This concise and engaging lesson has been designed to cover specification point 15.1 (j) of the CIE International A-level Biology specification which states that students should be able to describe the ultrastructure of striated muscle with particular reference to sarcomere structure. The wide range of key terms and regions are introduced in a fun and memorable way using a variety of activities that include quiz competitions and then understanding checks are used throughout to assess their progress and ensure that any misconceptions are addressed. Connections are made to the upcoming topic of the sliding filament model as the students discover that despite the shortening of the sarcomere (and I band and H zone) during contraction, the fact that the A band remains the same length shows how the filaments slide over each other. The two main tasks of the lesson challenge the students to label a diagram of a sarcomere and then the microscope image as shown in the cover picture. This lesson has been designed to tie in well with the other uploaded lessons that cover the content of topic 15.1 of the CIE International A-level Biology course which is the control and coordination in mammals

This lesson has been written to cover the detail of specification point 15.1 (f) of the CIE International A-level Biology specification which states that students should be able to explain the importance of myelination. A wide range of activities have been written into this resource to maintain the motivation of the students whilst ensuring that the detail is covered in depth. Interspersed with the activities are understanding checks and prior knowledge checks to allow the students to not only assess their understanding of the current topic but also challenge themselves to make links to earlier topics such as the movement of ions across membranes and biological molecules. Time at the end of the lesson is also given to future knowledge such as the involvement of autonomic motor neurones in the stimulation of involuntary muscles. Over the course of the lesson, students consider the structure of the myelin sheath and specifically how the insulation is not complete all the way along which leaves gaps known as the nodes of Ranvier which allow the entry and exit of ions. Saltatory conduction is poorly explained by a lot of students so time is taken to look at the way that the action potential jumps between the nodes and this is explained further by reference to local currents. The rest of the lesson focuses on the other two factors which are axon diameter and temperature and students are challenged to discover these two by focusing on the vampire squid. This lesson has been designed for students studying the CIE International A-level Biology course and the other part of this specification point which covers the refractory period was explained in the previous lesson on the transmission of the action potential

This concise, fully-resourced lesson covers the content of specification point 15.1 (i) of the CIE International A-level Biology specification which states that students should be able to describe the roles of the neuromuscular junction, transverse tubules and sarcoplasmic reticulum in the stimulation of the contraction of striated muscle. Due to a number of similarities between these structures and cholinergic synapses, this lesson uses prior knowledge of these connections between neurones to build a good understanding of the junctions. Students will discover that the events that occur at an axon tip mirror those which happen at the pre-synaptic bulb and this is then developed to look at the differences in terms of the events once the acetylcholine has bound to its receptor sites. There is a focus on the structure of the sarcolemma and time is taken to explain how the action potential is passed from this membrane to the transverse tubules in order to stimulate the release of calcium ions from the sarcoplasmic reticulum. As a result, this lesson ties in nicely with the following lesson on the contraction of skeletal muscle and students will be able to link the binding to troponin in that lesson to the release of these ions from this lesson. Both of the main tasks of the lesson have been differentiated so that students of all abilities can access the work and make progress. This lesson has been designed for those students studying on the CIE International A-level Biology course and ties in well with the other uploaded lessons on topic 15.1 (Control and coordination in mammals)

This concise lesson has been written to cover the detail of specification point 14.1 (d) of the CIE International A-level Biology specification which states that students should be able to describe the deamination of amino acids and outline the formation of urea in the urea cycle. Over the course of the lesson, students will discover that the amino group is removed during deamination to produce a keto acid and ammonia. They are encouraged to consider why the ammonia cannot accumulate in the body before looking at the different stages of the urea cycle. Instead of simply giving them the diagram of the urea cycle, students are given the opportunity to study the cycle when it is split into one of the three stages but are not allowed to draw. This task will challenge the students on their observational skills and then their ability to apply when they are given a question on the cycle. Included throughout the lesson are a selection of understanding checks and prior knowledge checks which allows the students to assess their progress against the current topic as well as challenging them to make links to previously covered topics. This lesson has been designed for students on the CIE International A-level Biology course and ties in well with the other uploaded lessons on topic 14.1 (Homeostasis in mammals)

This lesson focuses on the use and explanation of key genetic terms which will support students in their understanding of the topic 16 (inherited change) of the CIE International A-level Biology specification. In this topic, students are expected to use genetic diagrams to solve problems and this is only possible with a clear understanding of the genetic terminology that will be used in related exam questions. 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 act as an understanding check. 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

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 lesson looks at the roles of glycolysis in aerobic and anaerobic respiration and explains how the sequence of reactions results in glucose being converted to pyruvate. The engaging PowerPoint and accompanying differentiated resources have been designed to cover point 7.4 of the Pearson Edexcel A-level Biology A (Salters Nuffield) specification. The lesson begins with the introduction of the name of the stage and then explains how the phosphorylation of the hexoses and the production of the ATP, coenzymes and pyruvate are the stages that need to be known for this specification. Time is taken to go through each of these stages and key points such as the use of ATP in phosphorylation are explained so that students can understand how this affects the net yield. A quick quiz competition is used to introduce NAD and the students will learn that the reduction of this coenzyme, which is followed by the transport of the protons and electrons to the cristae for the electron transport chain is critical for the overall production of ATP. Understanding checks, in a range of forms, are included throughout the lesson so that students can assess their progress and any misconceptions are immediately addressed. This lesson has been written to tie in with the other uploaded lessons on the Link reaction, Krebs cycle, oxidative phosphorylation and the production of lactate.

