This lesson describes how the polymerase chain reaction (PCR) is used to amplify DNA. The concise PowerPoint has been primarily designed to cover the detail of specification point 6.4 of the Pearson Edexcel A-level Biology A specification but also makes continual links to the previous lesson on DNA profiling where the PCR is important as well as DNA structure. A quick quiz competition is used to introduce the PCR abbreviation before students are encouraged to discuss with the aim of identifying the enzyme involved and to recall the action of this enzyme as covered in DNA replication in topic 2. Students will learn that this reaction involves cyclical heating and cooling to a range of temperatures so another quiz is used to introduce these values. The main part of the lesson describes the main steps in the PCR and the reasons for each temperature is discussed and explained. Links are constantly made to related topics such as DNA structure are students are challenged on their understanding through exam-style questions. Time is taken to examine the key points in detail, such as the fact that the DNA polymerase used is taken from an extremophile so that it is not denatured at the high temperature.

This lesson explains the importance of memory cells in the development of immunity and describes how the structure of antibodies is related to function. The PowerPoint and accompanying resources have been designed to cover specification points 11.1 (e) and 11.2 (a) as detailed in the CIE A-level Biology specification. As memory B cells differentiate into plasma cells that produce antibodies when a specific antigen is re-encountered, it was decided to link these two topic points in one lesson. The lesson begins by checking on the students incoming knowledge to ensure that they recognise that B cells differentiate into plasma cells and memory cells. This was introduced in a previous lesson on the specific immune response and students must be confident in their understanding if the development of immunity is to be understood. A couple of quick quiz competitions are then used to introduce key terms so that the structure of antibodies in terms of polypeptide chains, variable and constant regions and hinge regions are met. Time is taken to focus on the variable region and to explain how the specificity of this for a particular antigen allows neutralisation and agglutination to take place. The remainder of the lesson focuses on the differences between the primary and secondary immune responses and a series of exam-style questions will enable students to understand that the quicker production of a greater concentration of these antibodies in the secondary response is due to the retention of memory cells.

This detailed lesson describes how changes in ventilation rate are brought about to allow for the delivery of oxygen and the removal of carbon dioxide. The engaging PowerPoint and accompanying resources have been designed to cover the second part of point 7.9 (ii) in the Pearson Edexcel A-level Biology A specification. The previous lesson described the control of heart rate so this lesson has been written to tie in with this and to use this knowledge to further the students understanding of the control of ventilation rate. The lesson begins with a focus on the muscles involved in ventilation, specifically the diaphragm and external intercostal muscles, so that students can understand how their contraction results in an increase in the volume of the thoracic cavity. Boyle’s law is briefly introduced to allow students to recognise the relationship between volume and pressure so that the movement of air with the pressure gradient can be described. Time is then taken to consider the importance of inhalation and an exam-style question challenges the students to explain that a constant supply of oxygen to the alveoli is needed to maintain a steep concentration gradient with the surrounding capillaries. The students are then tasked with writing a description of exhalation at rest using the description of inhalation as their guide. The rest of the lesson focuses on the mechanisms involved in increasing the rate and depth of breathing during exercise. Students will use their knowledge of the control of heart rate to recall that chemoreceptors detect changes in oxygen and carbon dioxide and blood pH and that the medulla oblongata processes the sensory information that it receives before coordinating a response. The final task challenges them to use the information provided in this lesson and the previous one to order 10 detailed descriptions so they can form a complete passage about this control system.

This fully-resourced lesson describes how the autonomic nervous system controls the heart rate. The engaging and detailed PowerPoint and accompanying resources have been designed to cover point 9.8 (i) of the Edexcel A-level Biology B specification which states that students should understand the roles of baroreceptors, chemoreceptors, the cardiac centre in the medulla oblongata and the sympathetic and parsympathetic nerves in the control. This lesson begins with a prior knowledge check where students have to identify and correct any errors in a passage about the conduction system of the heart. This allows the SAN to be recalled as this structure play an important role as the effector in this control system. Moving forwards, the three key parts of a control system are recalled as the next part of the lesson will specifically look at the range of sensory receptors, the coordination centre and the effector. Students are introduced to chemoreceptors and baroreceptors and time is taken to ensure that the understanding of the stimuli detected by these receptors is complete and that they recognise the result is the conduction of an impulse along a neurone to the brain. A quick quiz is used to introduce the medulla oblongata as the location of the cardiovascular centre. The communication between this centre and the SAN through the autonomic nervous system can be poorly understood so detailed explanations are provided and the sympathetic and parasympathetic divisions compared. The final task challenges the students to demonstrate and apply their understanding by writing a detailed description of the control and this task has been differentiated three ways to allow differing abilities to access the work

