This lesson has been written to act as a revision tool for students at the completion of topic 2.1 of the WJEC GCSE Physics specification or in the lead up to mock or terminal exams. The engaging PowerPoint and accompanying resources have been designed to include a wide range of activities to allow the students to assess their understanding and to recognise any areas which need extra attention. This specification is heavy in mathematical content and so a lot of opportunities are presented for a range of skills to be tested and the PowerPoint guides students through the application of these requirements such as rearranging the formula and converting between units. The following specification points have received a particular focus in this lesson: Motion using speed, velocity and acceleration Speed-time graphs Application of the equations to calculate speed and acceleration Using velocity-time graphs to calculate uniform acceleration and distance travelled Knowledge of the terms reaction time, thinking distance, braking distance and stopping distance The factors which affect these distances A number of quick quiz rounds, such as THE WHOLE DISTANCE, are used to maintain engagement and motivation and to challenge the students on their recall of important points.

This lesson has been designed to enable students to recognise the key stages in the formation of the early atmosphere and to also show how today’s atmosphere was formed. The lesson has been primarily designed for GCSE students but is suitable for higher ability younger students who perhaps are studying the Earth and its formation. The lesson begins by checking that the students know the percentages of the different gases found in the modern day atmosphere. Some time is taken to check on their mathematical skills by challenging them to produce a pie chart to represent these different percentages. Students are then asked to predict how they think the percentage of oxygen, carbon dioxide and water vapour would have differed from now to the early atmosphere. The key steps in the formation are then introduced and critical points discussed. Students will learn about the volcanic activity, formation of the oceans and photosynthesis as crucial points in the change to the percentages of those three gases. A number of progress checks are written into the lesson, which check knowledge from this lesson and related topics such as the reaction of acids and gases.

This engaging lesson describes how chromosome mutations result in changes to the number or structure of chromosomes The PowerPoint and accompanying resources are part of the second lesson in a series of 2 lessons that have been designed to cover specification points (f) in topic 3 of A2 unit 4 of the WJEC A-level Biology specification, and there is a key focus on Down syndrome A human karyotype which has not been altered by a mutation is studied at the start of the lesson to allow students to recall the usual number of chromosomes as well as the sex chromosomes. They are then challenged to identify the differences when presented with the karyotypes of sufferers of Down, Turner’s and Klinefelter’s syndrome. Students will learn that in the majority of cases, these conditions are the result of non-disjunction and having been assisted in the explanation of the outcome for Down and Klinefelters, they have to form their own for Turner’s. The remainder of the lesson looks at other types of mutations, including translocation, and students will also see how whole sets of chromosomes can be duplicated in polyploidy

This lesson describes how enzymes can be immobilised in calcium alginate and compares their activity against enzymes that are free in solution. The PowerPoint and the accompanying resources have been designed to cover point 3.2 (d) of the CIE A-level Biology specification. The lesson has been planned to challenge the students on their ability to apply knowledge to a potentially unfamiliar situation. A series of exam-style questions which include “suggest” and “describe and explain” questions are used throughout the lesson and these will allow the students to recognise the advantages and disadvantages of a particular method. Although the alginate method is the only one referenced in this specification point, the adsorption and covalent bonding methods are introduced and then briefly analysed to allow students to understand that a matrix doesn’t involve these bonds which could disrupt the active site. The remainder of the lesson introduces some actual examples of the use of immobilised enzymes with the aim of increasing the relevance. Please note that this lesson has been written to explain the effect of immobilisation on enzyme activity. The practical element of carrying out the investigation is described in a separate lesson.

This lesson introduces the differences between ectotherms and endotherms and then describes the behavioural responses of an ecotherm. The PowerPoint and accompanying resource have been designed to cover specification point 9.9 (vi) of the Edexcel A-level Biology B specification which states that students should understand how ectotherms rely on the external environment for their temperature control. The main aim when designing the lesson was to support students in making sensible and accurate decisions when challenged to explain why these types of organisms have chosen to carry out a particular response. A wide range of animals are used so students are engaged in the content matter and are prepared for the unfamiliar situations that they will encounter in the terminal exam. Time is also taken to compare ectotherms against endotherms so that students can recognise the advantages and disadvantages of ectothermy when covered in the following lesson.