This clear and concise lesson looks at the role of the Link reaction in the conversion of pyruvate to acetyl coenzyme A which will then enter the Krebs cycle. The PowerPoint has been designed to cover the fourth part of point 5.2 of the AQA A-level Biology specification which states that students should know about this conversion and the production of reduced NAD The lesson begins with a challenge, where the students have to recall the details of glycolysis in order to form the word matrix. This introduces the key point that this stage occurs in this part of the mitochondria and time is taken to explain why the reactions occur in the matrix as opposed to the cytoplasm like glycolysis. Moving forwards, the Link reaction is covered in 5 detailed bullet points and students have to add the key information to these points using their prior knowledge as well as knowledge provided in terms of NAD. The students will recognise that this reaction occurs twice per molecule of glucose and a quick quiz competition is used to test their understanding of the numbers of the different products of this stage. This is just one of the range of methods that are used to check understanding and all answers are explained to allow students to assess their progress. This lesson has been written to tie in with the other uploaded lessons on glycolysis and the Krebs cycle and oxidative phosphorylation.

This fully-resourced lesson explores how other respiratory substrates, such as lipids and proteins, can be used to produce molecules of ATP. The PowerPoint and accompanying resources have been designed to cover the 7th and final part of point 5.2 of the AQA A-level Biology specification which states that students should know how these substrates enter the Krebs cycle. This lesson has been written to challenge the knowledge of the earlier parts of the topic of respiration and so contains constant prior knowledge checks which come in a range of forms. Students will learn that lipids and proteins can be used as respiratory substrates and will recognise the different ways that they enter the respiratory pathway. Time is taken to look at the beta oxidation pathway and again students are challenged to compare the products of this pathway against that of the Link reaction.

This fully-resourced lesson explores how pyruvate can be converted to lactate or ethanol using reduced NAD and that the reoxidation of the coenzyme allows glycolysis to continue. The engaging and detailed PowerPoint and accompanying differentiated resources have been designed to cover points 12.2 (j) and (k) of the CIE International A-level Biology specification which states that students should be able to explain the production of a small yield of ATP in anaerobic conditions and recognise the concept of an oxygen debt The lesson begins with a focus on the coenzyme, NAD, and students are challenged to recall details of its role in the oxidation of triose phosphate. Students will learn that oxidative phosphorylation in aerobic respiration allows these coenzymes to be reoxidised but that another metabolic pathway has to operate when there is no oxygen. Time is taken to go through the lactate and ethanol fermentation pathways and students are encouraged to discuss the conversions before applying their knowledge to complete diagrams and passages about the pathways. Understanding checks in a range of forms are used to enable the students to assess their progress whilst prior knowledge checks allow them to recognise the links to earlier topics. Students will also be introduced to the oxygen debt and will learn how the volume consumed after vigorous exercise is used to catabolise lactic acid and restore the body’s stores to normal levels. This lesson has been written to tie in with the other uploaded lessons on the stages of aerobic respiration.

This engaging and fully-resourced lesson looks at how genetic drift can arise after a genetic bottleneck or as a result of the Founder effect. The detailed PowerPoint and accompanying resources have been designed to cover point 17.2 © of the CIE International A-level Biology specification which states that students should be able to explain how the Founder effect and genetic drift may affect allele frequencies in populations. A wide range of examples are used to show the students how a population that descends from a small number of parents will have a reduction in genetic variation and a change in the frequency of existing alleles. Students are encouraged to discuss new information to consider key points and understanding checks in a range of forms are used to enable them to check their progress and address any misconceptions. Students are provided with three articles on Huntington’s disease in South Africa, the Caribbean lizards and the plains bison to understand how either a sharp reduction in numbers of a new population beginning from a handful of individuals results in a small gene pool. Links to related topics are made throughout the lesson to ensure that a deep understanding is gained.

