This fully-resourced lesson describes how allopatric or sympatric speciation may result from geographical, ecological or behavioural separation. The engaging PowerPoint and accompanying resources have been designed to cover point 17.3 [c] of the ICE A-level Biology specification and uses actual biological examples to increase the relevance and likelihood of understanding The lesson begins by using the example of a hinny, which is the hybrid offspring of a horse and a donkey, to challenge students to recall the biological classification of a species. Moving forwards, students are introduced to the idea of speciation and the key components of this process, such as isolation and selection pressures, are covered and discussed in detail. Understanding and prior knowledge checks are included throughout the lesson to allow the students to not only assess their progress against the current topic but also to make links to earlier topics in the specification. Time is taken to look at the details of allopatric speciation and how the different mutations that arise in the isolated populations and genetic drift will lead to genetic changes. The example of allopatric speciation in wrasse fish because of the isthmus of Panama is used to allow the students to visualise this process. The final part of the lesson considers sympatric speciation and again a wide variety of tasks are used to enable a deep understanding to be developed.

This lesson describes the role of the cardiovascular control centre in the medulla oblongata in the control of heart rate. The engaging and detailed PowerPoint and accompanying resources have been designed to cover the first part of point 7.13 (ii) of the Edexcel International A-level Biology specification and explains how this regulation enables the rapid delivery of oxygen and the removal of carbon dioxide. 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 fully-resourced lesson describes how selection pressures act on a gene pool and cause stabilising, directional and disruptive selection. The PowerPoint and accompanying resources have been designed to cover point 8.3 (i) of the Edexcel A-level Biology B specification which states that students should be able to identify each type of selection by its effect on different phenotypes. The lesson begins with an introduction to the mark, release, recapture method to calculate numbers of rabbits with different coloured fur in a particular habitat. This shows changes in numbers of the organisms and sketch graphs are then constructed to show these changes in the population size. A quick quiz competition is used to engage the students whilst introducing the names of the three main types of selection before a class discussion point encourages the students to recognise which specific type of selection is represented by the rabbits. Key terminology including intermediate and extreme phenotypes and selection pressure are used to emphasise their importance during explanations. A change in the environment of the habitat and a change in the numbers of the rabbits introduces directional selection before students will be given time to discuss and to predict the shape of the sketch graph for disruptive selection. Students are challenged to apply their knowledge in the final task of the lesson by choosing the correct type of selection when presented with details of a population and answer related questions.

An engaging lesson presentation (48 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 C1 (Particles) of the OCR Gateway A GCSE Combined Science specification. The topics that are tested within the lesson include: Introducing particles Chemical and physical changes Atomic structure Isotopes Developing the atomic model Students will be engaged through the numerous activities including quiz rounds like “SPOT the SCIENTIST” and “Order, Order” whilst crucially being able to recognise those areas which need further attention

A fully resourced revision lesson that uses a combination of exam questions, understanding checks, quick tasks and quiz competitions to help the students to assess their understanding of the topics found within topics C4 - C6 of the OCR Gateway A GCSE Combined Science specification that can be assessed in PAPER 4 The topics covered are: C4: Predicting and identifying reactions and products C5: Monitoring and controlling chemical reactions C6: Global challenges Students will be engaged through the numerous quiz rounds whilst crucially being able to recognise those areas which require further attention

This is an engaging lesson that looks at the structures and actions of the two parts of the autonomic nervous system (ANS) and shows students where this particular system fits into the whole organisation of the nervous system. The lesson begins by introducing the students to the idea that motor neurones are not simply somatic motor neurones but will actually be classified as autonomic motor neurones if they innervate the involuntary muscles. A range of tasks, progress checks and quick competitions are used during the lesson to engage the students in this topic and show them how it relates to other topics such as motor neurones and neurotransmitters. Key terminology is used throughout, such as ganglions, so that students can recognise and access the marks if an exam question on this topic arises. This lesson has been written for A-level students

This lesson focuses on the structure of RNA and specifically the similarities and differences between this nucleic acid and DNA so that students are prepared for the upcoming lessons on transcription and translation. The engaging and detailed PowerPoint and accompanying resource have been designed to cover part 1 of point 2.1.3 (g) of the OCR A-level Biology A specification which states that students should be able to describe the structure of molecules of messenger RNA, transfer RNA and ribosomal RNA. Students were introduced to nucleotides and the detailed structure of DNA in previous lessons, so this lesson is written to tie in with those and continuously challenge prior knowledge as well as understanding of the current topic. The lesson begins by reminding students that RNA is a member of the family of nucleic acids and therefore has a number of structural features that are commonly shared with DNA. A quiz round called “A FAMILY AFFAIR” is used to challenge their knowledge of DNA to recognise those features that are also found on RNA such as the chain of linked nucleotides, pentose sugars, nitrogenous bases and phosphodiester bonds. The next task pushes them to consider features that have not been mentioned and therefore are differences as they answer a structured exam-style question on how RNA differs from DNA. Students will learn that RNA is shorter than DNA and this leads into the final part of the lesson where mRNA and tRNA are introduced and again they are challenged to use the new information explain the difference in size. Brief details of transcription and then translation are provided so that students are prepared for the upcoming lessons on protein synthesis.

