This is a fully-resourced lesson that looks at the different skills needed to calculate the percentage yield. This lesson has been designed for GCSE students and includes an engaging lesson presentation and a skills check worksheet. As well as the obvious Science involved in the lesson, the students’ mathematical skills are challenged as they have to rearrange formulae and also there is a literacy element as recognition of the different types of yield is important. The percentage yield formula is broken down into the two elements of theoretical yield and actual yield and a step by step guide through worked examples is used to visualise how these calculations should be tackled. Students are given regular opportunities to test the skills which they have just learnt (or recalled) before bringing them together to calculate the percentage yield. The lesson finishes with a difficult question which challenges the students to rearrange the formula to make theoretical yield the subject.

This is an extensive and fully-resourced lesson that guides students through drawing genetic diagrams to show the inheritance of one or two genes in order to calculate the phenotypic ratio. The engaging PowerPoint and accompanying worksheets have been designed to cover the part of module 6.1.2 (b[i]) which states that students should be able to demonstrate and apply an understanding of the patterns for both monogenic and dihybrid inheritance As you can see from the cover image, this lesson uses a step by step guide to go through each important stage of drawing the genetic cross. Extra time is taken over step 2 which involves writing out the different possible gametes that a parent can produce. This is the step where students most commonly make mistakes so it is critical that the method is understood. Helpful hints are also given throughout, such as only writing out the different possible gametes in order to avoid creating unnecessary work. Students are shown how to answer an example question so that they can visualise how to set out their work before they are challenged to try two further questions. This first of these is differentiated so that even those students who find this very difficult are able to access the learning. The final question will enable the students to come up with the ratio 9:3:3:1 and they will be shown how they can recognise when this should be the expected ratio as this links to the chi-squared test.

This fully-resourced lesson explores how the presence of particular alleles at one locus can mask the expression of alleles at a second locus in epistasis. The detailed and engaging PowerPoint and associated resources have been designed to cover the part of point 7.1 of the AQA A-level specification which states that students should be able to use fully-labelled genetic diagrams to predict or interpret the results of crosses involving epistasis. This is a topic which students tend to find difficult, and therefore the lesson was written to split the topic into small chunks where examples of dominant, recessive and complimentary epistasis are considered, discussed at length and then explained. Understanding checks, in various forms, are included throughout the lesson so that students can assess their progress and any misconceptions are immediately addressed. There are regular links to related topics such as dihybrid inheritance so that students can meet the challenge of interpreting genotypes as well as recognising the different types of epistasis. The lesson has been designed to tie in with the other uploaded lessons on the topic of inheritance (7.1), so if you like the quality of this lesson please take a moment to look at these too

A considerable amount of time and thought has been put into the design of this extensive resource with the aim of motivating students to evaluate their understanding of the content in modules 1, 2, 4 and 6 of the OCR A-level Biology A specification which can be assessed in PAPER 2 (Biological diversity). The resource includes a detailed and engaging Powerpoint (226 slides) and is fully-resourced with differentiated worksheets that challenge the students on a wide range of topics. The resource has been written to include different types of activities such as exam questions with explained answers, understanding checks and quiz competitions. The aim was to cover as much of the specification content as possible but the following topics have been given particular attention: Genetic terminology Monogenic and dihybrid inheritance Hardy-Weinberg principle Sex-linked diseases Blood clotting The properties of water Codominance and multiple alleles Types of variation Communicable diseases Genetically engineering bacteria to produce insulin Antibiotics and antibiotic resistance Vaccinations Ecological terminology Classification hierachy The genetic code and gene mutations Chi-squared test Epistasis Sampling Selection pressures and types of selection The Carbon cycle Due to the size of the resource and the range of topics that are covered, this is likely to be used over the course of a number of lessons and will enable teachers to pinpoint specific areas to spend more time on. The mathematical element of the course is challenged throughout the lesson and helpful hints are provided to support students in structuring their answers. This resource can be used in the lead up to the actual Paper 2 exam or earlier in the course when a particular area of modules 1, 2, 4 or 6 is being studied. I truly hope that this resource helps your students in their aims to achieve their potential grades.

This lesson provides students with the opportunity to assess their understanding of topic 6 content as they are challenged by 20 questions. The lesson includes the 20 multiple-choice 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 lesson has been designed to provide students with the opportunity to assess their understanding of topic 1 of the AQA A-level biology specification. Included in the lesson is an assessment consisting of 20 multiple choice questions and a PowerPoint containing the answers. The PowerPoint also contains explanations and key points related to the specification, as well as additional knowledge checks to challenge the content which isn’t directly covered by the 20 questions. There are also slides titled “Link to the future” where content is linked to upcoming lessons from topics 2 - 8. This lesson has been planned to be used at the end of topic 1, and/or in the build up to the final A-level assessments. Multiple-choice assessments for the other 7 topics are also uploaded.

