This revision resource contains an engaging PowerPoint (44 slides) and associated worksheets, all of which have been differentiated two ways to allow students of differing abilities to access the work. The range of activities cover the content of Topic C11 (Air and water) of the CIE IGCSE Combined Science specification, for examination in June and November 2020 and 2021. The aim was to cover as much of the content as possible but the following topics have received particular attention: The composition of clean air Changes in atmospheric carbon dioxide levels The formation of carbon dioxide Common air pollutants and their effects on health and structures The treatment of water to make it safe The chemical tests for water A number of quiz competitions are included in the lesson such as “POLLUTE the air…with the answer” where students compete to be the first to identify a common pollutant from the clues. These competitions act to engage them whilst the exam questions and quick tasks will enable them to assess their understanding of the content.

This lesson has been written to act as a revision tool for students at the completion of topic P1 of the CIE IGCSE Combined Science specification or in the lead up to mock or terminal exams. This motion topic is extensive and the engaging PowerPoint and accompanying resources have been designed to include a wide range of activities that will allow the students to assess their understanding of the core and supplement sections and to recognise any areas which need further attention. This specification is fairly heavy in mathematical content and so a lot of opportunities are presented for a range of skills to be tested and the PowerPoint guides students through the application of these requirements such as rearranging the formula and converting between units. The following specification points have received a particular focus in this lesson: Calculate average speed using total distance and total time Plot and interpret a speed-time graph Recognise different motions on a speed time graph and relate this to the resultant force Calculate acceleration and distance travelled from a speed-time graph Distinguish between mass and weight Recall and use the equation W = mg to calculate the weight Recall and use the equation to calculate density Interpret extension-load graphs and calculate the spring constant Recognise the significance of the term, “limit of proportionality” Recall and use the equation to calculate pressure A number of quick quiz rounds, such as FILL THE VOID and THE BIG REVEAL, are used to maintain engagement and motivation and to challenge the students on their recall of important points. It is estimated that it will take in excess of 2 hours of IGCSE teaching time to cover the detail included in this lesson

This lesson describes the role of myelination in saltatory conduction. The PowerPoint and accompanying worksheet have been designed to cover point 8.5 of the Edexcel International A-level Biology specification and includes constant references to the earlier lessons on the structure of neurones and the conduction of an action potential along an axon. 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 tends to be poorly explained by 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 describes the role of the rER and the Golgi apparatus in the formation of proteins, the transport within cells and their secretion. The PowerPoint and accompanying resources have been designed to cover point 3.4 of the Edexcel International A-level Biology specification and also includes key details about the role of the cytoskeleton in the transport of the vesicles that contain the protein between the organelles and the membrane. The lesson begins with the introduction of the cytoskeleton and explains how this network of protein structures transverses across the cytoplasm and is fundamental to the transport of molecules between organelles. The lesson has been planned to closely tie in with the previous lesson on the ultrastructure of eukaryotic cells and students are challenged on their knowledge of the function of the organelles involved in protein formation (and modification) through a series of exam-style questions. By comparing their answers against the mark scheme embedded in the PowerPoint, students will be able to assess their understanding of the following: Transcription in the nucleus to form an mRNA strand and the exit of this nucleic acid through the nuclear pore Translation at the ribosomes on the surface of the rER to assemble the protein Transport of the vesicles containing the protein to the Golgi apparatus Modification of the protein at the Golgi apparatus Formation of the Golgi vesicle and its transport to the cell membrane for exocytosis Time is taken to discuss the finer details of this process such as the arrival of the vesicle at the cis face and the transport away from the trans face and the requirement of ATP for the transport of the vesicles along the microtubule track and exocytosis. The remainder of the lesson uses a series of exam-style questions about digestive enzymes (extracellular proteins) to challenge the students on their recall of the structure of starch and proteins

This lesson describes how the antagonistic action of the radial and circular muscles of the iris causes the pupil to dilate or contract. The PowerPoint has been designed to cover point 8.2 (ii) of the Pearson Edexcel A-level Biology A (Salters Nuffield) specification. The students may have encountered this concept at GCSE, so this lesson has been written to build on that knowledge and includes key A-level details such as the innervation of the smooth muscles by divisions of the autonomic nervous system. Students will learn how the contraction of the radial muscles pulls the iris radially and enlarges the pupil, allowing more light to enter when an individual is in a room with dim light and that this contraction is the result of the conduction of an electrical impulse along a sympathetic motor neurone.

This is a fully-resourced revision lesson that uses a combination of exam questions, understanding checks, quick tasks and quiz competitions to enable students to assess their understanding of the sub-topics found within Topic P2 (Motion and forces) of the Edexcel GCSE Combined Science specification. The sub-topics and specification points that are tested within the lesson include: Recall and use the equations to calculate average speed Recall and use the equation to calculate acceleration Use the equations of motion Analyse velocity-time graphs to be able to compare and calculate accelerations and calculate the distance travelled from the area under the graph Recall and use Newton’s second law involving force, mass and acceleration Describe the relationship between the weight of a body and gravitational field strength Define momentum, recall and use the equation Describe examples of momentum in collisions Recall that stopping distance is made up of the sum of the thinking distance and braking distance Explain the factors that affect stopping distance 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 GCSE terminal exams