This is a fully-resourced revision lesson that uses a combination of exam questions, understanding checks, quick tasks and quiz competitions to help the students to assess their understanding of the sub-topics found within Topic C3 (Chemical change) of the Edexcel GCSE Combined Science specification. The sub-topics and specification points that are tested within the lesson include: Acids, pH and the concentration of hydrogen ions The general reactions of the acids to produce salts Electrolysis of molten salts Electrolysis of aqueous solutions Writing half equations for the reactions at the electrodes Students will be engaged through the numerous quiz rounds whilst crucially being able to recognise those areas which require their further attention during general revision or during the lead up to the actual assessment

This is a fully-resourced REVISION lesson which uses a range of exam questions, understanding checks, quick tasks and quiz competitions to enable students to assess their understanding of the content within topic 4 (Magnetism and magnetic fields) of the OCR GCSE Physics A 9-1 specification. The specification points that are covered in this revision lesson include: Describe the attraction and repulsion between unlike and like poles for permanent magnets Describe the difference between permanent and induced magnets Explain how the behaviour of a magnetic (dipping) compass is related to evidence that the core of the Earth must be magnetic Apply: force on a conductor (at right angles to a magnetic field) carrying a current = magnetic flux density x current x length Apply: potential difference across primary coil (V)/potential difference across secondary coil (V) = number of turns in primary coil / number of turns in secondary coil Describe how a magnet and a current-carrying conductor exert a force on one another Show that Fleming’s left-hand rule represents the relative orientations of the force, the current and the magnetic field Explain how the force exerted from a magnet and a current-carrying conductor is used to cause rotation in electric motors Explain the action of a loudspeaker and headphones Of all of the Physics topics, this one tends to be one of the least well understood. Therefore, time has been taken to not only make this an engaging revision lesson but to go into detail on some of the topics which are commonly assessed in the exams. LInks have also been made to topic 3 (electricity) as these can often be combined in questions on Paper 1. 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

A resourced lesson which looks at a number of examples of biological polymers. The lesson includes an engaging lesson presentation (40 slides) and a couple of worksheets to be used in the understanding check task. The starter activity challenges the students to use their Chemistry knowledge to come up with the abbreviation DNA. They will learn the key details of this polynucleotide and then time and focus is given to the nitrogenous bases and how they bond between the two strands. Moving forwards, students will be shown the next biological polymer that is a polypeptide. They are briefly shown how to draw a block diagram to represent the chain of amino acids. The final polymer are carbohydrates and students will learn how glycogen, starch and cellulose are formed from glucose monomers. Regular progress checks are written into the lesson at regular intervals to allow the students to check their understanding and ask questions. This lesson has been written for GCSE students

This is an engaging and informative lesson that looks at the properties of water and challenges students to be able to explain how these properties are related to the numerous functions of this biological molecule. This lesson focuses on the link between properties and functions which is the area where students commonly struggle. A range of tasks and activities, including a quick competition are used to introduce the different properties and the key terms and then time is taken to look at how this property enables water to be used for a range of functions. Students will learn that water has both a high specific heat capacity and a high latent heat of vaporisation and be able to explain why this is important. Water is a crucial solvent which enables it to perform many roles in living organisms and these are explored. Progress checks are written into the lesson at regular intervals so that students can constantly assess their understanding and build on any knowledge that was there from GCSE.

This is a fully-resourced lesson that looks at the reflection of light waves and uses a series of practical based tasks to discover the rules of reflection as well as introducing the critical angle. In addition, students will encounter how total internal reflection can be used in medicine in endoscopy and will be challenged to carry out a task where they act as a doctor to explain to a patient how the procedure works. The lesson contains a variety of tasks, progress checks to check on understanding and a few quick competitions, which introduce key terms. For example, the cover image shows one of these competitions called REFLECT THE WORD where students have to work out the key term - the normal in this case. The understanding of key terminology such as the normal is important so that students can construct ray diagrams in this lesson and in associated topics such as refraction. This lesson has been designed for GCSE aged students but could be used with younger students who are looking to go into this topic in greater depth than perhaps would normally be encountered at their level

