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B13.4 DNA and the Genome NEW AQA 1-9 GCSE

B13.4 DNA and the Genome NEW AQA 1-9 GCSE

A ppt that covers the new AQA specification for the topic DNA and the Genome. This includes objectives, choice of starters, video links, diagrams, research task, choice of plenaries, a marking grid, a method to extract kiwi DNA and questions.
sbhatti82
Medical Ethics Card Sorts

Medical Ethics Card Sorts

These outstanding resources on medical ethic issues linked to the science curriculum have been bundled together to give to you exceptional value. These card sorts are great for the full range of ability and are designed to help promote debate and discussion of these difficult topics. You can cut them out and put them into an envelope for students to sort or you can get them to cut, sort and stick them into their books. Failing that they can create a key or use highlighters and stick the information into their books. Whenever possible, I have linked in videos that are suitable for classroom use that cover both sides of the debate and can be previewed alongside our resources. Everything is supplied in Microsoft Word and can be easily customized to suit your students . For more information, please click on each resource.
Roy_Huggins
How to Read DNA: KS5 - Genotyping

How to Read DNA: KS5 - Genotyping

Since the Human Genome Project was completed in 2003, the technology used for genetic sequencing has progressed rapidly. Researchers at the Oxford Genomics Centre have used it to investigate how cancer appears in our bodies, how malaria is carried by mosquitoes and how diabetes works. Private companies are also using new technology to test individual’s genomes for ‘variants’, specific changes in some bases of the DNA that are associated with different traits such as an increased risk of developing heart disease. In this activity students research into how genetic tests are carried out and what the information from them can be used. They create an information sheet to help people make an informed decision on whether to have a genetic test. Learning Outcomes: Students learn the difference between genome sequencing and genotyping and how they are both used Students write an information sheet that contains a balanced, unbiased view of genetic testing See more at: www.oxfordsparks.ox.ac.uk/content/how-read-dna
OxfordUniversity
Science SMSC Card Sorts

Science SMSC Card Sorts

These outstanding resources on controversial issues linked to the science curriculum have been bundled together to give to you exceptional value. These card sorts are great for the full range of ability and are designed to help promote debate and discussion of these difficult topics. You can cut them out and put them into an envelope for students to sort or you can get them to cut, sort and stick them into their books. Failing that they can create a key or use highlighters and stick the information into their books. Whenever possible, I have linked in videos that are suitable for classroom use that cover both sides of the debate and can be previewed alongside our resources. Everything is supplied in Microsoft Word and can be easily customized to suit your students . For more information, please click on each resource.
Roy_Huggins
How to Read DNA: KS4 - Testing Your DNA

How to Read DNA: KS4 - Testing Your DNA

Since the Human Genome Project was completed in 2003, the technology used for genetic sequencing has progressed rapidly. Researchers at the Oxford Genomics Centre have used it to investigate how cancer appears in our bodies, how malaria is carried by mosquitoes and how diabetes works. Private companies are also using new technology to test individual’s genomes for ‘variants’, specific changes in some bases of the DNA that are associated with different traits such as an increased risk of developing heart disease. In this activity students think about what genetic tests can show, and if they would consider having one. They create media to help people make an informed decision on whether to have a genetic test. Learning Outcomes: Students learn what genetic testing is Students write media that contains a balanced, unbiased view of genetic testing See more at: www.oxfordsparks.ox.ac.uk/content/how-read-dna
OxfordUniversity
How to Read DNA: KS4 - Genetic Counselling

How to Read DNA: KS4 - Genetic Counselling

Some people have inherited faulty genes that increase their risk of developing particular types of cancer. The link between the BRCA1 gene and breast cancer was discovered in the 1990s using early genome sequencing techniques. Fast-forward to the present day and researchers at the Oxford Genomics Centre are working at the cutting edge of disease prevention and treatment using new faster and more efficient methods of sequencing. This activity is suitable for extending the more able and asks students to take the role of a genetic counsellor advising someone who has the faulty BRAC1 gene and therefore an increased risk of developing breast and ovarian cancer. Learning Outcomes: Students learn how a mutation can increase the risk of developing cancer Students interpret information in order to advise a person in the role of a genetic counsellor See more at: www.oxfordsparks.ox.ac.uk/content/how-read-dna
OxfordUniversity
How to Read DNA: KS3 - DNA Discoveries

