This detailed and engaging lesson has been written to challenge the students on their recall and application of the 21 equations which they have to know for the Pearson Edexcel IGCSE Physics exams. The lesson is designed to not only check that they know these equations but also on their ability to rearrange formulae when required and to convert between units. The main task of the lesson consists of 12 exam-style questions which challenge 14 of these recall equations and then an engaging quiz competition and class discussions are used to identify the other 7. Students are guided throughout the lesson in the use of the mathematical skills and are shown examples to aid their progress. This lesson has been designed to tie in with the other 8 uploaded revision lessons which cover the content of the 8 topics on the specification.

This lesson describes how molecules move across the cell membrane by the transport mechanisms of (simple) diffusion and facilitated diffusion. The PowerPoint and accompanying resources are the first lesson in a series of 4 lessons which have been designed to cover the detail of point [c] in unit 1, topic 3 of the WJEC A-level Biology specification and the factors that increase the rate of diffusion are covered along with the limitations imposed by the phospholipid bilayer and the role of channel and carrier proteins. The structure and properties of cell membranes were described in the lesson covering point (a) of this topic, so this lesson has been written to include continual references to the content of that lesson. This enables links to be made between the movement across a cell membrane with the concentration gradient, the parts of the membrane that are involved and any features that may increase the rate at which the molecules move. A series of questions about the alveoli are used to demonstrate how a large surface area, a short diffusion distance and the maintenance of a steep concentration gradient will increase the rate of simple diffusion. One of two quick quiz rounds is then used to introduce temperature and size of molecule as two further factors that can affect simple diffusion. The remainder of the lesson focuses on facilitated diffusion and describes how transmembrane proteins are needed to move small, polar or large molecules from a high concentration to a lower concentration across a partially permeable membrane

This fully-resourced lesson describes how it’s possible for 1 gene to give rise to multiple proteins as a result of post-transcriptional changes to mRNA. The detailed PowerPoint and accompanying resources have been primarily designed to cover point 6.10 of the Pearson Edexcel A-level Biology A specification but also checks on the students knowledge and understanding of the lac operon as covered in topic 3. The lesson begins with a knowledge recall as the students have to recognise the definition of a gene as a sequence of bases on a DNA molecule that codes for a sequence of amino acids in a polypeptide chain. This description was introduced in topic 2 and the aim of the start of the lesson is to introduce the fact that despite this definition, most of the nuclear DNA in eukaryotes doesn’t actually code for proteins. A quick quiz competition is then used to introduce exons as the coding regions within a gene before students are challenged to predict the name of the non-coding regions and then to suggest a function for these introns. At this point, the students will complete a task that acts as a prior knowledge check where they have to identify the 6 errors in the descriptive passage about the lac operon and its role in the regulation of gene expression in prokaryotes. Moving forwards, pre-mRNA as a primary transcript is introduced and students will learn that this isn’t the mature strand that moves off to the ribosome for translation. Instead, a process called splicing takes place where the introns are removed and the remaining exons are joined together. Another quick quiz round leads to an answer of 20000 and students will learn that this is the number of protein-coding genes in the human genome. Importantly, the students are then told that the number of proteins that are synthesised is much higher than this value and a class discussion period encourages them to come up with biological suggestions for this discrepancy between the two numbers. The lesson concludes with a series of understanding and application questions where students will learn that alternative splicing enables a gene to produce more than a single protein and that this natural phenomenon greatly increases biodiversity.

This detailed lesson describes how the crossing over of alleles and the independent assortment in meiosis contribute to genetic variation. The PowerPoint and accompanying resource have been designed to cover specification point 3.10 of the Edexcel International A-level Biology specification and includes describes how the fertilisation of the haploid gametes that were formed by meiosis increases variation further. In order to understand how the events of meiosis like crossing over and random assortment and independent segregation can lead to variation, students need to be clear in their understanding that DNA replication in interphase results in homologous chromosomes as pairs of sister chromatids. Therefore the beginning of the lesson focuses on the chromosomes in the parent cell and this first part of the cycle and students will be introduced to non-sister chromatids and the fact that they may contain different alleles which is important for the exchange that occurs during crossing over. Time is taken to go through this event in prophase I in a step by step guide so that the students can recognise that the result can be new combinations of alleles that were not present in the parent cell. Moving forwards, the lesson explores how the independent segregation of chromosomes and chromatids during anaphase I and II results in genetically different gametes. The final part of the lesson looks at the use of a mathematical expression to calculate the possible combinations of alleles in gametes as well as in a zygote following the random fertilisation of haploid gametes. Understanding and prior knowledge checks are interspersed throughout the lesson as well as a series of exam questions which challenge the students to apply their knowledge to potentially unfamiliar situations.