This lesson describes how solutes are selectively reabsorbed in the proximal tubule. The PowerPoint and accompanying resource have been designed to cover the first part of specification point 7.20 of the Edexcel International A-level Biology specification and builds on the knowledge gained in the previous lessons on the microscopic structure of the nephron and ultrafiltration. The lesson begins by challenging the students to recall the substances that are found in the glomerular filtrate so that each of them can be considered over the course of the rest of the lesson. Moving forwards, the first of the numerous discussion points which are included in the lesson is used to get students to predict the component of the filtrate which won’t be found in the urine when they are presented with pie charts from each of these situations. Upon learning that glucose is 100% reabsorbed, along with most of the ions and some of the water, the rest of the lesson focuses on describing the relationship between the structure of the PCT and the function of selective reabsorption. Again, this section begins by encouraging the students to discuss and to predict which structures they would expect to find in a section of the kidney if the function is to reabsorb. They are given the chance to see the structure (as shown in the cover image) before each feature is broken down to explain its importance. Time is taken to look at the role of the cotransporter proteins to explain how this allows glucose, along with sodium ions, to be reabsorbed from the lumen of the PCT into the epithelial cells. The final part of the lesson focuses on urea and how the concentration of this substance increases along the tubule as a result of the reabsorption of some of the water.

This lesson describes the inheritance of two non-interacting unlinked genes and guides students through the calculation of phenotypic ratios. The PowerPoint and the accompanying question sheet (which is differentiated) have been designed to cover point 8.2 (iii) of the Edexcel A-level Biology B specification. As the previous lesson described the construction of genetic crosses and pedigree diagrams, students are aware of the methods involved in writing genotypes and gametes for the inheritance of a single gene. Therefore, the start of this lesson builds on this understanding to ensure that students recognise that genotypes contain 4 alleles and gametes contain 2 alleles when two genes are inherited. The students are taken through the steps of a worked example to demonstrate the key steps in the calculation of a phenotypic ratio before 2 exam-style questions challenge them to apply their newly-acquired knowledge. Mark schemes are displayed within the PowerPoint to allow students to assess their progress. The phenotypic ratio generated as the answer to the final question is 9:3:3:1 and time is taken to explain that this is the expected ratio when two heterozygotes for two genes are crossed which they may be expected to use when meeting the chi squared test in an upcoming lesson

This lesson describes how tissue fluid is formed and reabsorbed in order to emphasise its importance as the link between the blood and cells. The PowerPoint and accompanying resources have been designed to cover point (h) in topic 3 of AS unit 2 of the WJEC A-level Biology specification and explains how a combination of the effects of hydrostatic pressure and oncotic pressure results in the formation of tissue fluid in animals. The lesson begins with an introduction to the arteriole and venule end of a capillary as these will need to be considered as separate entities when describing the formation of tissue fluid. A quick quiz competition introduces a value for the hydrostatic pressure at the arteriole end and students are challenged to first predict some parts of the blood will move out of the capillary as a result of the push from the hydrostatic pressure and this allows oncotic pressure to be initially explored. The main part of the lesson uses a step by step guide to describe how the net movement is outwards at the arteriole end before students will use this guidance to describe what happens at the venule end. In the concluding part of the lesson, students will come to recognise oedema as a condition where tissue fluid accumulates and they again are challenged to explain how this occurs before they finally learn how the fluid is returned to the circulatory system as lymph

This fully-resourced lesson describes the process of skeletal muscle contraction in terms of the sliding filament theory. The engaging and detailed PowerPoint and accompanying resources have been designed to cover point 7.2 of the Pearson Edexcel A-level Biology A (Salters Nuffield) specification and includes the role of actin, myosin, troponin, tropomyosin, calcium ions and ATP. The lesson begins with a study of the structure of the thick and thin filaments. Students will recognise that the protruding heads of the myosin molecule are mobile and this enables this protein to bind to the binding sites when they are exposed on actin. This leads into the introduction of troponin and tropomyosin and key details about the binding of calcium to this complex is explained. Moving forwards, students are encouraged to discuss possible reasons that can explain how the sarcomere narrows during contraction when the filaments remain the same length. This main part of the lesson goes through the main steps of the sliding filament model of muscle contraction and the critical roles of the calcium ions and ATP are discussed. The final task of the lesson challenges the students to apply their knowledge by describing the immediate effect on muscle contraction when one of the elements doesn’t function correctly. This lesson has been written to tie in with another uploaded lesson on the structure of a muscle fibre which is covered in specification point 7.10

This lesson reminds students of the meaning of homeostasis and describes the how thermoregulation maintains the body in dynamic equilibrium during exercise. The PowerPoint has been designed to cover point 7.17 of the Edexcel International A-level Biology specification. Students were introduced to homeostasis at GCSE and this lesson has been written to build on that knowledge and to add the key detail needed at this level. Focusing on the three main parts of a homeostatic control system, the students will learn about the role of the internal and peripheral thermoreceptors, the thermoregulatory centre in the hypothalamus and the range of effectors which bring about the responses to restore optimum levels. The following responses are covered in this lesson: Vasodilation Increased sweating Body hairs In each case, time is taken to challenge students on their ability to make links to related topics such as the arterioles involved in the redistribution of blood and the high specific latent heat of vaporisation of water.

