This lesson describes the vascular system of mammals as a double circulatory system to allow comparisons with those in earthworms, insects and fish. The PowerPoint and accompanying resources have been designed to cover the final content of specification point (a) in topic 3 (Adaptations for transport) of AS unit 2 in the WJEC A-level Biology specification and there is a primary focus on the differences in pressure between the pulmonary and systemic circulation. The lesson begins with a focus on the meaning of a double circulatory system and checks that students are clear in the understanding that the blood passes through the heart twice per cycle of the body. Beginning with the pulmonary circulation, students will recall that the pulmonary artery carries the blood from the right ventricle to the lungs. An opportunity is taken at this point to check on their knowledge of inhalation and the respiratory system as well as the gas exchange between the alveoli and the capillary bed. A quick quiz is used to introduce arterioles and students will learn that these blood vessels play a crucial role in the changes in blood pressure that prevent the capillaries from damage. When looking at the systemic circulation, time is taken to look at the coronary arteries and renal artery as students have to be aware of these vessels in addition to the ones associated with the heart. In the final part of the lesson, students are challenged to explain how the structure of the heart generates a higher pressure in the systemic circulation and then to explain why the differing pressures are necessary.

This revision lesson has been designed to challenge the students on their use of a range of mathematical skills that could be assessed on the Edexcel GCSE Combined Science papers. The mathematical element of the Edexcel GCSE Combined Science course has increased significantly since the specification change and therefore success in those questions which involve the use of maths can prove to be the difference between one grade and another or possibly even more. The engaging PowerPoint and accompanying resources contain a wide range of activities that include exam-style questions with displayed mark schemes and explanations so that students can assess their progress. Other activities include differentiated tasks, class discussion points and quick quiz competitions such as “It doesn’t HURT to CONVERT”, “YOU DO THE MATH” and “FILL THE VOID”. The following mathematical skills (in a scientific context) are covered in this lesson: The use of Avogadro’s constant Rearranging the formula of an equation Calculating the amount in moles using mass and relative formula mass Calculating the relative formula mass for formulae with brackets Calculating the relative atomic mass using the mass and abundance of isotopes Using the Periodic Table to calculate the number of sub-atomic particles in atoms Changes to electrons in ions Balancing chemical symbol equations Empirical formula Converting between units Calculating concentration in grams per dm cubed and volumes of solutions Calculating size using the magnification equation Using the mean to estimate the population of a sessile species Calculating percentages to prove the importance of biodiversity Calculating percentage change The BMI equation Calculating the acceleration from a velocity-time graph Recalling and applying the Physics equations Understanding prefixes that determine size Leaving answers to significant figures and using standard form Helpful hints and step-by-step guides are used throughout the lesson to support the students and some of the worksheets are differentiated two ways to provide extra assistance. Due to the detail of this lesson, it is estimated that it will take in excess of 3 hours of GCSE teaching time to cover the tasks and for this reason it can be used over a number of lessons as well as during different times of the year for revision.

This lesson describes the relationship between the structure and function of the giant covalent substances, graphite and diamond. The PowerPoint and accompanying resource have been designed to cover points 1.35, 1.36 and 1.37 of the Edexcel GCSE Chemistry specification also covers those same points in the Chemistry section of the Combined Science course As shown in the picture, the lesson begins with a newspaper story about two prisoners who escaped from Pentonville prison by using a diamond-tipped drill and this immediately introduces the use of this allotrope of carbon in cutting tools. There is a clear focus on the link between the structure, bonding and respective uses. Time is taken to focus on the comparison between graphite and diamond in terms of their ability to conduct electricity. A step by step answer is used to explain why diamond cannot conduct electricity so that students can use this when forming their answer for graphite.

This is a fully-resourced REVISION lesson which challenges the students on their knowledge of the content in TOPIC B4 (Natural selection and genetic modification) of the Edexcel GCSE Combined Science specification. The lesson uses an engaging PowerPoint (65 slides) and accompanying worksheets to motivate students whilst they assess their understanding of this topic. A range of exam questions, differentiated tasks and quiz competitions are used to test the following sub-topics: The discovery of key fossils and their implications for human evolution The dating of stone tools Evolution by natural selection Antibiotic resistance in bacteria as evidence for natural selection The domain and kingdom classification methods Genetic engineering of bacteria to produce human insulin The benefits and risks of genetic engineering and selective breeding The mathematical element of the course is also tested throughout the lesson and students are given helpful hints on exam techniques and how to structure answers. This resource is suitable for use at the end of topic B4 or in the lead up to mocks or the actual GCSE exams.