This detailed lesson describes the formation of dipeptides & polypeptides and the relationship between the structure and roles of proteins in living organisms. Both the engaging PowerPoint and accompanying resources have been designed to cover the second part of point 1.4.1 of the AQA A-level Biology specification. The start of the lesson focuses on the formation of a peptide bond during a condensation reaction so that students can understand how a dipeptide is formed and therefore how a polypeptide forms when multiple reactions occur. The main part of the lesson describes the different levels of protein structure. A step by step guide is used to demonstrate how the sequences of bases in a gene acts as a template to form a sequence of codons on a mRNA strand and how this is translated into a particular sequence of amino acids known as the primary structure. The students are then challenged to apply their understanding of this process by using three more gene sequences to work out three primary structures and recognise how different genes lead to different sequences. Moving forwards, students will learn how the order of amino acids in the primary structure determines the shape of the protein molecule, through its secondary, tertiary and quaternary structure and time is taken to consider the details of each of these. There is a particular focus on the different bonds that hold the 3D shape firmly in place and a quick quiz round then introduces the importance of this shape as exemplified by enzymes, antibodies and hormones. Students will see the differences between globular and fibrous protein and again biological examples are used to increase relevance. The lesson concludes with one final quiz round called STRUC by NUMBERS where the students have to use their understanding of the protein structures to calculate a numerical answer.

This fully-resourced lesson describes how TP is a starting material for the synthesis of carbohydrates, lipids and amino acids as well as being recycled to regenerate RuBP in the Calvin cycle. The engaging and detailed PowerPoint and accompanying resources have been primarily designed to cover point 5.2.1 (f) of the OCR A-level Biology A specification concerning the uses of TP but as the lesson makes continual references to biological molecules, it can act as a revision tool for the content of module 2.1.2. The previous lesson covered the light-independent stage and this lesson builds on that understanding to demonstrate how the product of the Calvin cycle, triose phosphate, is used. The start of the lesson challenges the students to identify two errors in a diagram of the cycle so that they can recall that most of the TP molecules are used in the regeneration of ribulose bisphosphate. A quiz version of Pointless runs throughout the lesson and this is used to challenge the students to recall a biological molecule from its description. Once each molecule has been revealed, time is taken to go through the details of the formation and synthesis of this molecule from TP or from GP in the case of fatty and amino acids. The following molecules are considered in detail during this lesson: glucose sucrose starch and cellulose glycerol and fatty acids amino acids nucleic acids A range of activities are used to challenge their prior knowledge of these molecules and mark schemes are always displayed for the exam-style questions to allow the students to assess their understanding. As detailed above, this lesson has been specifically written to tie in with the earlier lessons in this module on the structure of the chloroplast and the light-dependent and light-independent stages of photosynthesis.

This fully resourced lesson describes how coordination is brought about through nervous and hormonal control in animals. The detailed PowerPoint and accompanying resources have been primarily designed to cover point 8.7 of the Pearson Edexcel A-level Biology A (Salters Nuffield) specification but it can also be used as a revision lesson as there are numerous prior knowledge checks of the nervous system, muscle contraction, protein structure and the control of gene expression. The lesson begins by challenging the students to recall that a control system contains sensory receptors, a coordination centre and effectors. The students will learn that the communication between these components is by cell signalling and that the effectors can be muscles which contract or glands that release chemicals. The next part of the lesson looks at the differing responses from the nervous and hormonal systems and discusses how this can be governed by the need for a rapid response or more of a long term effect. In terms of nervous control, the students are challenged on their recall of the sliding filament theory of muscle contraction as covered in topic 7. Moving forwards, the students will learn that hormones can be either peptide or steroid hormones and their action at a target cell differs based on their form. Students are tested on their knowledge of protein structure by a series of exam-style questions on insulin and glucagon. They are reminded that steroid hormones can pass directly through the cell membrane and their knowledge of the control of gene expression by transcription factors is tested through a task involving oestrogen and the ER receptor. The lesson concludes by reminding students that the control of heart rate, as covered in topic 7, is a coordinated response that involves both nervous and hormonal control.