This is an engaging lesson that looks at a range of condensation polymers that are formed by condensation reactions. The lesson includes a detailed lesson presentation (51 slides) and accompanying worksheets which contain a differentiated task. The lesson begins by providing the students with a definition of a condensation reaction and challenging them to predict the identity of the smaller molecule. Moving forwards, students will learn that as well as water being a product, the larger molecule is known as a condensation polymer. Time is taken to look at a range of condensation polymers throughout the course of the lesson, and this includes both natural and artificial examples. Students are shown how to draw block diagrams to visualise how the functional groups react and then once water is removed, they are able to see the group that remains and joins the parts together. Students are shown how to name the ester formed according to the carboxylic acid and alcohol involved. The final part of the lesson involves a summary quiz called “It’s time to take the POLYGRAPH” where they have to read a number of passages about condensation polymers and decide which ones are telling lies and which are the truth. This lesson has been written for GCSE students

This is an engaging REVISION lesson which is fully-resourced and uses a range of exam questions, understanding checks, quick tasks and quiz competitions to enable students to assess their understanding of the content within topic 2 (Forces) of the OCR GCSE Physics A 9-1 specification. The specification points that are covered in this revision lesson include: Recall and apply: distance travelled (m) = speed (m/s) x time (s) Recall and apply: acceleration (m/s2) = change in velocity (m/s) / time (s) Apply: (final velocity (m/s))2 - (initial velocity (m/s))2 = 2 x acceleration (m/s2) x distance (m) Recall and apply: kinetic energy (J) = 0.5 x mass (kg) x (speed (m/s))2 Describe how to measure distance and time and use these to calculate speed Explain the vector–scalar distinction as it applies to displacement and distance, velocity and speed Recall and apply: force (N) = mass (kg) x acceleration (m/s2) Recall and apply: momentum (kgm/s) = mass (kg) x velocity (m/s) Recall and apply: work done (J) = force (N) x distance (m) (along the line of action of the force) Recall and apply: power (W) = work done (J) / time (s) Represent such forces as vectors Define momentum and describe examples of momentum in collision Recall and apply Newton’s third law Recall and apply: force exerted by a spring (N) = extension (m) x spring constant (N/m) Recall and apply: gravity force (N) = mass (kg) x gravitational field strength, g (N/kg Recall and apply: (in a gravity field) potential energy (J) = mass (kg) x height (m) x gravitational field strength, g (N/kg) Recall and apply: pressure (Pa) = force normal to a surface (N) / area of that surface (m2) Recall and apply: moment of a force (Nm) = force (N) x distance (m) (normal to direction of the force Calculate a spring constant in linear case Describe that all matter has a gravitational field that causes attraction, and the field strength is much greater for massive objects Define weight, describe how it is measured and describe the relationship between the weight of an object and the gravitational field strength (g Define and calculate the moment of the force in such examples Use the relationship between the force, the pressure and the area in contact There is clearly a huge emphasis on the mathematical aspect of the subject in this topic and the various skills needed for success in the calculations are tested throughout this lesson. Students will enjoy the range of activities which includes quiz competitions such as “FILL THE VOID” where students compete to be the 1st to complete one of the 12 recall equations in this topic. This lesson is suitable to be used as a revision resource at the end of the topic or in the lead up to mocks or the actual GCSE exams

This revision resource contains an engaging and informative PowerPoint (49 slides) and a differentiated worksheet that will enable the students to assess their understanding of the topic B2 (Cells) content of the CIE IGCSE Combined Science specification for examination in June and November 2020 and 2021. The following topics have been given particular attention in this lesson: The structure and function of red blood cells Diffusion as the movement of molecules from a high concentration to a low concentration The structure of root hair cells to allow absorption of minerals and water from the soil Osmosis investigations The effect on plant cells of immersion in solutions of different water potentials The function of the organelles found in animal and plant cells The structure and function of specialised cells This resource is ideal for revision purposes during or at the end of the topic and in the lead up to mocks or the actual IGCSE exams

This lesson has been designed to cover the content as detailed in points 2.15, 2.16 and 2.17 (The eye as a sensory receptor and the correction of eye defects) of the Edexcel GCSE Biology specification. Consisting of a detailed and engaging PowerPoint (54 slides) and accompanying worksheets, the range of activities will motivate the students whilst ensuring that the content is covered in detail. Students will learn how the structures of the eye enable it to function as a sensory receptor, with a particular focus on the role of the cornea, lens, iris and the rod and cone cells in the retina. In addition, students will understand how eye defects such as short-sightedness and cataracts can cause problems for vision and can be corrected. Progress checks are included throughout the lesson so that students can assess their understanding of the content and any misconceptions can be addressed whilst quiz competitions are used to introduce new terms in a fun and memorable way. This lesson has been written for GCSE-aged students who are studying the Edexcel GCSE Biology specification but can be used with younger students who have a real interest in this sensory receptor as well as older students who need to know the key details for their A level course.

