This fully-resourced lesson describes the differences between bacteriostatic and bactericidal antibiotics. The engaging PowerPoint and accompanying resources have been designed to cover point 6.13 of the Edexcel International A-level Biology specification but also makes continual links to earlier lessons in topic 6 as well as related topics from the previous year such as protein synthesis from topic 2 The lesson begins by challenging the students to use their knowledge of the previous topic 6 lessons to identify the suffixes cidal and static. Students will learn that when the prefix is added, these form the full names of two types of antibiotics. Their understanding of terminology is tested further as they have to recognise that Polymyxin B is an example of a bactericidal antibiotic as its actions would result in the death of the bacterial cell. Tetracycline is used as the example of a bacteriostatic antibiotic and students will discover that its prevention of the binding of tRNA that inhibits protein synthesis and this reduction and stopping of growth and reproduction is synonymous with these drugs. Students are challenged on their knowledge of translation and will also be given time for a class discussion to understand that these antibiotics encourage the body’s immune system to overcome the pathogen in natural, active immunity. The final part of the lesson uses a quick quiz competition and a series of exam-style questions to ensure that students can recognise the different antibiotics from descriptions.

This lesson explains the effects of temperature on the rate of enzyme activity and describes how to calculate the temperature coefficient. The PowerPoint and the accompanying resources have been designed to cover point 5.21 of the Edexcel International A-level Biology specification and this lesson has been specifically planned to tie in with a lesson in topic 2 where the roles and mechanism of action of enzymes were introduced. The lesson begins by challenging the students to recognise optimum as a key term from its 6 synonyms that are shown on the board. Time is taken to ensure that the students understand that the optimum temperature is the temperature at which the most enzyme-product complexes are produced per second and therefore the temperature at which the rate of an enzyme-controlled reaction works at its maximum. The optimum temperatures of DNA polymerase in humans and in a thermophilic bacteria and RUBISCO in a tomato plant are used to demonstrate how different enzymes have different optimum temperatures and the roles of the latter two in the PCR and photosynthesis are briefly described to prepare students for these lessons in modules 6 and 5. Moving forwards, the next part of the lesson focuses on enzyme activity at temperatures below the optimum and at temperatures above the optimum. Students will understand that increasing the temperature increases the kinetic energy of the enzyme and substrate molecules, and this increases the likelihood of successful collisions and the production of enzyme-substrate and enzyme-product complexes. When considering the effect of increasing the temperature above the optimum, continual references are made to the previous lesson and the control of the shape of the active site by the tertiary structure. Students will be able to describe how the hydrogen and ionic bonds in the tertiary structure are broken by the vibrations associated with higher temperatures and are challenged to complete the graph to show how the rate of reaction decreases to 0 when the enzyme has denatured. The final part of the lesson introduces the Q10 temperature coefficient and students are challenged to apply this formula to calculate the value for a chemical reaction and a metabolic reaction to determine that enzyme-catalysed reactions have higher rates of reaction

This lesson describes the relationship between gross and net primary productivity and plant respiration and explains how to calculate NPP. The PowerPoint and accompanying resources have been designed to cover points 5.10 (i) and (ii) of the Pearson Edexcel A-level Biology A (Salters Nuffield) specification. 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 displayed mark schemes which 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 to calculate NPP and N and to recognise the meaning of the components. Once again, this is immediately followed by the opportunity to apply their understanding to selected questions. As well as linking to photosynthesis from earlier in topic 5, this lesson has been specifically planned to challenge students on their understanding of ecosystem terminology from the start of the topic as well as preparing them for the next lesson on the efficiency of biomass and energy transfer

This fully-resourced lesson describes how allopatric or sympatric speciation may result from geographical, ecological or behavioural separation. The engaging PowerPoint and accompanying resources have been designed to cover point 17.3 [c] of the ICE A-level Biology specification and uses actual biological examples to increase the relevance and likelihood of understanding The lesson begins by using the example of a hinny, which is the hybrid offspring of a horse and a donkey, to challenge students to recall the biological classification of a species. Moving forwards, students are introduced to the idea of speciation and the key components of this process, such as isolation and selection pressures, are covered and discussed in detail. Understanding and prior knowledge checks are included throughout the lesson to allow the students to not only assess their progress against the current topic but also to make links to earlier topics in the specification. Time is taken to look at the details of allopatric speciation and how the different mutations that arise in the isolated populations and genetic drift will lead to genetic changes. The example of allopatric speciation in wrasse fish because of the isthmus of Panama is used to allow the students to visualise this process. The final part of the lesson considers sympatric speciation and again a wide variety of tasks are used to enable a deep understanding to be developed.