This lesson describes how the structure of arteries, arterioles, capillaries, venules and veins in the mammalian circulatory system relate to their functions. The PowerPoint and accompanying resources are part of the second lesson in a series of 2 lessons which have been designed to cover specification point (b) of topic 3 in AS unit 2 of the WJEC A-level Biology A specification. The first lesson in this series covers the structure and function of the human heart and its associated blood vessels This lesson has been written to build on any prior knowledge from GCSE or earlier in this topic to enable students to fully understand why a particular type of blood vessel has particular features. Students will be able to make the connection between the narrow lumen and elastic tissue in the walls of arteries and the need to maintain the high pressure of the blood. A quick version of the GUESS WHO game is used to introduce smooth muscle and collagen in the tunica media and externa and again the reason for their presence is explored and explained. Moving forwards, it is quite likely that some students will not be aware of the transition vessels that are the arterioles. This section begins with an understanding of the need for these vessels because the structural and functional differences between arteries and capillaries is too significant. The action of the smooth muscle in the walls of these vessels is discussed and students will be challenged to describe a number of situations that would require blood to be redistributed. The middle part of the lesson looks at the role of the capillaries in exchange and links are made to diffusion to ensure that students can explain how the red blood cells pressing against the endothelium results in a short diffusion distance. The remainder of the lesson considers the structure of the veins and students are challenged to explain how the differences to those observed in arteries is due to the lower blood pressure found in these vessels.

This lesson describes the structure and function of the human heart and names the blood vessels associated with this organ . The PowerPoint and accompanying resources are part of the first lesson in a series of 2 lessons that have been designed to cover point (b) in topic 3 of AS unit 2 of the WJEC A-level Biology specification As this topic was covered at GCSE, the lesson has been planned to build on this prior knowledge whilst adding the key details which will enable students to provide A-level standard answers. The primary focus is the identification of the different structures of the heart but it also challenges their ability to recognise the important relationship to function. For example, time is taken to ensure that students can explain why the atrial walls are thinner than the ventricular walls and why the right ventricle has a thinner wall than the left ventricle. Opportunities are taken throughout the lesson to link this topic to the others found in topic 3 including those which have already been covered like circulatory systems as well as those which are upcoming such as the initiation of heart action. There is also an application question where students have to explain why a hole in the ventricular septum would need to be repaired if it doesn’t naturally close over time.

This lesson describes how the cells of the proximal tubule in the nephron of the kidney are adapted for reabsorption. The PowerPoint and accompanying resource which is filled with tasks have been designed to cover specification point [e] in topic 7 of A2 unit 3 of the WJEC A-level Biology specification and builds on the knowledge gained in the previous lessons on the structure of the nephron and the functions of the mammalian kidney. The lesson begins by challenging the students to recall the substances that are found in the glomerular filtrate so that each of them can be considered over the course of the rest of the lesson. Moving forwards, the first of the numerous discussion points which are included in the lesson is used to get students to predict the component of the filtrate which won’t be found in the urine when they are presented with pie charts from each of these situations. Upon learning that glucose is 100% reabsorbed, along with most of the ions and some of the water, the rest of the lesson focuses on describing the relationship between the structure of the proximal tubule and the function of selective reabsorption. Again, this section begins by encouraging the students to discuss and to predict which structures they would expect to find in a section of the kidney if the function is to reabsorb. They are given the chance to see the structure (as shown in the cover image) before each feature is broken down to explain its importance. Time is taken to look at the role of the cotransporter proteins to explain how this allows glucose, along with sodium ions, to be reabsorbed from the lumen of the PCT into the epithelial cells. The final part of the lesson focuses on urea and how the concentration of this substance increases along the tubule as a result of the reabsorption of some of the water.