This is a fully-resourced lesson consisting of an engaging PowerPoint and differentiated worksheets which have been designed to cover the content of points 7.15 & 7.16 as detailed on the Edexcel GCSE Biology & Combined Science specifications. This point states that students should be able to describe the cause of diabetes type I and II and describe how they are both controlled. There are links made throughout the lesson between this topic and the control of blood glucose concentration from specification point 7,13 and 7.14 The lesson has been designed to take the format of a diabetic clinic where the students perform the duties of the attending doctor. They will move through the different expectations of the role which includes identifying symptoms, diagnosis of type I or II and communication with the patients to reveal the findings. The wide range of activities will enable the students to learn how to spot that someone is suffering from diabetes and the similarities and differences between the different types so they can determine which one is being presented. The summary tasks challenge the students to construct a letter to a patient who is suffering from type II and to identify the correct type from another doctor’s letter. Understanding and previous knowledge checks are interspersed with quiz competitions, like the one shown in the cover image, which make the learning fun and memorable and enable the students to assess their progress. This lesson has been designed for students studying the Edexcel GCSE Biology or Combined Science course but is suitable for both younger and older students who are focusing on this disease

This detailed and fully-resourced lesson describes the relationship between the structure and function of glycogen and starch. The engaging PowerPoint and accompanying resources have been designed to cover the fourth part of points 1.12 & 1.13 of the Pearson Edexcel A-level Biology A specification and clear links are also made to the previous lessons in this topic where the monosaccharides and disaccharides were introduced. The lesson begins with the CARBOHYDRATE WALL where students have to use their prior knowledge to collect the 9 carbohydrates on show into 3 groups. This results in glycogen, starch and cellulose being grouped together as polysaccharides and the structure and roles of the first two are covered over the course of the lesson. Students will learn how key structural features like the 1 - 4 and 1 - 6 glycosidic bonds and the hydrogen bonds dictate whether the polysaccharide chain is branched or unbranched and also allows for spiralling. Following the description of the structure of glycogen, students are challenged to design an exam question in the form of a comparison table so that it can be completed as the lesson progresses and they learn more about starch. This includes a split in the starch section of the table so that the differing structures and properties of amylose and amylopectin can be considered. The importance of the compact structure for storage is discussed as well as the branched chains of amylopectin acting as quick source of energy when it is needed. The lesson concludes with a question and answer section that guides the students when answering a question about the importance of the lower solubility of the polysaccharides when compared to the monosaccharides.

This engaging lesson looks at the myogenic nature of cardiac muscle and explores the roles of the SAN, AVN, Bundle of His and Purkyne fibres in the normal electrical activity of the heart. The PowerPoint and accompanying resources have been designed to cover the points 7.8 (i & ii) of the Pearson Edexcel A-level Biology A (Salters Nuffield) specification. The lesson begins with the introduction of the SAN as the natural pacemaker and then time is given to study each step of the conduction of the impulse as it spreads away from the myogenic tissue in a wave of excitation. The lesson has been written to make clear links to the cardiac cycle and the structure of the heart and students are challenged on their knowledge of this system from topic 1. Moving forwards, students are encouraged to consider why a delay would occur at the AVN and then they will learn that the impulse is conducted along the Bundle of His to the apex so that the contraction of the ventricles can happen from the bottom upwards. The structure of the cardiac muscle cells is discussed and the final task of the lesson challenges the students to describe the conducting tissue, with an emphasis on the use of key terminology Due to the detailed nature of this lesson, it is estimated that it will take about 2 hours of A-level teaching time to cover the two specification points

This fully-resourced revision lesson covers the CORE and SUPPLEMENT sections of topic P4 (Properties of waves, including light and sound) of the CIE IGCSE Combined Science specification. The engaging 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: State the meaning of speed, frequency, wavelength and amplitude Distinguish between transverse and longitudinal waves and give examples Describe how waves can undergo reflection and refraction and that the latter is caused by a change in the wave speed Recall and use the law of reflection Describe the main features of the EM spectrum State that all waves travel at the speed of light in a vacuum and recall this speed Describe the uses of the EM waves Describe the longitudinal nature of sound waves Recall and use the equation to calculate wave speed Describe how to measure the speed of sound in air and ripples on water surfaces Recall that sound waves can be ultrasound To fall in line with the greater mathematical content of the specification, there is a large emphasis on a range of mathematical skills in this lesson which includes the use of standard form. Due to the detail of this lesson, it is estimated that it will take in excess of 2 hours of IGCSE-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.