This lesson describes the chemical tests for proteins, reducing and non-reducing sugars, starch and lipids and explains how to interpret the results. The PowerPoint and accompanying resource have been designed to cover point 2.1.2 (q) of the OCR A-level Biology A specification. The lesson begins with an explanation of the difference between a qualitative and quantitative test so that the students recognise that the four tests described within this lesson indicate the presence of a substance but not how much. The students are likely to have met these tests at GCSE so this lesson has been planned to build on that knowledge and to add the knowledge needed at this level. A step by step guide walks the students through each stage of the tests for reducing and non-reducing sugars and application of knowledge questions and prior knowledge checks are included at appropriate points to ensure understanding is complete. Time is also taken to ensure that students understand the Science behind the results. The next part of the lesson focuses on the iodine test for starch and the students will learn that the colour change is the result of the movement of an ion into the amylose helix. The rest of the lesson describes the steps in the biuret test for proteins and the emulsion test for lipids. 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 and that following the addition of a sample to ethanol and then water, a cloudy emulsion is observed if a lipid is present.

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 lesson describes the methods used to test for reducing and non-reducing sugars and starch using Benedict’s solution and iodine/potassium iodide. The PowerPoint and accompanying resource are part of the first lesson in a series of 2 which have been designed to cover the content of point 2.1 (a) of the CIE A-level Biology specification. The lesson begins with an explanation of the difference between a qualitative and quantitative test to allow the students to understand that the two tests described within this lesson indicate the presence of a substance but not how much. The students are likely to have met these tests during their studies at a lower level so this lesson has been planned to build on that knowledge and to add the knowledge needed at this level. A step by step guide walks the students through each stage of the tests for reducing and non-reducing sugars and application of knowledge questions are included at appropriate points to ensure that understanding is complete. Time is also taken to ensure that students understand the Science behind the results. The rest of the lesson focuses on the iodine test for starch and the students will learn that the colour change is the result of the movement of an ion into the amylose helix. As this is the first lesson in topic 2 (Biological molecules), students are yet to learn about the structure and function of the carbohydrates which these tests detect. Therefore, included in the PowerPoint are numerous “LINK TO THE FUTURE” slides, where important details about the structure and function of the monosaccharides, disaccharides and polysaccharides are introduced.

This lesson describes the tests that detect reducing and non-reducing sugars and starch using Benedict’s solution and iodine/potassium iodide. The PowerPoint and accompanying resource are part of the last lesson in a series of 4 lessons which have been designed to cover the content of topic 1.2 (Carbohydrates) of the AQA A-level Biology specification. The lesson begins with an explanation of the difference between a qualitative and quantitative test so that the students recognise that the two tests described within this lesson indicate the presence of a substance but not how much. The students are likely to have met these tests at GCSE so this lesson has been planned to build on that knowledge and to add the knowledge needed at this level. A step by step guide walks the students through each stage of the tests for reducing and non-reducing sugars and application of knowledge questions and prior knowledge checks are included at appropriate points to ensure understanding is complete. Time is also taken to ensure that students understand the Science behind the results. The rest of the lesson focuses on the iodine test for starch and the students will learn that the colour change is the result of the movement of an ion into the amylose helix.

This lesson describes the principles of hormone production by endocrine glands and the two modes of action on target cells. The detailed PowerPoint and accompanying resources have been primarily designed to cover points 9.2 (i) & (ii) of the Edexcel A-level Biology B specification but can also be used as a revision tool to check on their knowledge of topics like biological molecules and transcription factors Students should have a base knowledge of the endocrine system from GCSE so this lesson has been planned to build on that knowledge and to add the detail needed at this level. The lesson begins by challenging this knowledge to check that they understand that endocrine glands secrete these hormones directly into the blood. Students will learn that most of the secreted hormones are peptide (or protein) hormones and a series of exam-style questions are used to challenge them on their recall of the structure of insulin as well as to apply their knowledge to questions about glucagon. Moving forwards, the students are reminded that hormones have target cells that have specific receptor sites on their membrane. The relationship between a peptide hormone as a first messenger and a second messenger on the inside of the cell is described to allow students to understand how the activation of cyclic AMP triggers a cascade of events on the inside of the cell. The rest of the lesson focuses on steroid hormones and specifically their ability to pass through the membrane of a cell and to bind to transcription factors, as exemplified by oestrogen.