A concise and engaging lesson, which looks at chemical and physical changes with the key objective that students can recognise the differences between the two. Key terminology is used throughout, such as irreversible and practical examples are discussed. A number of short sharp quiz competitions are used to maintain motivation as well as checking on the understanding. This lesson is suitable for KS3 and GCSE students (11 - 16 year olds in the UK)

This fully-resourced lesson has been written to support students to develop a clear understanding of 16 key genetic terms, including the 8 that are detailed in specification point 8.2 (i) of the Edexcel A-level Biology B specification. The 16 terms are genome, gene, chromosome, gene locus, homologous chromosomes, alleles, dominant, recessive, genotype, codominance, multiple alleles, autosomes, sex chromosomes, phenotype, homozygous and heterozygous. As some of these terms were met at GCSE, this fully-resourced lesson has been designed to include a wide range of activities that build on this prior knowledge and provide clear explanations as to their meanings as well as numerous examples of their use in both questions and exemplary answers. The main task provides the students with an opportunity to apply their understanding by recognising a dominance hierarchy in a multiple alleles characteristic and then calculating a phenotypic ratio when given a completed genetic diagram. Other tasks include prior knowledge checks, discussion points to encourage students to consider the implementation of the genetic terms and quiz competitions to introduce new terms, maintain engagement and to act as an understanding check.

Alongside the “properties of waves” lesson, this lesson is also designed to be fast-paced with a focus on the key terminology of the waves topic as well as looking at the different calculations that can be carried out. It is written for GCSE students and challenges their mathematical skills throughout, by asking them to rearrange formulae, convert units and write in standard form. The lesson begins by recalling the definitions for wavelength, frequency and wave velocity and then introducing them to the equation that links them. The velocity of sound waves in three mediums is the initial focus, so that students can recognise that the velocity is higher in liquids and solids than in air. Moving forwards, the concept of an echo is discussed and again a calculation used to show them how distance could be worked out with the added extra of the final division by 2. There are progress checks such as these written throughout the lesson so that students have the opportunity to assess their understanding. A number of quick competitions are also included, in order to maintain engagement whilst check understanding in a different form.

An engaging and informative lesson presentation (40 slides) that looks at the different steps that have to be taken when trying to identify potential donors for organ transplants. Links are made throughout the lesson to related topics such as the human defence systems and blood groups. The lesson begins by challenging the students to use their knowledge of the body’s defences to explain why closely matching tissues is critical when choosing a donor. Moving forwards, students will see how the four blood groups in the ABO system need to receive certain bloods and can only be given to certain others. There is a brief discussion of the HLA antigens and why this needs to be matched. The remainder of the lesson focuses on immuno-suppressant drugs and the advantages and disadvantages to individuals of taking these drugs. Progress checks have been written into the lesson at regular intervals to allow the students to constantly assess their understanding and any misconceptions to be addressed. This lesson has been written for GCSE students

An informative lesson that looks at how energy is lost at each stage of a food chain and how this affects the biomass of consumers. This lesson has been written for GCSE students but could be used with A-level students who are revisiting this ecology topic. The lesson begins by posing a question to the students about why herbivores tend to be raised for food rather than carnivores to see how they would tackle it at this early stage. This exact question is revisited at the end of the lesson once learning has occurred so that students can monitor their own progress. Time is taken to look back at pyramids of biomass and food chains so that students are reminded of key terminology such as trophic level and also recognise that the biomass decreases at each level. A number of quick competitions have been written into the lesson to maintain engagement but also to introduce key terms and numbers (like 10%) in a different way. The main part of the lesson looks at how the energy is lost by organisms that leads to the decrease in biomass and links are made to related topics such as respiration and homeostasis.

This lesson has been written for GCSE students and aims to ensure that they can explain in detail why light changes direction due to refraction. The key to the explanation is the use of the correct terms in context so the start of the lesson challenges the students to come up with the key words of light, bend, normal, density and speed when given a range of clues. The next part of the lesson works with the students to bring these key terms together to form a definition of refraction. Moving forwards, the relationship between density of a medium and the speed of light through that medium is discussed so that there is a clear understanding of why light bends one way or the other. The next task uses the definition to apply to a practical situation to draw a diagram of light moving from air to glass. The final part of the lesson involves a range of practicals so this topic can be explored further.

A fast-paced lesson which includes an informative lesson presentation (20 slides) and a question worksheet. Together these resources guide GCSE students through the calculation questions that they can encounter on the topic of the conservation of momentum. The lesson begins by introducing the law of the conservation of momentum and reminding students of the equation which links momentum, mass and velocity that they are expected to recall for the GCSE exam. Time is taken to inform them of the two types of question which tend to arise on this topic - those where the masses lock together during the event and those where they remain as separate masses. Students are guided through both of these types of questions with worked examples to enable them to visualise how to begin and set out their workings. Key mathematical skills are involved such as rearranging the formula so this is also shown. Students are given the opportunity to apply these skills to a series of questions on the worksheet and the mark schemes are displayed so they can assess once completed.