This fully-resourced lesson guides students through the use of the Hardy-Weinberg equations to determine the frequency of alleles, genotypes and phenotypes in a population. Both the detailed PowerPoint and differentiated practice questions on a worksheet have been designed to cover point 17.2 (d) of the CIE International A-level Biology specification which states that students should be able to demonstrate and apply their knowledge and understanding of the use of the principle to calculate frequencies in populations. The lesson begins by looking at the two equations and ensuring that students understand the meaning of each of the terms. The recessive condition, cystic fibrosis, is used as an example so that students can start to apply their knowledge and assess whether they understand which genotypes go with which term. Moving forwards, a step-by-step guide is used to show students how to answer a question. Tips are given during the guide so that common misconceptions and mistakes are addressed immediately. The rest of the lesson gives students the opportunity to apply their knowledge to a set of 3 questions, which have been differentiated so that all abilities are able to access the work and be challenged.

This fully-resourced lesson looks at the external and internal structure of the mammalian heart and explains how the differences in the thickness of the chamber walls is related to function. The engaging and detailed PowerPoint and accompanying resources have been designed to cover points 8.2 (a) and (b) of the CIE International 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. As detailed in specification point (b), time is taken to ensure that students can explain why the atrial walls are thinner than the ventricle 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 topics 8.1 and 8.2 including those which have already been covered like circulatory systems as well as those which are upcoming such as the cardiac cycle. 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 fully-resourced REVISION lesson has been written to challenge the students on their knowledge of the content of topic 1 (Cell structure) of the CIE International A-level Biology specification. The PowerPoint and accompanying resources will motivate the students whilst they assess their understanding of the content and identify any areas which may require further attention. The wide range of activities have been written to cover as much of the topic as possible but the following specification points have been given particular focus: ATP is produced in mitochondria and chloroplasts and the role of ATP in cells Recognising eukaryotic cell structures and outlining their functions Calculating actual sizes from electron micrographs The structural features of a typical prokaryotic cell The key features of viruses as non-cellular structures Distinguish between resolution and magnification Quiz rounds such as “GUESS WHO of CELL STRUCTURES” and “YOU DO THE MATH” are used to test the students on the finer details of their knowledge of the structure and functions of the organelles and some key numerical facts

This fully-resourced REVISION lesson has been written to challenge the students on their knowledge of the content of topic 5 Solids, liquids and gases) of the Pearson Edexcel International GCSE Physics specification. The engaging PowerPoint and accompanying resources will motivate the students whilst they assess their understanding of the content and identify any areas which may require further attention. The wide range of activities have been written to cover as much of the topic as possible but the following specification points have been given particular focus: Using the correct units Converting between the Kelvin and degrees Celsius scales Explain the qualitative relationship between pressure and Kelvin temperature Use the relationship between pressure and Kelvin temperature Know and use the equations for density and pressure Design an experiment to investigate density Know the meaning of the specific heat capacity Use the equation for change in thermal energy Quiz rounds such as “SAY WHAT YOU SEE” and “YOU DO THE MATH” are used to test the students on their knowledge of key terms as well as numerical facts

This fully-resourced revision lesson challenges the students on their knowledge of the content which is detailed in topic 14 (Particle model) of the Pearson Edexcel GCSE Physics specification. The wide range of activities, which include exam-style questions with clear explanations, will allow them to assess their understanding of the content and to recognise those areas which require further attention. The lesson has been designed to cover as much of the module as possible but the following specification points have been given particular attention: Recall and use the equation to calculate density Explain the differences in density between the different states of matter Describe that mass is conserved during physical changes Explain how heating a system will change the temperature or change a state Define the terms specific heat capacity and specific latent heat and describe the differences between them Use the equations involving specific heat capacity and specific latent heat Explain the qualitative relationship between Kelvin temperature and pressure of a gas Convert between the Kelvin and degrees Celsius scales Explain the effect of changing the volume on the pressure of a fixed mass of gas at a constant temperature Explain why doing work on a gas can increase the temperature Most of the resources are differentiated to allow students of differing abilities to access the work and be challenged and the PowerPoint guides the students through the range of mathematical skills which are tested in this topic

This revision lesson is fully-resourced and the engaging PowerPoint and accompanying resources have been designed to challenge students on their understanding of the content detailed in topics 2.7, 2.8 and 2.9 of the WJEC GCSE Physics specification. It was decided that the close links between the types of radiation, half-life and nuclear energy lent themselves to a combined revision resource. The lesson was written to cover as much of the topics as possible but the following points have been given particular attention: The nucleon and proton number and the numbers of neutrons and protons in an atomic nucleus Recognising and representing isotopes Calculating the half-life when given information about the radioactive count The differing penetrating powers of the three types of radiation Background radiation Sources of background radiation and possible reasons for varying levels of radon gas Nuclear decay equations for alpha and beta decay Nuclear fission and nuclear fusion Representing a nuclear fission reaction in an equation The wide range of activities which include exam-style questions with fully-explained answers, differentiated tasks and quick quiz competitions will engage and motivate the students whilst they recognise the areas of these topics which will require their further attention It is estimated that it will take in excess of 2 hours of GCSE teaching time to complete this lesson