This is an engaging revision lesson which uses a range of exam questions, understanding checks, quick differentiated tasks and quiz competitions to allow students to assess their knowledge of the topic of electrolysis. This is a topic which is almost guaranteed to be on the GCSE paper every year and therefore a student’s ability to achieve good marks on this topic will have a big impact on their overall success. The lesson looks at the electrolysis of both molten salts and aqueous solutions and guides students through predicting the products at each of the electrodes as well as writing half equations to represent these reactions. Students will enjoy the range of activities including quiz rounds such as “Have you got the SOLUTION” whilst crucially being able to recognise the finer details of this topic which require their further attention before an end of topic assessment or the terminal GCSE exams.

This lesson guides students through the use of the chi-squared test to test the significance of differences between observed and expected results. It is fully-resourced with a detailed PowerPoint and differentiated task worksheets that have been designed to cover point 16.2 (d) of the CIE International A-level Biology specification which states that students should be able to use this statistical test to determine the significance. The lesson has been written to include a step-by-step guide that demonstrates how to carry out the test in small sections. At each step, time is taken to explain any parts which could cause confusion and helpful hints are provided to increase the likelihood of success in exam questions on this topic. Students will understand how to use the phenotypic ratio to calculate the expected numbers and then how to find the critical value in order to compare it against the chi-squared value. A worked example is used to show the working which will be required to access the marks and then the main task challenges the students to apply their knowledge to a series of questions of increasing difficulty.

This engaging and detailed lesson has been written to cover the content of point 5.3.5 (Contraception) as detailed in the AQA GCSE Biology & Combined Science specifications. This is a topic which can be difficult to teach due to the awkwardness of a class or students believing that they already know all of the information without really knowing the detail which is laid out in the specification. With this in mind, a wide range of activities have been included in the lesson to maintain motivation whilst ensuring that this important detail is covered. Students will learn about a range of hormonal and non-hormonal methods including oral contraceptives, progesterone patches, condoms and diaphragms and IUDs. Time is taken to look at alternative methods such as abstaining from sexual intercourse during the times around ovulation and sterilisation. Due to the clear link to the topic of hormones in human reproduction, previous knowledge checks are written into the lesson and challenge the students on their knowledge of FSH, LH, oestrogen and progesterone. There are also mathematical skills check so that students are prepared for the added mathematical element in this course. This lesson has been written for GCSE-aged students who are studying on the AQA GCSE Biology or Combined Science courses but is suitable for younger students who are looking at contraception in their Science lessons

This fully-resourced lesson covers the part of specification point 7.1 of the AQA A-level Biology specification which states that students should be able to use genetic diagrams to interpret the results of crosses involving codominant and multiple alleles. The inheritance of ABO blood groups has three alleles at the gene locus on chromosome 9 where the alleles for A and B are codominant and this is used to introduce the two concepts. A range of tasks challenges the students to write genotypes, and construct genetic diagrams to calculate phenotypic ratios. They have to apply their understanding by working out the blood groups for a number of family members when presented with an incomplete pedigree tree. The final task of the lesson challenges their application skills further but this time, the animals involved are not humans. Each question is followed by a detailed, visual mark scheme so students can assess their progress and address any misconceptions

This fully-resourced revision lesson has been written to cover the major details of the radioactivity topic that can be assessed in the GCSE Physics and Combined Science (HT) exams. The engaging PowerPoint and accompanying resources contain a wide range of activities which include exam-style questions with clearly explained answers, differentiated tasks and quiz competitions to allow students to assess their understanding and to ultimately recognise those areas which need further consideration. The following points are covered in this revision lesson: Describe the structure of atom and recall the typical size Recall the relative masses and charges of the subatomic particles and use the number of protons and electrons to explain why atoms are neutral Describe the structure of the nuclei of an isotope Explain what is meant by background radiation and recall sources Describe methods for measuring and detecting radioactivity Describe the process of beta minus and beta plus decay Write and balance nuclear decay equations Explain the effects on the proton and nucleon number as a result of decay Recall that the unit of radioactivity is Bq Use the concept of half-life to carry out calculations Describe the use of isotopes in PET scanners Describe the differences between nuclear fission and fusion Explain how the fission of U-235 produces two daughter nuclei, two or three neutrons and releases energy Write equations to represent nuclear fission Describe the advantages and disadvantages of nuclear energy Explain why nuclear fusion cannot happen at low temperatures and pressures

