I am a Secondary Science Teacher specialising in Biology at iGCSE, AS and A Level. I have 10 years of experience teaching and leading in both the UK and abroad which has exposed me to a number of different curriculums, exam board specifications and students of a wide range of abilities, something that my resources shared here will reflect.
I am a Secondary Science Teacher specialising in Biology at iGCSE, AS and A Level. I have 10 years of experience teaching and leading in both the UK and abroad which has exposed me to a number of different curriculums, exam board specifications and students of a wide range of abilities, something that my resources shared here will reflect.
Revision of Photosynthesis
In this fully resourced lesson students will consolidate their understanding of photosynthesis through applying their understanding to unfamiliar scenarios and diagrams.
This assessment has been designed to be used approximately in week 6 of the Oxford AQA International A Level Biology (Year 13/Grade 12) course once the following chapters have been taught:
Topic 18 Populations
Topic 19 Photosynthesis
Topic 20 Respiration
This is a 20 mark assessment that students should be given 25-30 minutes to complete. This resource includes the assessment, mark scheme and a supporting lesson PowerPoint that should be used as a revision starter activity and reflection plenary.
This collection of teaching resources provides an introduction to the Oxford AQA A Level Course (Unit 3 - Populations). These resources are also suitable for the AQA and Pearson Edexcel courses. Through this series of 5 fully resourced lessons students will acquire knowledge and skills in the following areas:
Lesson 1: An introduction to the course structure including examinations. An introduction to key ecology terms, distribution of populations, types of quadrats and the first stages of planning an investigation to sample a habitat.
Lesson 2: An introduction to the concept of niche, competition, biotic and abiotic factors. Students will also continue to plan their own investigation by writing a hypothesis and constructing a results table.
Lesson 3: In this lesson students will carry out their sample of a habitat. The lesson resource guides students through this including an analysis of the risks involved. This investigation can be carried out in a natural habitat or can be conducted inside as a simulation.
Lesson 4: Students will develop graph skills in this lesson by either analysing their own data or the sample data provided. Students will also explore exam style questions.
Lesson 5: This is the final lesson in the series of guiding students through the process of how to study the ecology of a habitat. Students will write a conclusion and evaluation. They will then carry out a Spearman’s rank correlation coefficient test to explore the signifiance of any correlation found.
This lesson continues with Topic 20 - Respiration of the Oxford AQA A Level Biology course. Having also taught Pearson Edexcel for a number of years I can confirm that this lesson is also suitable for the delivery of this course.
Through this fully resourced lesson students will differentiate between anaerobic respiration in plants, microorganisms and animals. This includes an understanding of how lactate in animals and ethanol and carbon dioxide are produced in plants as well as how NAD is regenerated in order that ATP can continue to be produced in the absence of oxygen.
Measuring Photosynthesis (Required Practical 7)
In this fully resourced lesson students will explore the effect of specific limiting factors on the rate of photosynthesis.
In this fully resourced lesson students will apply knowledge of concepts of reduction and oxidation to the light-dependent reactions of photosynthesis.
This lesson introduces Topic 20 - Respiration of the Oxford AQA A Level Biology course. Having also taught Pearson Edexcel for a number of years I can confirm that this lesson is also suitable for the delivery of this course.
Through this fully resourced lesson students will establish the role of glycolysis in cellular respiration.
This lesson continues with Topic 20 - Respiration of the Oxford AQA A Level Biology course. Having also taught Pearson Edexcel for a number of years I can confirm that this lesson is also suitable for the delivery of this course.
The Link Reaction and Krebs Cycle - Oxford AQA A Level Biology
Through this fully resourced lesson students will determine the role of the link reaction and the Krebs Cycle in the production of ATP. Students will start by completing a reading application task, they will then apply their knowledge of respiration so far to a task on the inhibition of cyanide before studying the link reaction and Krebs cycle.
This bundle provides all the teaching resources required for the delivery of the Respiration topic (Chapter 20) of the Oxford AQA International A Level course. Having also taught AQA and Pearson Edexcel for a number of years I can confirm that these resources are also suitable for the delivery of this course. Through this series of 7 fully resourced lessons students will acquire knowledge and skills in the following areas:
Lesson 1 - Glycolysis: Students will establish the role of glycolysis in cellular respiration.
Lesson 2 - Anaerobic Respiration: Students will differentiate between anaerobic respiration in plants, microorganisms and animals. This includes an understanding of how lactate in animals and ethanol and carbon dioxide are produced in plants as well as how NAD is regenerated in order that ATP can continue to be produced in the absence of oxygen.
Lesson 3 - The Link Reaction and Krebs Cycle: Students will determine the role of the link reaction and the Krebs Cycle in the production of ATP. Students will start by completing a reading application task, they will then apply their knowledge of respiration so far to a task on the inhibition of cyanide before studying the link reaction and Krebs cycle.