How to Read DNA: KS3 - DNA Discoveries

Researchers at the Oxford Genomics Centre are able to read DNA and have used this technology to investigate areas such as how cancer appears in our bodies, how malaria is carried by mosquitoes and how diabetes works. Their work would not be possible without that of the many scientists who went before them. In this activity students work in groups to build a timeline of DNA discoveries and find out how our understanding of DNA has progressed from the 1800s to the present day. Learning outcomes: Students learn the function of DNA Students research the work of scientists throughout history Students learn how scientists build on each other’s work See more at: www.oxfordsparks.ox.ac.uk/content/how-read-dna
OxfordUniversity
Ethics Card Sort: Genetic Modification - Arguments For & Against

Ethics Card Sort: Genetic Modification - Arguments For & Against

Should scientist be allowed to play God with nature in order to solve the problems caused by climate change, disease and defective genes? What are the dangers and benefits of swapping genes from one species to another? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical and religious arguments for and against Genetic Modification or GM. . It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen fully editable statements that can sorted under them. I’ve also linked in two video clips to this page which are worthwhile watching with your students depending on their ability. The aims of this lesson / activity are: Theme: The Value of LIfe Know: What is Genetic Modification? Understand: What are the arguments for and against scientists being allowed to modify genes? Evaluate: Should scientist interfere with the laws of nature through genetic modification? WILF - What am I Looking For? Identify and describe - What is genetic modification and why are some people opposed to it? Explain - the arguments for and against using genetic modification? Analyze - Should scientist be allowed to use GM technologies to save or improve life? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy
Roy_Huggins
Card Sort: Gentic Modication - Arguments For & Against

Card Sort: Gentic Modication - Arguments For & Against

Should scientist be allowed to swap genes from one species to another? Should they be allowed to play God with nature in order to solve the problems caused by climate change, disease and defective genes? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical and religious arguments for and against Genetic Modification or GM. . It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen fully editable statements that can sorted under them. I’ve also linked in two video clips to this page which are worthwhile watching with your students depending on their ability. The aims of this lesson / activity are: Theme: The Value of LIfe Know: What is Genetic Modification? Understand: What are the arguments for and against scientists being allowed to modify genes? Evaluate: Should scientist interfere with the laws of nature through genetic modification? WILF - What am I Looking For? Identify and describe - What is genetic modification and why are some people opposed to it? Explain - the arguments for and against using genetic modification? Analyze - Should scientist be allowed to use GM technologies to save or improve life? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy
Roy_Huggins
Animal Adaptations

Animal Adaptations

This lesson looks how animals adapt to their environment it looks at physical adaptations and uses the pentadactyl limb for the first part including an activity that allows students to illustrate and colour code the limb in different species. Students then compare how animals are adapted to live in environments with varying oxygen levels.
lucy_johnson
Edexcel iGCSE Biology Triple & Double Award Revision Mindmaps

