs over the course of the lesson and a score sheet is included with the resources to maintain motivation and engagement. 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 course as well as acting as a final revision before the PAPER 6 exam.

This lesson describes how molecular evidence can be used to reveal similarities between closely-related organisms. The PowerPoint and accompanying resources have been primarily designed to cover point 17.3 (b) of the CIE A-level Biology specification and focus on the comparison of protein structure and mitochondrial DNA but can also be used as a revision of related topics that include protein synthesis and gene mutations. The lesson begins with the introduction of convergent evolution, a process where organisms independently evolve to have similar features due to theeir habitation of similar environments. This allows the importance of molecular evidence to be considered to ensure that organisms which are closely related (in terms of evolution) are recognised. The comparison of the primary structure of a protein involved in respiration (cytochrome c) is used to demonstrate how protein sequence data can be useful. At this point, a series of exam-style questions are used to challenge the students on their knowledge of protein synthesis and gene mutations from topics 6 and 16. The remainder of the lesson considers the use of mitochondrial DNA and a study of the mtDNA genomes of 51 gibbons demonstrates how this can provide evidence of relationships, even in organisms that show high taxonomic diversity like these lesser apes.

This fully-resourced lesson distinguishes between active and passive, natural and artificial immunity and describes the principles of vaccinations. The engaging and detailed PowerPoint and accompanying resources which are differentiated have been designed to cover points 4.1.1 (j) & (l) of the OCR A-level Biology A specification and there is also a description and discussion about the concept of herd immunity. In a previous lesson in module 4.1.1, students were introduced to the primary and secondary immune responses so the start of this lesson uses an imaginary game of TOP TRUMPS to challenge them on the depth of their understanding. This will act to remind them that a larger concentration of antibodies is produced in a quicker time in the secondary response. The importance of antibodies and the production of memory cells for the development of immunity is emphasised and this will be continually referenced as the lesson progresses. The students will learn that this response of the body to a pathogen that has entered the body through natural processes is natural active immunity. Moving forwards, time is taken to look at vaccinations as an example of artificial active immunity. Another series of questions focusing on the MMR vaccine will challenge the students to explain how the deliberate exposure to antigenic material activates the immune response and leads to the retention of memory cells. A quick quiz competition is used to introduce the variety of forms that the antigenic material can take along with examples of diseases that are vaccinated against using these methods. The eradication of smallpox is used to describe the concept of herd immunity and the students are given time to consider the scientific questions and concerns that arise when the use of this pathway is a possible option for a government. The remainder of the lesson looks at the different forms of passive immunity and describes the drawbacks in terms of the need for a full response if a pathogen is re-encountered

This lesson describes how energy is transferred between trophic levels using the terms net and gross primary productivity and calculates the efficiency of this transfer. The PowerPoint and accompanying resources have been designed to cover points 10.2 (i) and (ii) of the Edexcel A-level Biology B specification and the content of the lesson also accounts for the loss of energy between different levels and describes the farming practices that act to reduce these losses. Due to the fact that the productivity of plants is dependent on photosynthesis, a series of exam-style questions have been written into the lesson which challenge the students to explain how the structure of the leaf as well as the light-dependent and light-independent reactions are linked to GPP. All of the exam questions have mark schemes that are included in the PowerPoint to allow students to immediately assess their understanding. A number of quick quiz competitions as well as guided discussion points are used to introduce the formulae that calculate NPP and N and to recognise the meaning of the components. Once again, this is immediately followed with an opportunity to apply their understanding to selected questions and the students will have to calculate the efficiency of energy transfer. The remainder of the lesson focuses on the ways that energy is lost at each trophic level and the biology behind the following farming practices are discussed: raising herbivores to reduce the number of trophic levels in a food chain intensely rearing animals to reduce respiratory losses in human food chains the use of fungicides, insecticides and herbicides the addition of artificial fertilisers The ethical issues raised by these practices are also considered and alternative methods discussed such as the addition of natural predators and the use of organic fertilisers like manure