Lesson 4 - The Electron Transfer Chain: Students will evaluate the chemiosmotic theory for ATP production. Students will start by recalling their prior knowledge of glycolysis, the link reaction and Krebs cycle before exploring the detailed events of the electron transfer chain.
Lesson 5 - Respiratory Substrates: Students will determine the respiratory quotient of different respiratory substrates. Students will start by recalling their prior knowledge of biological molecules from AS Unit 1, they will then discuss how different respiratory substrates enter at different stages of respiration before exploring the equation and concept of respiratory quotients.
Lesson 6 - Investigating Rate of Respiration (RP8): Students will investigate the effect of temperature on respiration in yeast. This lesson follows the suggested method for Oxford AQA International A Level Biology Required Practical 8. Students will be using the reduction of methylene blue as an indicator of respiratory rate. Through the starter activity I have included the set up of a respirometer as students are expected to know how they can be used to calculate respiratory quotients, although the practical method does not require this.
Lesson 7 - Revision of Respiration: Students will consolidate their understanding of respiration through applying their understanding to unfamiliar scenarios and diagrams. Students will start by recalling their prior knowledge of the structure of mitochondria from AS Unit 1, they will then apply their understanding to a number of different past exam questions before finishing with a reflection of their progress, knowledge and understanding of this topic. Also included in this resource is a number of past paper questions from the student textbook that I have suggested students complete for further revision.
This lesson continues with Topic 22 - Nutrient Cycles of the Oxford AQA International A Level Biology course. Having also taught AQA and Pearson Edexcel for a number of years I can confirm that this lesson is also suitable for the delivery of these courses.
Through this fully resourced lesson students will determine the role of microorganisms in the nitrogen cycle. They will start by recalling why nitrogen is needed by oraganisms and how they obtain. Students will then study a nitogen cycle in order to discuss its key features, processses and microorganisms involved. Then as a group students will create their own nitreogen cycle before applying their knowledge to a number of practice and past paper questions. Peer assessment is embedded at the end of the lesson and mark schemes and suggested responses provided throughout.
Through this fully resourced lesson students will determine how natural selection is the mechanism for evolution. Students will first identify how adaptations lead to increased survival rate, they will then describe the 4 basic principles of natural selection and finally explain why natural selection could not occur if organisms did not have to compete for resources. Students will also have the opportunity to apply their knowledge and understanding to exam style questions.
Through this fully resourced lesson students will consider the two main treatment methods for kidney failure. They will identify the two main treatments for kidney failure and they will then describe these treatment methods through interpretation of diagrams and reading comprehension. They will finally evaluate the use of kidney dialysis and transplants through an extended writing task. Students will also have the opportunity to apply their knowledge and understanding to exam style questions.
Through this fully resourced lesson students will explore the human excretory organs and their products. They will first define excretion, then will then differentiate between excretion and egestion before finally determining the waste products of the main excretory organs. Students will also have the opportunity to apply their knowledge and understanding to exam style questions.
This lesson continues with Topic 21 - Energy and Ecosystems of the Oxford AQA International A Level Biology course. Having also taught AQA and Pearson Edexcel for a number of years I can confirm that this lesson is also suitable for the delivery of these courses.
Through this fully resourced lesson students will analyse how the biological control of pests can increase productivity and reduce environmental impact. They will start by being given time to observe their germinating seeds in continuation of RP9 before exploring the features of an effective pesticide and debating whether chemical pesticides, biological control or a system that incorporates a range of techniques is best for controlling pests and thus increasing agricultural productivity. Students will finish the lesson by completing a mathematical problem solving question.
Through this fully resourced lesson students will determine the hormones produced by a number of different endocrine glands. Students will first name and label the main endocrine glands in the body, they will then describe the role a number of different hormones have in the body through a short research and presentation task, they will then finish by comparing what is meant by primary sexual characteristics and secondary characteristics. Throughout the lesson students will also have the opportunity to apply their knowledge and understanding to exam style questions.
Through this fully resourced lesson students will analyse how natural selection causes allele frequencies to be altered over time. Students will first recall the Hardy-Weinberg principle and the conditions it requires, they will then explain what is meant by genetic drift, the founder effect and the bottleneck effect. Students will finally determine the different ways natural selection alters phenotypes through exploring stabilising, directional, disruptive and sexual selection. Throughout the lesson students will also have the opportunity to apply their knowledge and understanding to exam style questions.
This is quite a long lesson with a many new key terms being introduced which may require 2 lessons to cover depending upon the pace and ability of the class.
This assessment will prepare students for the expectations of A Level Biology, it will also provide teachers with an initial indication of students strengths and areas for development. It mostly includes assessment of knowledge acquired through AS topics and working scientifically skills.