This lesson describes the key structural features of viruses and challenges the students to compare them against those of a bacteria as covered in topic 3. The PowerPoint and accompanying resource have primarily been designed to cover point 6.5 of the Pearson Edexcel A-level Biology A (Salters Nuffield) specification but can be used a revision tool for point 3.4 as students need to recall the structures of a prokaryotic cell. 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 a virus’ 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 of the lesson challenges the students to recognise the following prokaryotic cell structures from their descriptions: plasmid pili capsule cell wall flagellum circular DNA ribosomes mesosomes This lesson has been specifically planned to link to the next lesson which covers point 6.6 on the infection of human cells by Mycobacterium tuberculosis and human immunodeficiency virus

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 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 how the nervous system detects stimuli, focusing on the detection of light by the rods in the the retina of mammals. The PowerPoint has been designed to cover the content of specification point 8.8 of the Edexcel International A-level Biology specification and includes descriptions of the roles of rhodopsin, opsin, retinal, sodium ions, cation channels and hyperpolarisation in the formation of action potentials in the optic neurones. The lesson begins by using a quiz to get the students to recognise the range of stimuli which can be detected by receptors. This leads into a task where the students have to form 4 sentences to detail the stimuli which are detected by certain receptors and the energy conversion that happen as a result. Students will be introduced to the idea of a transducer and learn that receptors always convert to electrical energy which is the generator potential. It is likely that students will be aware that the human retina contains rod and cone cells, so the next part of the lesson builds on that knowledge and adds the detail needed at this level. Students will discover that the optical pigment in rod cells is rhodopsin and that the bleaching of this into retinal and opsin results in a cascade of events that allows an action potential to be initiated along the optic nerve. Time is taken to go through the events that occur in the dark and then the students are challenged to use this as a guide when explaining how the events differ in the light. Key terms like depolarisation and hyperpolarisation, that were met earlier in topic 8, are used to explain the changes in membrane potential and the resulting effect on the connection with the bipolar and ganglion cells is then described. The remainder of the lesson focuses on the Pacinian corpuscle and describes how this responds to pressure on the skin, resulting in the opening of the sodium channels and the flow of sodium ions into the neurone to cause depolarisation

This lesson describes the structure and functions of the sensory, relay and motor neurones. The engaging PowerPoint and accompanying resources have been designed to cover point 8.1 of the Edexcel International A-level Biology specification but also considers the organisation of the nervous system into the central and peripheral nervous systems and therefore also covers point 8.10. The PowerPoint has been designed to contain a wide range of activities that are interspersed between understanding and prior knowledge checks that allow the students to assess their progress on the current topics as well as challenge their ability to make links to topics from earlier in the modules. Quiz competitions like SAY WHAT YOU SEE are used to introduce key terms in a fun and memorable way. The students will be able to compare these neurones based on their function but time is taken to distinguish between them based on their structural features. The importance of the myelin sheath for the sensory and motor neurones is briefly discussed and students are introduced to key terminology such as saltatory conduction and Schwann cells so they are prepared for the upcoming lesson covering specification point 8.5. The final task involves a comparison between the three neurones to check that the students have understood the structures and functions of the neurones. Throughout the lesson, the organisation of the nervous system is discussed and students are provided with additional knowledge such as the differences between somatic and autonomic motor neurones.