This detailed and engaging lesson has been written to challenge the students on their recall and application of the 22 equations which they have to know for the AQA GCSE Physics exams. The lesson is designed to not only check that they know these equations but also on their ability to rearrange formulae when required and to convert between units. The main task of the lesson consists of 13 exam-style questions which challenge 12 of these recall equations and then an engaging quiz competition and class discussions are used to identify the other 10. Students are guided throughout the lesson in the use of the mathematical skills and are shown examples to aid their progress. This lesson has been designed to tie in with the other 12 uploaded revision lessons which cover the content of the topics on the Edexcel GCSE Physics specification

This is a highly engaging, detailed and fully-resourced revision lesson which covers topics 4 & 5 of the Pearson Edexcel GCSE Physics specification. Due to the close links between the topics of waves and light and the electromagnetic spectrum, it was decided to design a single resource that challenged the students on their knowledge and understanding of the Physics detailed in these two topics. The PowerPoint and acccompanying resource have been written to include a wide range of activities which include exam-style questions (with clearly explained answers), differentiated tasks and quick quiz competitions. These activities challenge the following specification points: Define and use the terms frequency, wavelength, amplitude and period Recall and use both of the equations to calculate wave speed Describe how to measure the velocity of sound in air and ripples on water surfaces Describe the effects of reflection and refraction Explain how waves will be refracted at a boundary in terms of a change in direction and speed Recall that sound waves can be ultrasound and infrasound Explain uses of ultrasound Explain, with the aid of diagrams, refraction, the critical angle and total internal reflection Explain the difference between specular and diffuse reflection Recall that the EM waves are transverse and travel at the speed of light in a vacuum Describe the EM spectrum as continuous from radio waves to gamma rays Describe the uses and harmful effects of the EM waves To fall in line with the heavy mathematical content of the specification, there is a large emphasis on a range of mathematical skills in this lesson which includes rearranging formula, converting between units and using standard form. Due to the detail of this lesson, it is estimated that it will take in excess of 2 hours of GCSE-allocated teaching time to cover the content and this allows this to be used at the end of the topic or in the lead up to mock or terminal examinations.

This fully-resourced revision lesson has been designed to motivate and engage the students whilst they assess their understanding of the content detailed in topics 12 & 13 (Magnetism and the motor effect and electromagnetic induction) of the Pearson Edexcel GCSE Physics specification. These two topics tend to be poorly understood so time has been taken to plan activities that challenge the key details of the specification and provide clear explanations so students can progress. The PowerPoint and accompanying resources were written to cover as much of the content in both topics as possible, but the following points have received particular attention: Attraction and repulsion between unlike and like poles respectively Electromagnetic induction The application of Fleming’s left-hand rule Application of the equation involving magnetic flux density Microphones and loudspeakers and the opposite conversions of a changing current to sound waves The ability of transformers to change the size of alternating voltage The advantage of power transmission in high voltage cables The application of the transformer equations involving potential difference and turns and for transformers with 100% efficiency Due to the heavy mathematical element of the specification, the required skills are tested throughout the lesson and guidance is given to allow differing abilities to access the work

