This concise lesson has been designed to cover the content found in specification point 4.1.3.2 (Osmosis) of topic 1 of the AQA GCSE Biology & Combined Science specifications. This resource contains an engaging PowerPoint (23 slides) and accompanying worksheets, some of which have been differentiated to help students of different abilities to take on the task at hand. The lesson begins with the introduction of the term, osmosis, and then students are challenged to use their knowledge of diffusion to write a definition for this method of movement of water molecules. A series of questions which check understanding are included at this early point of the lesson to ensure that the key points are known and any misconceptions are quickly addressed. Students are also challenged with an application question as these can often cause them the most problems. Moving forwards, the rest of the lesson focuses on an osmosis investigation. Scientific skills are tested during a range of tasks as well as numerical skills and guidance is given on how to calculate percentage change. As stated at the top, this lesson has been designed for GCSE-aged students who are studying the AQA GCSE Biology course, but can be used with younger students who are keen to learn about osmosis

This engaging lesson describes the relationship of the fibrous and globular structure of proteins to their function. The PowerPoint and accompanying resource have been primarily designed to cover specification point (j) as detailed in AS unit 1, topic 1 of the WJEC A-level Biology course but due to the detailed coverage of haemoglobin, the start of this lesson could also be used when teaching lessons that cover specification points in AS unit 2, topic 3 on adaptations for transport By the end of the lesson, students will be able to describe that the interactions of the hydrophobic and hydrophilic R groups results in different shapes which differ in their solubility in water and be able to explain the importance of this property with reference to the individual functions of proteins, specifically collagen and haemoglobin. They will also be able to name key individual details for each protein, such as haemoglobin being a conjugated protein and collagen having repeating units and being wound into a triple helix Extra time has gone into the planning of this lesson to ensure that links are continuously made to previous topics such as amino acids and the levels of protein structure as well as to upcoming topics

This is a concise, fast-paced lesson that has been designed to enable students to discover the key structural features of a synapse and be able to write accurate descriptions of the sequence of events that occur at these structures. The neurotransmitter involved is acetyl choline and therefore this is specifically a lesson about cholinergic synapses. The lesson begins by going through the terminology associated with synapses which includes pre-synaptic terminal or knob, synaptic cleft and post-synaptic neurone. Then time is taken to look at each of the two neurones and the structures found inside the terminal or on the membranes. The main task of the lesson involves a step by step guide through the sequence of events at the synapse. This guide has been written in a bullet point format and students are challenged to use the features they have met and their own Biological knowledge to complete each point. The final part of the lesson looks at how the enzyme acetylcholinesterase is involved in the breakdown and then how the neurotransmitter is re-formed using the ATP generated in the mitochondria This lesson is written for A-level students

This fully-resourced lesson describes the characteristics and physiology of the glycolytic pathway and explains its role in ATP production for exercise. Both the PowerPoint and accompanying resources have been designed to cover the 2nd part of points 1.4.4 & 1.4.5 as detailed in the Edexcel A-level PE specification The lesson begins by challenging the students to explain which out of stored ATP, phosphocreatine and glycogen in a muscle would be depleted after 10 seconds of intense exercise. This introduces glycogen as the starting substance in the glycolytic pathway and students will use their prior knowledge to recognise that the 1st step in this pathway involves the breakdown of glycogen to glucose. The main part of the lesson focuses on glycolysis and the key details of this step are discussed and explained, such as the net yield of ATP. Moving forwards, the students will learn how the product of glycolysis, pyruvate, is converted to lactate but does not result in the formation of any more ATP and this small yield of just 2 ATP means that this pathway is quickly fatigued. The lesson finishes by covering the duration of exercise that can be supported by the glycolytic pathway as the dominant energy provider. This lesson has been specifically written to tie in with the next lesson on the aerobic pathway as well as making links to a previous lesson on the ATP-PC pathway

This fully-resourced lesson describes the energy production for sport and exercise by the lactate system. Both the PowerPoint and accompanying resources have been designed to cover the 3rd part of point A7 in UNIT 1 of the Pearson BTEC Level 3 National Diploma in Sport and Exercise Science specification. The lesson begins by challenging the students to explain which out of stored ATP, phosphocreatine and glycogen in a muscle would be depleted after 10 seconds of intense exercise. This introduces glycogen as the starting substance in the lactate system and students will use their prior knowledge to recognise that the 1st step in this system involves the breakdown of glycogen to glucose. The main part of the lesson focuses on glycolysis and the key details of this step are discussed and explained, such as the net yield of ATP. Moving forwards, the students will learn how the product of glycolysis, pyruvate, is converted to lactate but does not result in the formation of any more ATP and this small yield of just 2 ATP means that this system is quickly fatigued. The lesson finishes by covering the duration of exercise that can be supported by the lactate system as the dominant energy provider. This lesson has been specifically written to tie in with the next lesson on the aerobic system as well as making links to a previous lesson on the ATP-PC system