This fully-resourced lesson describes the primary non-specific defences against pathogens in animals. The engaging and detailed PowerPoint and accompanying resources have been designed to cover point 4.1.1 (d) of the OCR A-level Biology A specification and describes the following defences: skin key steps of the blood clotting process release of histamine in the inflammatory response expulsive reflexes mucous membranes There are clear links to topics in modules 2 and 3 in each of these defences so time is taken to consider these during the descriptions. For example, the presence of keratin in the cytoplasm of the skin cells allows the student knowledge of the properties of this fibrous protein to be checked. Other topics that are revisited during this lesson include protein structure, formation of tissue fluid, key terminology and roles of inorganic ions in biological processes. There is also a section of the lesson which refers to the genetics behind haemophilia and students are challenged to apply knowledge to an unfamiliar situation. This will prepare them for this topic when covered in module 6.1.2 All of the exam-style questions and tasks have mark schemes that are embedded in the PowerPoint and a number of them have been differentiated to allow students of differing abilities to access the work.

This lesson describes how the limiting reactant controls the mass of the product formed and explains how to deduce the stoichiometry. The PowerPoint and accompanying worksheet, which is differentiated, have been designed to cover points 1.52 & 1.53 of the Edexcel GCSE Chemistry specification and also covers those points in the Chemistry section of the Combined Science course. Step by step guides are used to go through worked examples so students are able to visualise how to set out their work. The lesson begins with a fun analogy involving sausages and potatoes so that students can identify that the potatoes limited the sale of food. Alongside this, students will learn the key term excess. Some time is then taken to ensure that students can spot the limiting reactant and the one in excess in actual chemical reactions and method descriptions. Moving forwards, students will be guided through two calculations that involve limiting reactants - those to calculate the theoretical yield and the other to calculate a balanced symbol equation. Other skills involved in these calculations such as calculating the relative formula mass are recalled and a few examples given to ensure they are confident. The question worksheet has been differentiated two ways so that any students who need extra assistance can still access the learning.

This lesson describes how to use the Spearman’s rank correlation coefficient to consider the relationship between two sets of data. The PowerPoint and accompanying exam-style question are part of the final lesson in a series of 3 which have been designed to cover point 4.2.2 (f) of the OCR A-level Biology A specification. The previous two lessons described the different types of variation and explained how to calculate the standard deviation and how to use the Student’s t-test to compare two means. As with the previous lesson, a step by step guide is used to walk the students through the use of the formula to generate the rank coefficient and to determine whether there is a positive correlation, no correlation or a negative correlation. The students are also reminded of the null hypothesis and will be shown how to accept or reject this hypothesis and to determine significance. The students will work through an example with the class and then are given the opportunity to apply their newly-acquired knowledge to an exam-style question. The mark scheme is displayed on the PowerPoint so they can assess their understanding

This lesson describes the movement of water from the root to the leaf and includes the transpiration stream and the cohesion-tension theory. The PowerPoint and accompanying resources have been designed to cover point (n) of topic 3 in AS unit 2 of the WJEC A-level Biology specification This lesson has been written to follow on from a previous lesson, which finished with the description of the transport of the water and mineral ions from the endodermis to the xylem. Students are immediately challenged to use this knowledge to understand root pressure and the movement by mass flow down the pressure gradient. Moving forwards, time is taken to study the details of transpiration pull and the interaction between cohesion, tension and adhesion in capillary action is explained. Understanding is constantly checked through a range of tasks and prior knowledge checks are also written into the lesson to challenge the students to make links to previously covered topics such as the structure of the transport tissues. The final part of the lesson considers the journey of water through the leaf and ultimately out of the stomata in transpiration. A step by step guide using questions to discuss and answer as a class is used to support the students before the final task challenges them to summarise this movement out of the leaf.

A detailed lesson presentation (37 slides) that looks at the different motions that are represented on a velocity-time graph and guides students through using these graphs to calculate the distance travelled by an object. The lesson begins by challenging the students to construct a velocity-time graph by using a displayed guide and using their knowledge of drawing a distance-time graph. Moving forwards, the students will match terms of motion to the lines on the graph and time is taken to make links to the physics equations that allow acceleration and deceleration to be calculated. Students will also learn that they can use a velocity-time graph to calculate the distance travelled. A worked example is used to show them how to tackle these questions. There are regular progress checks throughout the lesson so that students can assess their understanding of this topic. This lesson has been designed for GCSE students but could be used with higher ability KS3 students