This is a highly-detailed revision resource which has been designed to be used over a number of lessons and allows teachers to dip in and out of the material as fits to the requirements of their classes and students. The resource consists of an engaging and detailed powerpoint (133 slides) and worksheets which have been differentiated to allow students of differing abilities to be challenged and access the work. The lesson consists of a wide range of activities which will engage and motivate the students and includes exam questions, quiz competitions and quick tasks. The mathematical element of the course is challenged throughout the lesson The lesson has been designed to cover as many of the sub-topics within topics 1, 2, 3 and 4 of the AQA GCSE Biology specification, and will be covered in paper 1, but the following sub-topics have been given particular attention: Topic B1: Cell biology Eukaryotic and prokaryotic cells Cell specialisation Organelles in animal and plant cells Osmosis Mitosis and the cell cycle Microscopy and calculating size Topic B2: Organisation The functions of the components of blood The heart and blood vessels CHD Topic B3: Infection and response Communicable diseases Monoclonal antibodies Topic B4: Bioenergetics Aerobic respiration and ATP Lactic acid This revision resource can be used in the lead up to mocks or the actual GCSE exams and due to its size, it could be repeatably used to ensure that students develop a deep understanding of these topics.

This is an engaging and fully-resourced revision lesson which uses a range of exam questions, understanding checks, quick tasks and quiz competitions to enable students to assess their understanding of the content within topic 3 (Genetics) of the Edexcel GCSE Biology 9-1 specification. The specification points that are covered in this revision lesson include: Explain some of the advantages and disadvantages of asexual reproduction, including the lack of need to find a mate, a rapid reproductive cycle, but no variation in the population Explain some of the advantages and disadvantages of sexual reproduction, including variation in the population, but the requirement to find a mate Explain the role of meiotic cell division, including the production of four daughter cells, each with half the number of chromosomes, and that this results in the formation of genetically different haploid gametes Describe the structure of DNA Describe the genome as the entire DNA of an organism and a gene as a section of a DNA molecule that codes for a specific protein Explain how the order of bases in a section of DNA decides the order of amino acids in the protein and that these fold to produce specifically shaped proteins such as enzymes Describe the stages of protein synthesis, including transcription and translation Describe how genetic variants in the coding DNA of a gene can affect phenotype by altering the sequence of amino acids and therefore the activity of the protein produced Explain why there are differences in the inherited characteristics as a result of alleles Explain the terms: chromosome, gene, allele, dominant, recessive, homozygous, heterozygous, genotype, phenotype, gamete and zygote Explain monohybrid inheritance using genetic diagrams, Punnett squares and family pedigrees Describe how the sex of offspring is determined at fertilisation, using genetic diagrams Calculate and analyse outcomes (using probabilities, ratios and percentages) from monohybrid crosses and pedigree analysis for dominant and recessive traits Explain how sex-linked genetic disorders are inherited State that most genetic mutations have no effect on the phenotype The students will thoroughly enjoy the range of activities, which include quiz competitions such as “Is this SYNTHESISED correctly” where they have to recognise whether a passage on protein synthesis is 100% correct or contains errors whilst crucially being able to recognise the areas of this topic which need their further attention. This lesson can be used as revision resource at the end of the topic or in the lead up to mocks or the actual GCSE exams.

This revision lesson contains an engaging and detailed powerpoint (58 slides) which is reinforced with a series of differentiated worksheets that are used throughout the lesson to challenge and consolidate the learning. The lesson has been designed to contain a wide range of activities so that students remain motivated and engaged whilst they assess their understanding of the content found in topic 3 (Infection and response) of the AQA GCSE Biology specification and will be covered in Paper 1 in the terminal GCSE exams. The exam questions, differentiated tasks and quiz competitions found within the lesson challenge the following specification topics: Communicable (infectious) diseases Viral diseases Bacterial diseases Fungal diseases Protist diseases Physical defences of the Human defence system Vaccinations Antibiotics Producing monoclonal antibodies Uses of monoclonal antibodies Identification of plant diseases Plant defence responses Students will be able to use the lesson to identify the areas of the specification that require further attention and this lesson can be used at the end of the topic, in the lead up to the mocks or in the lead up to the actual GCSE exams.