This engaging lesson looks at the role of haemoglobin in transporting oxygen as well as the different ways that carbon dioxide is transported around the body. The detailed PowerPoint has been designed to cover the 5th point in section A10 of the CIE International A-level PE specification. The lesson begins with a version of the quiz show Pointless to introduce haemotology as the study of the blood conditions. Students will learn that haemoglobin is a protein made of 4 polypeptide chains and that it is the haem group found on each of these chains which has a high affinity for oxygen. Time is taken to discuss how haemoglobin must be able to load (and unload) oxygen as well as transport the oxygen to the cells of the working muscles so that they can continue to produce energy by the aerobic system. Students will plot the oxyhaemoglobin dissociation curve so they can understand about the unloading aspect of the role. The remainder of the lesson looks at the different ways that carbon dioxide is transported around the body and students will learn that the dissociation of carbonic acid into hydrogen ions affects the affinity of haemoglobin for oxygen so that the Bohr effect can be explained.

This detailed lesson describes how the structure of the arteries, veins and capillaries enables these blood vessels to perform their functions. The engaging PowerPoint and accompanying resource have both been designed to cover the 3rd part of point 1.2.5 as detailed in the Edexcel A-level PE specification. The aorta, vena cava, pulmonary artery and pulmonary vein were covered in a previous lesson on the structure of the heart so this lesson focuses on the location and structure of these 3 different types of blood vessels. Students will have met arteries, veins and capillaries at GCSE so this lesson builds on that knowledge whilst also introducing the arterioles and venules to deepen their understanding. Time is taken to look at the structure of the artery and specifically at how the narrow lumen and thick wall allows this blood vessel to maintain the high pressure of blood and also withstand it. Students will learn that arterioles are involved in the redistribution of blood and then are challenged to describe and explain when blood would be shunted away from the kidney. Moving forwards, the students are encouraged to discuss how the location of capillaries next to tissues enables a fast rate of diffusion. The rest of the lesson describes how venules connect capillaries to a vein and the structure of this final blood vessel is compared against arteries, where students have to explain a vein has a wider lumen with valves and a thinner wall. A series of quiz rounds are used throughout the lesson to maintain engagement whilst introducing key terms and values.

This lesson describes how the alveoli are adapted for gas exchange by diffusion between the air in the lungs and the blood capillaries. The PowerPoint and accompanying resource are part of the second lesson in a series of 2 which have been designed to cover the content of point 8.2 & 8.3 of the Edexcel GCSE Biology and Combined Science specifications. During the 1st lesson in this series, the students were shown how to calculate the surface area to volume ratio and so this lesson begins by challenging them to recall that the larger the organism, the smaller the ratio. This is done through the PLAY YOUR CARDS RIGHT format as shown in the cover picture, and leads into the key idea that complex multicellular organisms like humans have developed a range of different adaptations to increase this ratio at their exchange surfaces. Moving forwards, time is taken to consider and discuss how the following adaptations of the alveoli affect the rate of diffusion: large surface area lining of the alveoli consisting of a single layer of flattened cells maintenance of a steep concentration gradient Each feature is related to diffusion and current understanding and prior knowledge checks are used to allow the students to assess their progress and to challenge them to make links to other topics of the course. All exam questions have mark schemes embedded into the PowerPoint

This lesson describes the key difference between scalar and vector quantities and introduces examples of physical factors that fit into each group. The PowerPoint has been designed to cover points 2.1 - 2.4 of the Edexcel GCSE Physics and Combined Science specifications. The lesson begins with an introduction of the fact that some quantities are scalar and some are vector. A quick competition is used to introduce the key term, magnitude, and students will learn that scalar quantities such as speed have a size but are missing something else. A guided discussion period then challenges them to consider what that missing element might be, and this leads into the completion of the scalar definition. The next task then challenges the students to use this completed definition to write a similar one for a vector quantity. They will learn that velocity is a vector due to its magnitude and specific direction and then a series of exam questions are used to challenge their current understanding in terms of changes in speed and velocity at a crossroads. The mark scheme for each of the questions is embedded into the PowerPoint. The remainder of the lesson uses another competition to introduce acceleration, momentum, energy, force, mass and weight as scalar or vector quantities and the students are challenged one final time as they have to explain why weight is an example of a vector quantity.