Edexcel iGCSE Biology Triple & Double Award Revision Mindmaps

Mindmaps for pupils to fill in covering all of Edexcel iGCSE Triple Award and Double Award Biology. Based on the NEW iGCSE Specification triple and double award revision diagrams (for exams from 2019). Each slide is a separate mind map, to be printed A3 size ideally: Section 1: The nature and variety of living organisms a) Characteristics of living organisms and b) Variety of living organisms Section 2: Structures and functions in living organisms a) Levels of organisation b) Cell structure Section 2: Structures and function in living organisms c) Biological molecules Section 2: Structures and function in living organisms d) Movement of substance into and out of cells Section 2: Structures and function in living organisms e) Nutrition - Flowering plants and g) Gas exchange Section 2: Structures and function in living organisms e) Nutrition - Humans Section 2: Structures and function in living organisms e) Nutrition - Humans (2) Section 2: Structures and function in living organisms f) Respiration and g) Gas exchange in humans Section 2: Structures and function in living organisms h) Transport and Transport in flowering plants Section 2: Structures and function in living organisms h) Transport in humans Section 2: Structures and function in living organisms h) Transport in humans (2) Section 2: Structures and function in living organisms i) Excretion in flowering plants and humans Section 2: Structures and function in living organisms j) Co-ordination and response - flowering plants and humans Section 2: Structures and function in living organisms j) Co-ordination and response - humans continued Section 3a: Reproduction and 3a: flowering plants reproduction Section 3a: 3a: flowering plants reproduction (2) Section 3a: Human reproduction Section 3a: Human reproduction (2) Section 3a: Human reproduction (3) Section 3b: Inheritance Section 3b: Inheritance (2) Section 4: Ecology and the environment a) The organism in the environment and b) Feeding relationships Section 4: Ecology and the environment c) Cycles within ecosystems Section 4: Ecology and the environment d) Human influences on the environment Section 5: Uses of biological resources a) Food production Section 5: Uses of biological resources b) Selective breeding and c) Genetic modification Section 5: Uses of biological resources d) Cloning Also includes required 2 pages of practical summary sheets. PDF versions as well in case of formatting issues.
Jb582
B2 Keeping Healthy Exam Style Questions

B2 Keeping Healthy Exam Style Questions

Exam Style Questions for the below modules: Antibiotics and Aseptic Technique Communicable Disease Defense Against Microbes Monoclonal Antibodies Non-communicable Disease Preventing Transmission 5 Word Documents with multiple pages of relevant exam questions, perfect for independent study, revision, revision lessons and tutor revision sessions.
AnnabelJames1982
B1 You and Your Genes Exam Style Questions with Mark Scheme

B1 You and Your Genes Exam Style Questions with Mark Scheme

Exam Style Questions for the following modules: From 1 mark questions to 6 mark questions. Alleles and Crosses Alleles and Crosses Mark Scheme Genes to Proteins Genes to Proteins Mark Scheme Cell Magnification Genetic Modification Genetic Testing Using Vectors 6 Word Documents including multiple pages each, with the PDF mark schemes. Can be used for revision lessons, homework, revision tutor periods or independent study work.
AnnabelJames1982
AQA TRILOGY TRACKER SPREADSHEET

AQA TRILOGY TRACKER SPREADSHEET

A spreadsheet I have been working on to track scores and show progress after end of topic tests and mock exams. I have also included a required practical tracking sheet. In the main spreadsheet, raw end of topic test scores are entered to generate a gcse grade. The look up tables that calculate these grades are editable and in a separate tab on the spreadsheet, they happen to be set up to fit our in house tests that are all standardised out of 25 marks, but can be altered with ease by editing the raw score values. There is also space to record mock scores for biol chem and physics too. These have thier own look up table to add scores into once we know more on boundaries this summer, (the current figures used are purely to test the spreadhseet works). The main spreadhseet on the second tab can be copied and pasted into numerous extra tabs, depending on the number of your classes. Conditional formatting has been used so that once a classes target grades are added to the sheet, progress in relation to target can be colour coded. I haven’t used this live with classes yet, and intend to make a Y11 version and a purely triple version.
b-duck
AQA Biology (B2) GCSE 9-1 chapter outline and extended writing tasks with marking grids

AQA Biology (B2) GCSE 9-1 chapter outline and extended writing tasks with marking grids

Included is a chapter outline based on Kerboodle for AQA GCSE 9-1 Biology (B2) The schedule identifies the homework/ extended writing assessment and marking grid which matches each chapter. Included in this pack is all of the extended writing questions and marking grids identified in the schedule. The extended writing question pack includes a past paper extended writing question for GCSE Biology with a marking grid feedback sheet. The marking grid has a space to write what went wells (WWW) and even better Ifs. The grid also contains a SPAG section where the students can be given a grade for the level of SPAG that they have used, and a suggested way of improving their SPAG. The levelled answers are to act as a mark scheme/ model answer. This makes marking specific to the students, provides consistency and saves time. Student feedback from using this model of assessment has been very positive.
leannessmith
Extended writing question and marking grid: variation