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

This lesson describes the effects of gene mutations can have on amino acid sequences, as illustrated by sickle cell anaemia. The engaging and detailed PowerPoint and accompanying resources are part of the first lesson in a series of 2 lessons which have been designed to cover point (f) in topic 3 of A2 unit 4 of the WJEC A-level Biology specification and includes substitutions, deletions and insertions In order to understand how a change in the base sequence can affect the order of the amino acids, students must be confident in their understanding and application of protein synthesis which was covered earlier in this topic. Therefore, the start of the lesson focuses on transcription and translation and students are guided through the use of the codon table to identify amino acids. Moving forwards, a task called known as THE WALL is used to introduce to the names of three types of gene mutation whilst challenging the students to recognise three terms which are associated with the genetic code. The main focus of the lesson is substitutions and how these mutations may or may not cause a change to the amino acid sequence. The students are challenged to use their knowledge of the degenerate nature of the genetic code to explain how a silent mutation can result. Students will learn that a substitution is responsible for the new allele that causes sickle cell anaemia and they are tested on their understanding through an exam-style question. As with all of the questions, a mark scheme is included in the PowerPoint which can be displayed to allow the students to assess their understanding. The rest of the lesson looks at base deletions and base insertions and students are introduced to the idea of a frameshift mutation. One particular task challenges the students to evaluate the statement that base deletions have a bigger impact on primary structure than base substitutions. This is a differentiated task and they have to compare the fact that the reading frame is shifted by a deletion against the change in a single base by a substitution

This fully-resourced lesson describes how DNA is replicated during interphase and explains why it is semi-conservative replication. Both the detailed PowerPoint and accompanying resources have been designed to cover the details of point 6.1 © of the CIE International A-level Biology specification The main focus of this lesson is the roles of DNA helicase in breaking the hydrogen bonds between nucleotide bases and DNA polymerase incorporating the phosphorylated nucleotides into the sequence. Students are also introduced to DNA ligase to enable them to understand how this enzyme functions to join the nucleic acid fragments. Time is taken to explain key details such as the assembly of strands in the 5’-to-3’ direction so that the continuous manner in which the leading strand is synthesised can be compared against that of the lagging strand. The students are constantly challenged to make links to previous topics such as DNA structure, phosphorylated nucleotides and hydrolysis reactions through a range of exam questions and answers are displayed so any misconceptions are quickly addressed. The main task of the lesson asks the students to use the information provided in the lesson to order the sequence of events in DNA replication before discussing how the presence of a conserved strand and a newly built strand in each new DNA molecule shows that it is semi-conservative.

A fully resourced lesson that includes a lesson presentation (27 slides) and an accompanying worksheet that guides students through the topic of the electrolysis of solutions and enables them to state the products at the electrodes from these reactions. The lesson focuses on the rules at the cathode and then the anode and regular understanding checks are used to ensure that learning has occured. This lesson has been designed for GCSE students (14 - 16 year olds)

This fully-resourced lesson describes the structure of HIV, its replication inside helper T cells and EXPLAINS how it causes the symptoms of AIDS. The PowerPoint and accompanying resources are part of the 5th lesson in a series of 7 that cover the details of point 2.4 of the AQA A-level Biology specification. The structure of viruses was covered during the lessons in topic 2.1, so this lesson starts by challenging the students to recall the capsid, genetic material in the form of viral RNA and the lipid envelope. At this point, the students are introduced to gp120, the glycoprotein which is exposed on the surface of the lipid envelope, as this structure is critical for the entry of the virus into host cells. Students will annotate a basic diagram of HIV with these four structures which also has gp41 labelled. A quick quiz competition introduces the names of the enzymes found inside the capsid and the students will learn that integrase allows the viral DNA to be integrated into the host’s genome whilst reverse transcriptase catalyses the reaction to form DNA from RNA. A prior knowledge check challenges the students to identify the helper T cells from a description of their function and they are informed that these immune cells have the CD4 glycoprotein on their surface. Moving forwards, the main part of the lesson describes how HIV binds to the helper T cells, injects its capsid and integrates its DNA into the host’s genome in order to replicate to form virus particles (virions). Students are guided through the formation of a detailed answer about the mechanism of HIV and have to input key terms and structures where information is missing. Students will learn that the increase in the number of virus particles and a decrease in helper T cells and other immune cells results in infections like TB and by opportunistic pathogens and that this stage is recognised as AIDS The final part of the lesson challenges the students to explain why antibiotics are ineffective against viruses through a series of exam-style questions and the final task gets them to work as a class where they have to study the replication process once more to suggest drug actions that might be used to treat HIV

A fully-resourced lesson that looks at the meaning of the mole and shows how this measurement is used in calculations. The lesson includes a clear lesson presentation (32 slides) and a set of questions. This lesson has been written to explain in a concise manner so that the key details are understood and embedded. Students are shown how to recognise when a mole calculation requires them to use Avogadro’s constant and when they should the formula including the relative formula mass. This lesson has been designed for GCSE students (14 -16 year olds in the UK)

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 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.