This lesson explains that velocity is speed in a stated direction and then describes how to use the distance and time to calculate speed. The PowerPoint and accompanying resources have been designed to cover points 2.5 & 2.6 of the Edexcel GCSE Physics & Combined Science specifications. The lesson begins with a prior knowledge check, where the students are challenged to use their understanding of the last lesson on scalar and vector quantities to complete a definition about velocity. This vector quantity is involved in the calculation of acceleration, momentum and in an equation of motion and this is briefly introduced to the students. Moving forwards, they are challenged to recall the equation to calculate speed that should have been met at KS3 as well as in Maths. The remainder of the lesson focuses on the use of this equation as well as rearrangements to change the subject. A series of step by step guides are used to model the workings required in these calculations and then the students have to apply their understanding to a series of exam questions. Mark schemes for each of the questions are embedded in the PowerPoint and the question worksheet has been differentiated two ways to provide assistance to students who are finding it difficult.

This lesson introduces and explains the meaning of 11 key terms associated with the genetic inheritance topic. The PowerPoint and accompanying resources have been designed to cover point 6.1.6 of the AQA GCSE Combined Science specification and include explanations of genome, chromosome, gene, allele, genotype, homozygous, heterozygous, phenotype, dominant, recessive and gamete. The key term, genome, was met earlier in topic 6 so the lesson begins with a knowledge retrieval with the definition for this term. As the genome is the entire DNA of an organism, the next task challenges the students to identify three errors in a passage about DNA. This challenges their recall of the structure of this chemical as a double helix, its location in an eukaryotic cell in the nucleus and an understanding that the gene codes for the sequence of amino acids in a specific protein. This leads into discussions about chromosomes and genes and time is taken to explain that homologous chromosomes have the same genes at the exact same gene loci. The students will learn that alternative forms of the gene (alleles) can be found at these loci and that these structures explain the differences in inherited characteristics. Moving forwards, the main section of the lesson describes the link between the dominant and recessive alleles, homozygous and heterozygous genotypes, and the physical expression as the phenotype. The final key term is gamete, and the students are challenged to recognise a definition for this term using their knowledge of meiosis. Two progress and understanding checks complete the lesson and check on the students’ ability to recognise and write definitions for these 11 terms and to use them accurately in a written description

This lesson describes how the sensory receptors of the nervous system detect stimuli by transducing different forms of energy into electrical energy. The PowerPoint has been designed to cover the content of the 1st part of specification point 8.5 of the Pearson Edexcel A-level Biology A (Salters Nuffield) specification and acts as an introduction to the next lesson where the roles of the rod cells in the retina is described. 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. The remainder of the lesson focuses on the Pacinian corpuscle and 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 Krebs cycle as a stage of aerobic respiration that liberates energy to produce ATP and reduced NAD and releases carbon dioxide. The PowerPoint and accompanying resource have been designed to cover specification point [c] in topic 3 of A2 unit 3 of the WJEC A-level Biology specification. The lesson begins with a version of the Impossible game where students have to spot the connection between 8 of the 9 terms and will ultimately learn that this next stage is called the Krebs cycle. The main part of the lesson challenges the students to use descriptions of the main steps of the cycle to continue their diagram of the reactions. Students are continually exposed to key terminology such as decarboxylation and dehydrogenation and they will learn where carbon dioxide is lost and reduced NAD and FAD are generated. They will also recognise that ATP is synthesised by substrate level phosphorylation. The final task challenges them to apply their knowledge of the cycle to work out the numbers of the different products and to calculate the number of ATP that must be produced in the next stage This lesson has been designed to tie in with the other uploaded lessons on glycolysis and the electron transport chain (in oxidative phosphorylation).

As the monomers of proteins, amino acids are extremely important and this lesson describes their structure and roles in organisms. The engaging PowerPoint has been designed to cover point (h) as detailed in AS unit 1, topic 1 of the WJEC A-level Biology specification and provides a clear introduction to the following lesson on the protein structures. The lesson begins with a prior knowledge check, where the students have to use the 1st letters of 4 answers to uncover a key term. This 4-letter key term is gene and the lesson begins with this word because it is important for students to understand that these sequences of bases on DNA determine the specific sequence of amino acids in a polypeptide. Moving forwards, students are given discussion time to work out that there are 64 different DNA triplets and will learn that these encode for the 20 amino acids that are common to all organisms. The main task of the lesson is an observational one, where students are given time to study the displayed formula of 4 amino acids. They are not allowed to draw anything during this time but will be challenged with 3 multiple choice questions at the end. This task has been designed to allow the students to visualise how the 20 amino acids share common features in an amine and an acid group. A quick quiz round introduces the R group and time is taken to explain how the structure of this side chain is the only structural difference, before cysteine is considered in greater detail due to the presence of sulfur atoms. Students are briefly introduced to disulfide bridges so they will recognise how particular bonds form between the R groups in the tertiary structure which is covered in the next lesson. One more quiz round called LINK TO THE FUTURE is used to demonstrate the range of roles played by amino acids in the later part of the course such as translation and mineral ions. The final part of the lesson considers challenges the students on their knowledge of hydrolysis reactions as they have to spot the errors in a passage about the breakdown of polypeptides and dipeptides.