This lesson describes the meaning of the atomic and mass number and explains how to calculate the number of protons, neutrons and electrons. The PowerPoint has been designed to cover the detail of points 1.4, 1.7, 1.8 and 1.10 of the Edexcel 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.

This revision resource has been designed to include a range of activities such as exam questions, understanding checks and quiz competitions which will motivate the students whilst they assess their understanding of the content found in topic 1.4 (Circulatory system in humans) of the WJEC GCSE Biology specification. The resource includes a detailed and engaging Powerpoint (58 slides) and associated worksheets, some of which have been differentiated to allow all abilities of students to access the work. The range of activities have been designed to cover as much of the content as possible but the following sub-topics have been given particular attention: The structure of a phagocyte and a red blood cell The functions of the plasma and the platelets The structure of arteries and veins and how this relates to their function The role of coronary arteries in supplying oxygenated blood to the heart cells The risk factors and treatments for cardiovascular diseases The structure of the heart and the pathway of blood through the double circulatory system

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 topics C1 & C6 - C8, that will assessed on PAPER 4. 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 key ideas 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: Hydrocarbons The homologous series of alkanes Empirical formula Covalent dot and cross diagrams Fractional distillation of crude oil The properties of the different fractions The complete combustion of a hydrocarbon Changes in the carbon dioxide levels in the atmosphere Deforestation Changes in the Earth’s atmosphere Polluting gases The formation of acid rain Detecting oxygen and chlorine The properties of the halogens Metals vs non-metals The reaction of alkali metals with water Explaining the pattern of reactivity of the alkali metals The collision theory Endothermic and exothermic reactions 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 the changes in the Earth’s atmosphere and explaining the reactivity of the alkali metals in terms of electronic configurations. 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 4 exam.

This detailed lesson uses haemoglobin and collagen as examples to describe the structure, properties and functions of globular and fibrous proteins. The engaging PowerPoint and accompanying worksheet have been designed to cover point 2.9 (iv) of the Pearson Edexcel A-level Biology A specification and focuses on the shape, solubility and function of these two types of protein. The first part of the lesson looks at the structure of haemoglobin, and describes how the presence of an iron-containing haem group on the outside of the 4 polypeptide chains explains its ability to form oxyhaemoglobin. Moving forwards, the importance of the solubility of this protein is considered and related to the direction that the hydrophobic R groups point. At this point of the lesson, the students are challenged to construct a comparison table which can be filled in as the lesson progresses and as they are given more details of collagen. The section of the lesson concerning collagen begins with the introduction of its function in the artery wall so that students can recognise how fibrous proteins have roles associated with mechanical strength. Time is taken to discuss their solubility as well as the presence of repetitive amino acid sequences. The remainder of the lesson considers four more proteins and the final task challenges the students to use their completed table to write a summary passage comparing globular and fibrous proteins.