This detailed lesson describes the structure of the mammalian kidney and the nephron. The PowerPoint and accompanying resource have been designed to cover specification point [c] in topic 7 of A2 unit 3 of the WJEC A-level Biology specification. The lesson has been planned to tie in with the other lessons in topic 7 on reabsorption in the proximal tubule and the role of the ADH in the homeostatic balance of blood water potential and a common theme runs throughout to allow students to build their knowledge gradually and develop a deep understanding of this organ. Students will come to recognise the renal cortex and renal medulla as the two regions of the kidney and learn the parts of the nephron which are found in each of these regions. Time is taken to look at the vascular supply of this organ and specifically to explain how the renal artery divides into the afferent arterioles which carry blood towards the glomerulus and the efferent arterioles which carry the blood away. The main task of the lesson challenges the students to relate structure to function. Having been introduced to the names of each of the parts of the nephron, they have to use the details of the structures found at these parts to match the function. For example, they have to make the connection between the microvilli in the PCT as a sign that this part is involved in selective reabsorption. Please note that there are no electron micrographs of the kidney in this lesson.

This lesson describes how epigenetics, in the form of increased DNA methylation and decreased histone acetylation, controls gene expression. The PowerPoint and accompanying resources are part of the second lesson in a series of 4 which cover the content of point 8.2.2 (regulation of transcription and translation) of the AQA A-level biology specification. As shown in the cover image, the lesson begins with a challenge, where the students have to recognise the prefix epi. They will learn that this prefix means on or above in Greek meaning epigenetics can be described as factors causing changes to gene function beyond the genetic code. One of several discussion periods is used to encourage them to identify what is not involved here (i.e. gene mutations), and so, epigenetics is introduced as heritable changes in gene function without changes to the base sequence. Moving forwards, the process of DNA methylation is introduced, and students are challenged to predict how the addition of a methyl group could inhibit transcription before they have to use their prior knowledge of key terms to complete a passage about this concept. The details of a study which considered the correlation between DNA methylation and atherosclerosis are provided to broaden their knowledge and then they have to answer questions about the study using their knowledge of content from topics 1 - 7. The remainder of the lesson discusses acetylation and students will learn that the removal of acetyl groups from histones causes the chromatin to become highly condensed and prevents the transcription of the gene.

This fully-resourced lesson describes the ultrastructure of plant cells and includes the cell walls, chloroplasts, amyloplasts, vacuole, tonoplast, plasmodesmata, pits and middle lamella. The detailed PowerPoint and accompanying resources have been designed to cover point 4.7 of the Pearson Edexcel A-level Biology specification and also compares this structure against animal cells that was covered at the beginning of topic 3. The lesson begins with a task called REVERSE GUESS WHO which will challenge the students to recognise a particular organelle from a description of its function. This will remind students that plant cells are eukaryotic and therefore contain a cell-surface membrane, a nucleus (+ nucleolus), a mitochondria, a Golgi apparatus, ribosomes and rough and smooth endoplasmic reticulum like the animal cells. Moving forwards, the next part of the lesson focuses on the relationship between the structure and function of the vacuole, chloroplast, plasmodesmata and cellulose cell wall. When considering the vacuole, key structures such as the tonoplast are described as well as critical functions including the maintenance of turgor pressure. A detailed knowledge of the structure of the chloroplast at this early stage of their A-level studies will increase the likelihood of a clear understanding of photosynthesis when covered in topic 5. For this reason, time is taken to consider the light-dependent and light-independent reactions and to explain how these stages are linked. Students will learn that chloroplasts and amyloplasts can contain stores of starch so an opportunity is taken to challenge them on their knowledge of this polysaccharide as it was covered in topic 1. The final task challenges them to recognise descriptions of the cell wall, chloroplast, amyloplasts, vacuole, tonoplast and plasmodesmata which will leave 2 remaining which describe the pits and middle lamella.

This engaging lesson describes the key features of viruses and therefore explains why these microorganisms are non-cellular. The PowerPoint and accompanying resource have been designed to cover specification point 1.2 (f) of the CIE International A-level Biology specification and also includes details of HIV so that students are prepared for this lesson later in topic 10. Details of the COVID-19 epidemic are included in the lesson to increase relevance and to help students to understand this biological topic in greater depth. They will understand that the lack of cell structures results in an non-cellular classification and the fact that it is unable to reproduce without a host is one of the additional reasons that renders it as non-living. The main focus of the lesson is the nucleic acid, the capsid and the attachment proteins that are present in these microorganisms and time is taken to explain how these structures are involved in the infection of a host cell. The lipid membrane is also introduced and links are made to the previous lessons on eukaryotic cells. The final section uses a version of BBC 1’s POINTLESS to introduce a number of viral diseases in animals and the use of a glycoprotein by HIV to attach to helper T cells is briefly introduced.