This engaging lesson describes the relationship between the structure, properties and functions of phospholipids, focusing on its role in membranes. The PowerPoint has been designed to cover the second part of point (f) as detailed in AS unit 1, topic 1 of the WJEC A-level Biology specification and includes constant references to the previous lesson on triglycerides. The role of a phospholipid in a cell membrane provides the backbone to the whole lesson. A quick quiz round called FAMILY AFFAIR, challenges the students to use their knowledge of the structure of a triglyceride to identify the shared features in a phospholipid. This then allows the differences to be introduced, such as the presence of a phosphate group in place of the third fatty acid. Moving forwards, the students will learn that the two fatty acid tails are hydrophobic whilst the phosphate head is hydrophilic which leads into a key discussion point where the class has to consider how it is possible for the phospholipids to be arranged when both the inside and outside of a cell is an aqueous solution. The outcome of the discussion is the introduction of the bilayer which is critical for the lesson in AS unit 1, topic 3 on the fluid mosaic model. The final part of the lesson explains how both facilitated diffusion and active transport mean that proteins are found floating in the cell membrane and this also helps to briefly prepare the students for upcoming topic 3 lessons.

This revision lesson provides students with the opportunity to assess their understanding of the transport in mammals topic (topic 8). The lesson includes a multiple-choice assessment of 10 questions and a PowerPoint containing the answers, where each answer slide shows the exact specification code to enable students to note the areas which may require extra attention. The PowerPoint also contains additional questions to challenge content from topic 8 of the CIE A-level biology specification (2025 - 2027 update) that isn’t directly covered by the 10 questions. This lesson has been designed to be used at the end of topic 8, and in the build up to mocks and the final A-level examinations.

This revision lesson provides students with the opportunity to assess their understanding of control and coordination (topic 15). The lesson includes a multiple-choice assessment of 10 questions and a PowerPoint containing the answers, where each answer slide shows the exact specification code to enable students to note the areas which may require extra attention. The PowerPoint also contains additional questions to challenge content from topic 15 of the CIE A-level biology specification (2025 - 2027 update) that isn’t directly covered by the 10 questions. This lesson has been designed to be used at the end of topic 15, and in the build up to mocks and the final A-level examinations.

This revision lesson provides students with the opportunity to assess their understanding of homeostasis (topic 14). The lesson includes a multiple-choice assessment of 10 questions and a PowerPoint containing the answers, where each answer slide shows the exact specification code to enable students to note the areas which may require extra attention. The PowerPoint also contains additional questions to challenge content from topic 14 of the CIE A-level biology specification (2025 - 2027 update) that isn’t directly covered by the 10 questions, and prior knowledge checks to encourage students to make links to content from any of topics 1 - 13.

This revision lesson provides students with the opportunity to assess their understanding of nucleic acids and protein synthesis (topic 6). The lesson includes a multiple-choice assessment of 10 questions and a PowerPoint containing the answers, where each answer slide shows the exact specification code to enable students to note the areas which may require extra attention. The PowerPoint also contains additional questions to challenge content from topic 6 of the CIE A-level biology specification (2025 - 2027 update) that isn’t directly covered by the 10 questions, and prior knowledge checks to encourage students to make links to content from topics 1 - 5. This lesson has been designed to be used at the end of topic 6, and in the build up to mocks and the final A-level assessments.

This revision lesson provides students with the opportunity to assess their understanding of energy transfers in and between organisms (topic 5). The lesson includes a multiple-choice assessment of 20 questions, challenging photosynthesis, respiration, energy and ecosystems, and nutrient cycles, and a PowerPoint containing the answers, where each answer slide shows the exact specification code to enable students to note the areas which may require extra attention. The PowerPoint also contains additional questions to challenge content from topic 5 of the AQA A-level biology specification that isn’t directly covered by the 20 questions, and prior knowledge checks to encourage students to make links to related content from topics 1 - 4. This lesson has been designed to be used at the end of topic 5, and in the build up to mocks and the final A-level examinations.