An engaging lesson presentation (60 slides) and associated worksheets that uses a combination of exam questions, quick tasks and quiz competitions to help the students to assess their understanding of the topics found within unit P2 (Electricity) of the AQA GCSE Combined Science specification. The topics that are tested within the lesson include: Circuit symbols Current, resistance and potential difference Series and parallel circuits Direct and alternating potential difference Mains electricity Power Static charge Students will be engaged through the numerous activities including quiz rounds like “It doesnt HURT to CONVERT” and “Take the HOTSEAT” whilst crucially being able to recognise those areas which need further attention

A fully-resourced lesson which is designed for GCSE students and includes an informative lesson presentation (29 slides) and question worksheets. This lesson explores the theory of evolution by natural selection. The lesson begins with a fun challenge which gets students to come up with the name Charles Darwin but also the phrase “survival of the fittest”. The main focus of the next part of the lesson is to take students through this tag line, adding detail and keywords which they will be able to use in their answers later in the lessons. Students are continually encouraged to discuss key questions on this topic, such as “are all mutations harmful”? They will recognise how these random changes in DNA can lead to advantageous phenotypes and how this can convey a survival edge to organisms. Moving forwards, students are guided through the well-known example of the peppered moths in order to show them to how to use variation, advantage, survival, reproduction and offspring in their answers on this topic. The remainder of the lesson involves students testing their new-found knowledge as they have to apply it to explain how resistance in bacteria and longer necks in giraffes have evolved. Progress checks are written into this lesson at regular intervals so that students can constantly assess their understanding and any misconceptions can be immediately addressed.

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 lesson describes how to use the Spearman’s rank correlation to analyse the relationships between the distribution of species and abiotic and biotic factors. The PowerPoint and accompanying exam-style question are the first lesson in a series of 2 which have been designed to cover point 18.1 (e) of the CIE A-level Biology specification and challenges the students on their knowledge of the t-test as covered in topic 17 as well as preparing students for the next lesson on the use of the Pearson’s linear correlation formula. As with the lessons on the t-test and Simpson’s index of diversity, 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 which assesses whether there is a relationship between light intensity and % plant cover in a habitat. The mark scheme is displayed on the PowerPoint so the students can assess their understanding and address any misconceptions that may arise

This is an engaging and fully resourced REVISION lesson which uses a range of exam questions, understanding checks, quick differentiated tasks and quiz competitions to enable students to assess their understanding of the content within topic 1 (Energy) of the AQA GCSE Physics (8463) specification. The specification points that are covered in this revision lesson include: Students should be able to describe all the changes involved in the way energy is stored when a system changes, for common situations. Students should be able to calculate the changes in energy involved when a system Students should be able to calculate the amount of energy associated with a moving object, a stretched spring and an object raised above ground level Students should be able to apply the equation to calculate the amount of energy stored in or released from a system as its temperature changes Students should know that the specific heat capacity of a substance is the amount of energy required to raise the temperature of one kilogram of the substance by one degree Celsius Students should be able to define power as the rate at which energy is transferred or the rate at which work is done Students should know that energy can be transferred usefully, stored or dissipated, but cannot be created or destroyed Students should be able to describe, with examples, how in all system changes energy is dissipated, so that it is stored in less useful ways. This energy is often described as being ‘wasted’ Students should be able to explain ways of reducing unwanted energy transfers, for example through lubrication and the use of thermal insulation. Students should be able to calculate the energy efficiency for any energy transfer using the recalled equation Students should know the main energy resources available for use on Earth including fossil fuels (coal, oil and gas), nuclear fuel, biofuel, wind, hydro-electricity, geothermal, the tides, the Sun and water waves. The students will thoroughly enjoy the range of activities, which include quiz competitions such as “It’s time for ACTION” where they have to compete to be the 1st to recognise a process ending in -tion from its description 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