This lesson describes the mechanisms by which the products of digestion are absorbed by the cells lining the ileum. The PowerPoint and accompanying resources are part of the second lesson in a series of 2 which cover the content detailed in point 3.3 of the AQA A-level Biology specification and focuses on the relationship between the structure and function of this section of the small intestine. This lesson has been specifically planned to challenge the students on their understanding of digestion in the mouth, the stomach and the duodenum as covered in the previous lesson and to build on this knowledge to allow them to recognise how the products of digestion are then absorbed in the ileum. Time is taken to describe how the folds of the ileum known as villi and the multiple microvilli found on each villus act to significantly increase the surface area for absorption and the adsorption of enzymes. The mechanism of co-transport was described in topic 2.3 so a series of exam-style questions are then used to check that the students can explain how these proteins are used to absorb monosaccharides and amino acids from the ileum. The remainder of the lesson explains why the formation of micelles is critical for the absorption of monoglycerides and fatty acids

This clear and concise lesson explores the roles of the coenzymes NAD, FAD and coenzyme A in cellular respiration as detailed in point 12.1 (d) of the CIE International A-level Biology specification. As this specification point comes before the specification points concerning the details of the stages of respiration, this lesson has been designed to introduce the key details whilst focusing on their roles. Students will understand that NAD and FAD are reduced upon accepting hydrogen atoms and then carry these protons and electrons to the cristae where they are used in the production of ATP. In addition, they will learn that coenzyme A is used in the link reaction and helps to deliver the acetyl group to the Krebs cycle

This fully-resourced lesson describes the key events that occur during the three stages of the cardiac cycle and relates these to the structure of the mammalian heart. The engaging and detailed PowerPoint and accompanying resources have been designed to cover point 1.8 of the Edexcel International A-level Biology specification As the structure of the heart was covered at iGCSE, the lesson has been planned to build on this prior knowledge whilst adding the key details which will enable students to provide A-level standard answers. The primary focus is the identification of the different structures of the heart but it also challenges their ability to recognise the important relationship to function. For example, time is taken to ensure that students can explain why the atrial walls are thinner than the ventricular walls and why the right ventricle has a thinner wall than the left ventricle. Opportunities are taken throughout the lesson to link this topic to the others found in topic 1 including those which have already been covered like the blood vessels. There is also an application question where students have to explain why a hole in the ventricular septum would need to be repaired if it doesn’t naturally close over time. The next part of the lesson introduces the cardiac cycle through the use of quick quiz competition which generates the key term systole. Students will learn that there are three stages in the cycle are atrial and ventricular systole followed by cardiac diastole and that the uni-directional movement of blood during these stages is maintained by the atrioventricular and semi-lunar valves. This leads into the emphasis of the key point that pressure changes in the chambers and the major arteries is the cause of the opening and closing of these sets of valves. Students are given a description of the pressure change that results in the opening of the AV valves and shown where this would be found on the graph detailing the pressure changes of the cardiac cycle. They then have to use this as a guide to write descriptions for the closing of the AV valve and the opening and closing of the semi-lunar valves and to locate these on the graph. By providing the students with this graph, the rest of the lesson can focus on explaining how these changes come about. Students have to use their current and prior knowledge of the chambers and blood vessels to write 4 descriptions that cover the cardiac cycle. The final part of the lesson covers the changes in the volume of the ventricle. It is estimated that it will take in excess of 2 hours of allocated A-level teaching time to cover the detail included in this lesson as required by this specification point

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 P1 - P4, that will assessed on PAPER 5. 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 fundamentals are known and understood. The lesson has been written to cover as many specification points as possible but the following sub-topics have received particular attention: The size of an atom The differences between isotopes Using the half-life in calculations The 13 recall and apply equations in topics P1 - P4 Electrical circuit symbols Measuring current using an ammeter Current and potential difference in series and parallel circuits Changes in resistance in resistors Mains domestic supply Kinetic, internal and potential energy in a system Calculating specific heat capacity and latent heat Physical and chemical changes Conservation of energy Calculating gravitational potential and kinetic energy Penetrating abilities of the different types of radiation 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 circuit calculations and rearranging formulae and converting between units. Due to the extensiveness of this revision lesson, it is estimated that it will take in excess of 3 or 4 teaching hours to complete the tasks and therefore this can be used at different points throughout the course as well as acting as a final revision before the PAPER 5 exam.