This is a detailed REVISION lesson that contains an engaging powerpoint (99 slides) and is fully-resourced with associated worksheets. The lesson uses a range of activities which include exam questions (with displayed answers), differentiated tasks and quiz competitions to engage students whilst they assess their knowledge of the content that is found within topic 8 (Global challenges) of the OCR GCSE Physics A specification. The following specification points are covered in this lesson: Explain the factors which affect the distance required for road transport vehicles to come to rest in emergencies and the implications for safety Estimate how the distances required for road vehicles to stop in an emergency, varies over a range of typical speeds Estimate the forces involved in typical situations on a public road Describe the main energy sources available for use on Earth, compare the ways in which they are used and distinguish between renewable and non-renewable sources Explain patterns and trends in the use of energy resources Recall that step-up and step-down transformers are used to change the potential difference as power is transferred from power stations Link the potential differences and numbers of turns of a transformer to the power transfer involved; relate this to the advantages of power transmission at high voltages Recall that the domestic supply in the UK is a.c. at 50Hz and about 230 volts Recall the differences in function between the live, neutral and earth mains wires, and the potential differences between these wires Explain the red-shift of light as seen from galaxies which are receding (qualitative only). The change with distance of each galaxy’s speed is evidence of an expanding universe Explain how red shift and other evidence can be linked to the Big-Bang model Recall that our Sun was formed from dust and gas drawn together by gravity and explain how this caused fusion reactions, leading to equilibrium between gravitational collapse and expansion due to the energy released during fusion Recall the main features of our solar system, including the similarities and distinctions between the planets and their moons Due to the size of this revision lesson, it is likely to be used over the course of a number of lessons and can also be used throughout the duration of the GCSE course, as an end of topic revision lesson or as lessons in the lead up to mocks or the actual GCSE exams

This lesson describes how the structures of the xylem vessels, sieve tube elements and companion cells relates to their functions. Both the engaging and detailed PowerPoint and accompanying resources have been designed to cover point 3.1.3 (b) [i] of the OCR A-level Biology A specification. The lessons begins by challenging the students to identify the substances that a plant needs for the cellular reactions, where they are absorbed and where these reactions occur in a plant. The aim of this task is to get the students to recognise that water and mineral ions are absorbed in the roots and needed in the leaves whilst the products of photosynthesis are in the leaves and need to be used all over the plant. Students will be reminded that the xylem and phloem are part of the vascular system responsible for transporting these substances and then the rest of the lesson focuses on linking structure to function. A range of tasks which include discussion points, exam-style questions and quick quiz rounds are used to describe how lignification results in the xylem as a hollow tube of xylem cells to allow water to move as a complete column. They will also learn that the narrow diameter of this vessel allows capillary action to move water molecules up the sides of the vessel. The same process is used to enable students to understand how the structures of the companion cells allows assimilates to be loaded before being moved to the sieve tube elements through the plasmodesmata. It is estimated that it will take in excess of 2 hours of A-level teaching time to cover the detail which has been written into this lesson

This is a fully-resourced revision lesson that uses a combination of exam questions, understanding checks, quick tasks and quiz competitions to help the students to assess their understanding of the topics found within Topic C3 (Physical chemistry) of the Edexcel iGCSE Chemistry specification which has its’ first assessment in 2019. The topics that are tested within the lesson include: Energetics Rates of reaction Reversible reactions and equilibria Students will be engaged through the numerous quiz rounds whilst crucially being able to recognise those areas which require their further attention during general revision or during the lead up to the actual assessment.

This is a fully-resourced revision lesson which contains a wide range of activities to allow students to assess their understanding of the content in topic 2.3 (Work and energy) of the WJEC GCSE Physics specification. The engaging and detailed PowerPoint and accompanying differentiated resources use exam-style questions, tasks, discussion points and quick quiz competitions to check on the following specification points: The equation W= Fd The understanding that work is a measure of energy transfer The fact that an object can possess energy due to its motion, position and deformation Application of the equations for kinetic energy and changes in gravitational potential energy Application of the conservation of energy Understand the relationship between force and extension for a spring Application of the equation to calculate spring constant Using the force-extension graph to calculate the work done in stretching Improving the energy efficiency of vehicles

This clear and concise lesson describes the meaning of a gene locus and explains how the inheritance of two or more genes that have loci on the same chromosome demonstrates linkage. The engaging PowerPoint and associated resource have been designed to cover points 3.9 (i) and (ii) of the Edexcel International A-level Biology specification and makes clear links to the upcoming topic of meiosis when describing the effect of crossing over on this linkage This is a topic which can cause confusion for students so time was taken in the design to split the concept into small chunks. There is a clear focus on how the number of original phenotypes and recombinants can be used 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 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. The main task of the lesson acts as an understanding check where students are challenged to analyse a set of results involving the inheritance of the ABO blood group gene and the nail-patella syndrome gene to determine whether they have loci on the same chromosome and if so, how close their loci would appear to be.