This fully-resourced lesson explores how pyruvate can be converted to lactate or ethanol using reduced NAD and that the reoxidation of the coenzyme allows glycolysis to continue. The engaging and detailed PowerPoint and accompanying differentiated resources have been designed to cover the third part of point 5.2 of the AQA A-level Biology specification which states that students should know the fate of pyruvate if respiration is only anaerobic. The lesson begins with a focus on the coenzyme, NAD, and students are challenged to recall details of its role in the oxidation of triose phosphate. Students will learn that oxidative phosphorylation in aerobic respiration allows these coenzymes to be reoxidised but that another metabolic pathway has to operate when there is no oxygen. Time is taken to go through 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 lesson on glycolysis

This fully-resourced lesson guides students through the use of the Hardy-Weinberg equations to determine the frequency of alleles and genotypes in a population. Both the detailed PowerPoint and differentiated practice questions on a worksheet have been designed to cover point 6.1.2 (f) of the OCR A-level Biology specification which states that students should be able to demonstrate and apply their knowledge and understanding of the use of the principle to calculate allele frequencies in populations. The lesson begins by looking at the two equations and ensuring that students understand the meaning of each of the terms. The recessive condition, cystic fibrosis, is used as an example so that students can start to apply their knowledge and assess whether they understand which genotypes go with which term. Moving forwards, a step-by-step guide is used to show students how to answer a question. Tips are given during the guide so that common misconceptions and mistakes are addressed immediately. The rest of the lesson gives students the opportunity to apply their knowledge to a set of 3 questions, which have been differentiated so that all abilities are able to access the work and be challenged.

This is a fully-resourced lesson which is designed for GCSE students and explores the topic of compounds, specifically focusing on naming these chemicals based upon the elements within them and from their chemical formula. The lesson includes an engaging lesson presentation (46 slides) and a worksheet containing three tasks for the lesson. The lesson begins with some simple multiple choice questions to check that students can spot the chemical symbol and definition of an element, but more importantly pick out the formula for a compound. Time is taken to go through the explanation of why substances are elements or compounds and specific examples given. A quick understanding check, in the form of a competition called “To COM or NOT TO COM”,is used to check that students can identify elements or compounds from a name or given formula. The remainder of the lesson focuses on naming compounds. Students are challenged to spot a pattern when presented with the names of two compounds, which contain 2 elements only. For both compounds that contain 2 elements or 3 or more, the rules to naming are introduced before examples are shown so that students can visualise how to construct their answer. They are then given an opportunity to apply this to a number of questions in the set tasks. The last part of the lesson moves this forward by looking at how these same rules can be applied when the chemical formula of a compound is given and this is related to another topic as they are challenged to write a word equation containing a range of compounds when presented with the symbol equation. Progress checks are written into the lesson at regular intervals so that students can constantly assess their understanding. Although this is written for GCSE students, it is perfectly suitable for use with younger students who are learning about elements, compounds and mixtures and the teacher wants to push them along.

A fully resourced revision lesson which uses a range of exam questions (with explained answers), quick tasks and quiz competitions to enable the students to assess their understanding of the topics found within module 6.1 (Cellular control) of the OCR A-level Biology specification. The topics tested within this lesson include: Gene mutations Regulation of gene expression The Lac Operon Student will enjoy the range of tasks and quiz rounds whilst crucially being able to recognise any areas which require further attention

This is an engaging REVISION lesson which uses a range of exam questions, understanding checks, quick tasks and quiz competitions to enable students to assess their understanding of the content within topic 5 (Forces) of the AQA GCSE Physics (8463) specification. The specification points that are covered in this revision lesson include: Scalar and vector quantities Contact and non-contact forces Gravity Work done and energy transfer Forces and elasticity Moments Speed Velocity Acceleration Newton’s laws Stopping distance Momentum Conservation of momentum Changes in momentum The students will thoroughly enjoy the range of activities, which include quiz competitions such as “Fill the VOID” where they have to compete to be the 1st to complete one of the recall equations whilst all the time evaluating and assessing which areas of this topic will need their further attention. This lesson can be used as revision resource at the end of the topic or in the lead up to mocks or the actual GCSE exams

This detailed and engaging lesson describes the movement of water molecules by osmosis and this is explained in terms of water potential. Both the PowerPoint and accompanying resources have been designed to cover the third part of specification point 2.3 as detailed in the AQA A-level Biology specification and they also describe the impact of solutions of different water potentials on suspended animal and plant cells. It’s likely that students will have used the term concentration in their osmosis definitions at GCSE, so the aim of the starter task is to introduce water potential to allow students to begin to recognise osmosis as the movement of water molecules from a high water potential to a lower potential, with the water potential gradient. Time is taken to describe the finer details of water potential to enable students to understand that 0 is the highest value (pure water) and that this becomes negative once solutes are dissolved. Exam-style questions are used throughout the lesson to check on current understanding as well as prior knowledge checks which make links to previously covered topics such as the lipid bilayer of the cell membrane. The remainder of the lesson focuses on the movement of water when animal and plant cells are suspended in hypotonic, hypertonic or isotonic solutions and the final appearance of these cells is described, including any issues this may cause. This lesson has been specifically written to tie in with the previous two lessons in topic 2.3 that cover the cell membrane and diffusion as well as an upcoming lesson on active transport and co-transport.