Extended writing question and marking grid: variation

This is a past paper extended writing question for GCSE Biology with a marking grid feedback sheet. The marking grid has a space to write what went wells (WWW) and even better Ifs. The grid also contains a SPAG section where the students can be given a grade for the level of SPAG that they have used, and a suggested way of improving their SPAG. The levelled answers are to act as a mark scheme/ model answer. This makes marking specific to the students and provides consistency and saves time. Student feedback from using this model of assessment has been very positive.
leannessmith
Extended writing question and marking grid: GM crops

Extended writing question and marking grid: GM crops

This is a past paper extended writing question for GCSE Biology with a marking grid feedback sheet. The marking grid has a space to write what went wells (WWW) and even better Ifs. The grid also contains a SPAG section where the students can be given a grade for the level of SPAG that they have used, and a suggested way of improving their SPAG. The levelled answers are to act as a mark scheme/ model answer. This makes marking specific to the students and provides consistency and saves time. Student feedback from using this model of assessment has been very positive.
leannessmith
extended writing question and marking grid: genetic cross

extended writing question and marking grid: genetic cross

This is a past paper extended writing question for GCSE Biology with a marking grid feedback sheet. The marking grid has a space to write what went wells (WWW) and even better Ifs. The grid also contains a SPAG section where the students can be given a grade for the level of SPAG that they have used, and a suggested way of improving their SPAG. The levelled answers are to act as a mark scheme/ model answer. This makes marking specific to the students and provides consistency and saves time. Student feedback from using this model of assessment has been very positive.
leannessmith
Card Sort:  Cloning - Arguments For & Against

Card Sort: Cloning - Arguments For & Against

Should scientist be allowed to cone animals to help solve a variety of problems from food shortages, organ failure and infertility? This is a hotly debated topics which overlaps into several areas of the curriculum . Should scientists be allowed to play God? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical and religious arguments for and against cloning. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen fully editable statements that can sorted under them. I’ve also linked in three video clips to this page which are worthwhile watching with your students depending on their ability. The aims of this lesson / activity are: Theme: The Value of LIfe Know: What is cloning? Understand: What are the arguments for and against the use of cloning by scientists? Evaluate: Should scientist interfere with the laws of nature and natural conception through cloning? WILF - What am I Looking For? Identify and describe - What is cloning and why are some people opposed to it? Explain - the arguments for and against using cloning? Analyze - Should scientist interfere with the laws of nature and natural conception through cloning? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy
Roy_Huggins
Ethics Card Sort: Cloning Arguments For & Against

Ethics Card Sort: Cloning Arguments For & Against

The issue of whether scientists should be allowed to cone animals to help solve a variety of problems from food shortages, organ failure and infertility is a hotly debated topic. This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical and religious arguments for and against cloning. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen fully editable statements that can sorted under them. I’ve also linked in three video clips to this page which are worthwhile watching with your students depending on their ability. The aims of this lesson / activity are: Theme: The Value of LIfe Know: What is cloning? Understand: What are the arguments for and against the use of cloning by scientists? Evaluate: Should scientist interfere with the laws of nature and natural conception through cloning? WILF - What am I Looking For? Identify and describe - What is cloning and why are some people opposed to it? Explain - the arguments for and against using cloning? Analyze - Should scientist interfere with the laws of nature and natural conception through cloning? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy
Roy_Huggins
AQA Combined Biology Required practicals

AQA Combined Biology Required practicals

This resource is for AQA 9-1 Combined Trilogy Biology. It is an entire pack for the required practicals, containing methods, graph skills, case studies, practice questions & exam application. You may wish to use alternative methods to those in here, however these cover the spec. I have included the ‘mark scheme’ i have put together but it is very much in draft format, but still suitable for use.
Killelay
Natural Selection In Action-Funny Evolution Cartoon