This lesson describes how the action of the radial and circular muscles of the iris causes the pupil to dilate or contract. The PowerPoint has been designed to cover point 8.6 (ii) of the Edexcel International A-level Biology specification and includes key details such as the innervation of the smooth muscles by divisions of the autonomic nervous system. Students will learn how: the contraction of the radial muscles pulls the iris radially and enlarges the pupil, allowing more light to enter when an individual is in a room with dim light and that this contraction is the result of the conduction of an electrical impulse along a sympathetic motor neurone. the contraction of the circular muscles constricts the pupil to reduce the light that enters the eye, in order to prevent damage to the photosensitive cells in the retina. This is the result of innervation by an impulse conducted along a parasympathetic neurone

This lesson describes how the nervous system allows effectors to respond to stimuli and also describes hormonal control in animals. The PowerPoint and accompanying resources have been primarily designed to cover points 8.2 & 8.13 of the Edexcel International A-level Biology specification but it can also be used as a revision lesson as there are numerous prior knowledge checks of muscle contraction, protein structure and the control of gene expression. The lesson begins by challenging the students to recall that a control system contains sensory receptors, a coordination centre and effectors. Sensory receptors are covered in detail later in the topic when some key examples are considered as well as those in the retina, but time is taken now to describe how these structures act like transducers, converting one form of energy into electrical energy and the Pacinian corpuscle is used as an example. The students will learn that the communication between the receptors and the coordination centre and the effectors is by cell signalling and that the effectors can be muscles which contract or glands that release chemicals. The next part of the lesson looks at the differing responses from the nervous and hormonal systems and discusses how this can be governed by the need for a rapid response or more of a long term effect. In terms of nervous control, the students are challenged on their recall of the sliding filament theory of muscle contraction as covered in topic 7. Moving forwards, the students will learn that hormones can be either peptide or steroid hormones and their action at a target cell differs based on their form. Students are tested on their knowledge of protein structure by a series of exam-style questions on insulin and glucagon. They are reminded that steroid hormones can pass directly through the cell membrane and their knowledge of the control of gene expression by transcription factors is tested through a task involving oestrogen and the ER receptor. The lesson concludes by reminding students that the control of heart rate, as covered in topic 7, is a coordinated response that involves both nervous and hormonal control.

This fully-resourced lesson describes the roles of adrenaline in the fight or flight response. The engaging PowerPoint and accompanying resources have been designed to cover point 7.14 of the Edexcel International A-level Biology specification At the start of the lesson, the students have to use the knowledge acquired in the most recent lessons on the function of the heart to reveal the key term medulla and this leads into the description of the structure of the adrenal glands in terms of this inner region. The main part of the lesson focuses on the range of physiological responses of the organs to the release of adrenaline. Beginning with glycogenolysis, the need for adrenaline to bind to adrenergic receptors is described, including the activation of cyclic AMP. A quiz competition is used to introduce other responses including lipolysis, vasodilation, bronchodilation and an increase in stroke volume. Links to previous topics are made throughout the lesson and students are challenged on their knowledge of heart structure, triglycerides and polysaccharides.

This detailed lesson describes how water can be moved through plant cells by the apoplastic and symplastic pathways. The engaging PowerPoint and accompanying resource have been designed to cover point 4.7 (ii) of the Edexcel A-level Biology B specification and includes a description of the movement from the endodermis to the xylem to tie in with the following lesson on the cohesion-tension model. The lesson begins by looking at the specialised features of the root hair cell to allow students to understand how these epidermal cells absorb water and mineral ions from the soil. Moving forwards, students are introduced to key terminology such as epidermis and root cortex before time is taken to look at the different pathways that water and minerals use to transverse across the cortex. Discussion points are included throughout the lesson to encourage the students to think about each topic in depth and challenges them to think about important questions such as why the apoplastic pathway is needed for the water carrying the ions. Students will be introduced to the Casparian strip and will learn how this layer of cells blocks the apoplastic pathway. A step by step method using class questions and considered answers is used to guide them through the different steps and to support them when writing the detailed description.