This detailed lesson describes how gene expression can be changed by epigenetic modification, which is important in ensuring cell differentiation. The PowerPoint and accompanying resources describe DNA methylation, histone modification, and non-coding RNA as methods of modification and are part of the final lesson in a series of 3 lessons that cover the content in point 7.2 of the Edexcel A-level biology B specification (Factors affecting gene expression). HIV, atherosclerosis and cystic fibrosis are included in the lesson to demonstrate the application of this control of gene expression in real biological examples. Students are challenged throughout the lesson on their current understanding as well as their knowledge of previously covered topics which have links and the answers are embedded into the PowerPoint to allow them to assess their progress. The other lessons in this series are uploaded and are titled “transcription factors” and “RNA splicing”.

This lesson describes how iPS cells are formed from fibroblasts and discusses why this method is less controversial than the use of embryonic stem cells. The PowerPoint and accompanying resources are part of the 2nd lesson in a series of 2 lessons which covers the content of point 7.3 (stem cells) of the Edexcel A-level biology B specification. The lesson begins with a SPOT THE ERRORS task, where students have to use their knowledge of pluripotent cells from the previous lesson to identify the 3 errors and make corrections. The aim of this task is to remind them that pluripotent cells are found in embryos and can divide in unlimited numbers before finally becoming fully differentiated somatic cells. Moving forwards, the students are introduced to fibroblasts as examples of these somatic cells and the opportunity is taken to challenge their knowledge of collagen as this is a substance produced by these cells. The answers are embedded into the PowerPoint to allow the students to assess their recall of this topic 1 content. A quick quiz is used to introduce the acronym iPS and students will learn that fibroblasts can be reprogrammed to form induced pluripotent cells using specific transcription factors. The remainder of the lesson challenges them to answer questions about the use of iPS cells in regenerative medicine after reading a passage about an example. This allows them to recognise that deriving these cells from adult tissues as opposed to embryonic stem cells raises less problems and the transplant into the same person reduces the risk of rejection.

This lesson describes how recombinant DNA can be produced, including the role of restriction endonucleases and DNA ligase. The PowerPoint and accompanying resources have been designed to cover the content of point 7.4 (i) of the Edexcel A-level Biology B specification. This lesson begins with the introduction of recombinant DNA technology as a process where fragments of DNA are transferred from one species to another. Over the course of the lesson, the students are guided through 5 steps in the production of the recombinant DNA, with a focus on the enzymes involved, which are reverse transcriptase, DNA polymerase, restriction endonuclease, and DNA ligase. Understanding checks and prior knowledge checks are used throughout the lesson and the answers are embedded into the PowerPoint to allow the students to assess their progress.

This detailed lesson describes the processes of PCR and electrophoresis to allow students to understand how gene sequencing can be used. The engaging PowerPoint and accompanying resource have been planned to cover the content of point 7.1 of the Edexcel A-level biology B specification. The lesson begins by comparing the number of genes in the genome with the number of base pairs, to allow students to learn that the bases in the genes only accounts for about 1.5% of the genome. This challenges them to recall that most is non-coding DNA, and the importance and usefulness of these sections are explored during the lesson. Moving forward, a step-by-step guide describes the key steps in the polymerase chain reaction, and time is taken at each step to qualify the fine details such as the use of Taq polymerase instead of human DNA polymerase. The remainder of the lesson focuses on the various uses of these DNA samples once they’ve been amplified by the PCR. The steps of the electrophoresis process are described and students will see how DNA profiling can be used in forensic science to identify criminals and for paternity tests. Understanding and prior knowledge checks are found throughout the lesson, along with the answers, to allow students to assess their grasp of the current topic as well as their ability to identify the links with previously covered topics.

This revision lesson contains an assessment of 20 multiple-choice questions and a PowerPoint with the answers and related key points from the specification. The 20 questions have been written to cover the content of topic 4 of the AQA A-level biology specification, providing the students with an opportunity to assess their understanding and highlight those areas which need further attention. All 7 sub-topics of topic 4 are covered by at least one question and there are several questions which challenge mathematical skills, which aligns with the high mathematical content of the final assessments.

This lesson provides students with the opportunity to assess their understanding of topic 7 and identify those areas which need revisiting. Included in the lesson are the 20 multiple-choice questions and a PowerPoint containing the answers, along with explanations and workings for the more difficult questions, and key points which relate to the AQA A-level biology specification. The title of topic 7 is genetics, populations, evolution and ecosystems and content from all four of the sub-topics in this topic is challenged within this assessment. The PowerPoint also contains further questions on topic 7 to challenge knowledge not directly covered in the 20 questions and prior knowledge checks when the content links to work covered in one of the previous 6 topics. This lesson has been designed to be used at the end of the topic and/or in the build up to the final A-level assessments.

This lesson provides students with the opportunity to assess their understanding of topic 6 content as they are challenged by 20 questions. The lesson includes the 20 multiple-choice questions which have been written to challenge the content of topic 6 (Organisms respond to changes in their internal and external environments) and a PowerPoint where the answers are revealed, along with explanations and key points related directly to the specification. The PowerPoint also includes other questions about topic 6 that aren’t directly challenged in the 20 questions, as well as prior knowledge checks to encourage the students to make links to content from topics 1 - 5. This resource has been designed to be used at the end of the teaching of topic 6 and/or in the build up to the final A-level assessments. Lessons challenging content from the other 7 specification topics are also uploaded.

This lesson has been designed to provide students with the opportunity to assess their understanding of topic 1 of the AQA A-level biology specification. Included in the lesson is an assessment consisting of 20 multiple choice questions and a PowerPoint containing the answers. The PowerPoint also contains explanations and key points related to the specification, as well as additional knowledge checks to challenge the content which isn’t directly covered by the 20 questions. There are also slides titled “Link to the future” where content is linked to upcoming lessons from topics 2 - 8. This lesson has been planned to be used at the end of topic 1, and/or in the build up to the final A-level assessments. Multiple-choice assessments for the other 7 topics are also uploaded.

At the end of topic 3, or in the lead up to mocks or final A-level exams, students can use this lesson to assess their understanding of topic 3 content. The lesson consists of 20 multiple-choice questions, which have been written to challenge the students on the detail of their knowledge, as well as a PowerPoint which contains the answers, explanations and key points related to the specification. The PowerPoint also contains other topic 3 knowledge checks on content which isn’t directly questioned in the multiple-choice assessment, and prior knowledge checks to encourage the students to recognise the links to topic 1 and 2. The following topics are challenged by the multiple-choice questions: Surface area to volume ratio Gas exchange (in animals and plants) Digestion and absorption Mass transport in animals Mass transport in plants