Natural Selection In Action-Funny Evolution Cartoon

A single panel colour cartoon depicting a humorous example of natural selection in action. A good way to add a bit of humour and to engage students in presentations relating to natural selection, inheritance and evolution.
mitch64
Gene Pool-Funny Chromosome Cartoon

Gene Pool-Funny Chromosome Cartoon

A funny single panel colour cartoon relating to chromosomes and the gene pool. Perfect to add a bit of humour to presentations or worksheets linking to genetics or chromosome/DNA structure.
mitch64
New GCSE - Biology paper 2 Flashcards

New GCSE - Biology paper 2 Flashcards

These flashcards are based on fact recall for Biology paper 2. They are aimed at combined science students, but easily adapted for separate science students. They are a great activity for class, homework or extended days. Relevant for both year 10 and year 11 students
ls6372
On the wild side (topic 5) presentation for SNAB biology 2015

On the wild side (topic 5) presentation for SNAB biology 2015

This presentation runs through the key concepts and details required for Edexcel SNAB 2015 Topic 5, On the wild side. The biology concepts covered include: ecological sampling photosynthesis energy in ecosystems global warming/climate change temperature and enzymes (Q10) speciation (allopatric/sympatric) molecular evidence for evolution (DNA profiles/sequences) The slides are a customisable resource to allow you more time to focus on lesson activities etc. Please leave a review, guys!
DrBhavsar
AQA Biology Essay Revision

AQA Biology Essay Revision

Resource tailored specifically for the final AQA Biology exam - providing students with topic guides on what could be tested from each of the 8 topics studied. Well worth revising for!
prettypink4121
AQA A Level Biology Practical Guide

AQA A Level Biology Practical Guide

AQA A Level Biology Practical Guide provides a full package of all the controlled practical assessment with tested results, graphs and questions for practice. The extra question provide extra support for exam as practical questions are asked throughout the exam embedded into questions thus students must know them!
prettypink4121
11x Games and Activities for SNAB Biology Topic 2: Genes and Health

11x Games and Activities for SNAB Biology Topic 2: Genes and Health

Topic 2 loop game (whole topic) Topic 2 keyword cards Topic 2 concept map Topic 2 Dobble-style card game 7x loop games on individual subtopics Diffusion, alveoli and cystic fibrosis Amino acids and proteins Membranes and transport DNA structure and replication Transcription Translation Genetic Screening
anjacschmidt
Debate Template

Debate Template

This resource is for all in education, from KS1-5 and even at university level, it makes debating fun, accessible and has great impact. It includes a ready to use generic template, structured stages and prompts. The differentiation opportunities are vast, these can be either by outcome or role allocation (e.g. captains will develop their leadership skills and may be the more able in the group). As stated at the start, it is linked to all levels and types of curricula, standards and specifications. My tip is just to try it out! This resource was prepared by Class Monitor, a secondary school science teacher and senior leader with two decades of experience in education. Class monitor has worked across three countries, has a post graduate qualification in PSHE qualification and an MA in education, find out more and get more ore resources at www.classmonitor.co.uk.
ClassMonitor
Questions Project

Questions Project

This resource is for all in education, from KS1-5 and even at university level, it makes a project out of question making. It is fun, accessible and has great impact. It includes a ready to use generic template, structured stages and prompts. The differentiation opportunities are vast, these can be either by outcome or role allocation (e.g. captains will develop their leadership skills and may be the more able in the group). As stated at the start, it is linked to all levels and types of curricula, standards and specifications. My tip is just to try it out! This resource was prepared by Class Monitor, a secondary school science teacher and senior leader with two decades of experience in education. Class monitor has worked across three countries, has a post graduate qualification in PSHE qualification and an MA in education, find out more and get more ore resources at www.classmonitor.co.uk.
ClassMonitor