This lesson describes the secretion of peptide and steroid hormones by endocrine glands and their differing effects on target cells. The detailed PowerPoint and accompanying resources have been primarily designed to cover point 5.1.4 (a) of the OCR A-level Biology A specification but also makes clear links to upcoming lessons in this module as well as to topics such as transcription factors which are covered in module 6.1.1 Students should have a base knowledge of the endocrine system from GCSE so this lesson has been planned to build on that knowledge and to add the detail needed at this level. The lesson begins by challenging this knowledge to check that they understand that endocrine glands secrete these hormones directly into the blood. Students will learn that most of the secreted hormones are peptide (or protein) hormones and a series of exam-style questions are used to challenge them on their recall of the structure of insulin as well as to apply their knowledge to questions about glucagon. Moving forwards, the students are reminded that hormones have target cells that have specific receptor sites on their membrane. The relationship between a peptide hormone as a first messenger and a second messenger on the inside of the cell is covered in detail in an upcoming lesson but students are briefly introduced to G proteins and cyclic AMP so they are prepared. The rest of the lesson focuses on steroid hormones and specifically their ability to pass through the membrane of a cell and to bind to transcription factors, as exemplified by oestrogen.

This concise lesson acts as an introduction to topic 5.3, Energy and Ecosystems, and describes how plant biomass is formed, measured and estimated. The engaging PowerPoint is the 1st in a series of 3 lessons which have been designed to cover the detailed content of topic 5.3 of the AQA A-level Biology specification. A quiz round called REVERSE Biology Bingo runs throughout the lesson and challenges students to recognise the following key terms from descriptions called out by the bingo caller: community ecosystem abiotic factor photosynthesis respiratory substrate biomass calorimetry The ultimate aim of this quiz format is to support the students to understand that any sugars produced by photosynthesis that are not used as respiratory substrates are used to form biological molecules that form the biomass of a plant and that this can be estimated using calorimetry. Due to the clear link to photosynthesis, a series of prior knowledge checks are used to challenge the students on their knowledge of this cellular reaction but as this is the first lesson in the topic, the final section of the lesson looks forwards and introduces the chemical energy store in the plant biomass as NPP and students will also meet GPP and R so they are partially prepared for the next lesson.

This lesson outlines the need for energy in living organisms, and describes how ATP is formed by phosphorylation in respiration and photosynthesis. The engaging and detailed PowerPoint and accompanying resources have been primarily designed to cover points 12.1 (a, b, c & e) of the CIE A-level Biology specification but can be used as a revision of topics 1, 4 and 6 as the students knowledge of cell structure, membrane transport and ATP is constantly challenged. As this is the first lesson in topic 12 (respiration), it has been specifically planned to act as an introduction to this cellular reaction and provides important details about glycolysis, the Krebs cycle and oxidative phosphorylation that will support the students to make significant progress when these stages are covered during individual lessons. Photophosphorylation is also introduced so students are prepared for the light-dependent reaction of photosynthesis in topic 13. The main focus of the start of the lesson is the demonstration of the need for energy in a variety of reactions that occur in living organisms. Students met ATP in topics 1 and 6, so a spot the errors task is used to check on their recall of the structure and function of this molecule. This will act to remind them that the release of energy from the hydrolysis of ATP can be coupled to energy-driven reactions in the cell such as active transport and a series of exam-style questions are used to challenge them on their knowledge of this form of membrane transport. They will also see how energy is needed for protein synthesis and DNA replication and the maintenance of resting potential, before more questions challenge them to apply their knowledge of cell structure and transport to explain how it is needed during the events at a synapse. The rest of the lesson focuses on the production of ATP by substrate-level, oxidative and photophosphorylation and the students will learn when ATP is formed by each of these reactions and will see how the electron transport chain in the membranes in the mitochondria and chloroplast is involved

This fully-resourced lesson uses real-life examples in plants and animals to explain why cellular respiration is so important. The PowerPoint and accompanying resources have been designed to cover point 5.2.2 (a) of the OCR A-level Biology A specification but can also be used as a revision tool to challenge the students on their knowledge of active transport, nervous transmission and muscle contraction. As the first lesson in this module, it has been specifically planned to act as an introduction to this cellular reaction and provides important details about glycolysis, the Krebs cycle and oxidative phosphorylation that will support the students to make significant progress when these stages are covered during individual lessons. Students met phosphorylation in module 5.2.1 when considering the light-dependent reactions of photosynthesis and their knowledge of the production of ATP in this plant cell reaction is called on a lot in this lesson to show the similarities. The students are also tested on their recall of the structure and function of ATP, as covered in module 2.1.3, through a spot the errors task. By the end of the lesson, the students will be able to explain why the ATP produced in cellular respiration is needed by root hair cells, by companion cells and in the selective reabsorption of glucose in the proximal convoluted tubule. They will also be able to name and describe the different types of phosphorylation and will know that ATP is produced by substrate-level phosphorylation in glycolysis and the Krebs cycle and by oxidative phosphorylation in the final stage of aerobic respiration with the same name.