This lesson has been designed to cover the content as detailed in points 2.1, 2.2 and 2.3 (Mitosis as part of the cell cycle) of the Edexcel GCSE Biology & Combined Science specifications. Consisting of a detailed and engaging PowerPoint (44 slides) and an accompanying worksheet, the range of activities will motivate the students whilst ensuring that the content is covered in detail. Students will learn how interphase, the 4 phases of mitosis and cytokinesis result in the production of genetically identical diploid daughter cells. Time is taken to go through each of the three stages of the cell cycle in detail so students can recognise how the key events of each stage allow this important form of “copying” cell division to occur. 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, like The Big REVEAL and YOU DO THE MATH, are used to introduce new terms and important values in a fun and memorable way. This lesson has been written for GCSE-aged students who are studying the Edexcel GCSE Biology or Combined Science specifications but can be used with older students who need to know the key details of the cell cycle for their A level course before taking it to greater depths

This lesson describes meaning of the mole and shows how this measurement is used in a range of calculations. The clear lesson PowerPoint presentation and accompanying question worksheet have been designed to cover points 1.50 & 1.51 of the Edexcel GCSE Chemistry specification and also covers those points in the Chemistry section of the Combined Science course. This lesson has been specifically written to explain the concept in a concise manner so that the key details are understood and embedded. Students are shown how to recognise when a mole calculation requires them to use Avogadro’s constant and when they should the formula including the relative formula mass.

This detailed lesson explores how a range of methods are used to produce fragments of DNA as part of the recombinant DNA technology process. Both the engaging PowerPoint and accompanying resources have been written to cover the first part of point 8.4.1 of the AQA A-level Biology specification and also provides information that will prove useful for the other lessons in this sub-topic on the polymerase chain reaction and using transformed host cells. The lesson begins with a definition of recombinant DNA technology so that students can begin to understand how this process involves the transfer of DNA fragments from one species to another. Links are made to the genetic code and transcription and translation mechanisms, which were met in topic 4, in order to explain how the transferred gene can be translated in the transgenic organism. Moving forwards, the method involving reverse transcriptase and DNA polymerase is introduced and their knowledge of the structure of the polynucleotides and the roles of enzymes is challenged through questions and discussion points. Restriction enzymes are then introduced and time is taken to look at the structure of a restriction site as well as the production of sticky ends due to the staggered cut on the DNA. A series of exam-style questions with displayed mark schemes are used to allow the students to assess their current understanding. The final part of the lesson looks at the production of synthetic genes of any sequence using gene machines and a series of application questions are used to push the students to consider how this advance in technology could be utilised. As well as understanding and prior knowledge checks, quick quiz competitions are used throughout the lesson to introduce key terms such as cDNA and EcoR1 in a memorable way.

This is a fully-resourced lesson which introduces gene mutations and then explores how these base changes affect the primary structure of a polypeptide. The engaging and detailed PowerPoint and accompanying resources have been designed to cover the second part of point 4.3 of the AQA A-level Biology specification which states that students should be able to understand how base substitutions and base deletions change the base sequence and describe how this affects the polypeptide. In order to understand how a change in the base sequence can affect the order of the amino acids, students must be confident in their understanding and application of protein synthesis which was taught in 4.2. Therefore, the start of the lesson focuses on transcription and translation and students are guided through the use of the codon table to identify amino acids. Moving forwards, a quick quiz competition is used to introduce the names of three types of gene mutation whilst challenging the students to recognise terms which are associated with the genetic code and were met in the previous lesson. The main focus of the lesson is base substitutions and how these mutations may or may not cause a change to the amino acid sequence. The students are challenged to use their knowledge of the degenerate nature of the genetic code to explain how a silent mutation can result. The rest of the lesson looks at base deletions and base insertions and students are introduced to the idea of a frameshift mutation. One particular task challenges the students to evaluate the statement that base deletions have a bigger impact on primary structure than base substitutions. This is a differentiated task and they have to compare the fact that the reading frame is shifted by a deletion against the change in a single base by a substitution.

This extensive and fully-resourced lesson describes the steps in the production of recombinant DNA in genetic technology. Both the engaging PowerPoint and accompanying resources have been written to cover all of the detailed content of topic 19.1 of the CIE International A-level Biology specification apart from the polymerase chain reaction and gel electrophoresis as these are found in other uploaded lessons. The lesson begins with a definition of recombinant DNA to allow students to begin to understand how this process involves the transfer of DNA fragments from one species to another. Links are made to the genetic code and transcription and translation mechanisms, which were met in topic 6, in order to explain how the transferred gene can be translated in the transgenic organism. Moving forwards, the method involving reverse transcriptase and DNA polymerase is introduced and their knowledge of the structure of the polynucleotides and the roles of enzymes is challenged through questions and discussion points. Restriction enzymes are then introduced and time is taken to look at the structure of a restriction site as well as the production of sticky ends due to the staggered cut on the DNA. A series of exam-style questions with displayed mark schemes are used to allow the students to assess their current understanding. The second half of the lesson looks at the culture of transformed host cells as an in vivo method to amplify DNA fragments. Students will learn that bacterial cells are the most commonly transformed cells so the next task challenges their recall of the structures of these cells so that plasmid DNA can be examined from that point onwards. The following key steps are described and explained: • Remove and prepare the plasmid to act as a vector • Insert the DNA fragment into the vector • Transfer the recombinant plasmid into the host cell • Identify the cells which have taken up the recombinant plasmid • Allow the transformed host cells to replicate and express the novel gene Time is taken to explore the finer details of each step such as the addition of the promoter and terminator regions, use of the same restriction enzyme to cut the plasmid as was used to cut the gene and the different types of marker genes. As well as understanding and prior knowledge checks, quick quiz competitions are used throughout the lesson to introduce key terms such as cDNA and EcoR1 in a memorable way. Due to the detail that is included in this lesson, it is estimated that it will take in excess of 3 hours to cover the points

This lesson describes how the nervous system allows effectors to respond to stimuli and also describes hormonal control in animals. The PowerPoint and accompanying resources have been primarily designed to cover points 8.2 & 8.13 of the Edexcel International A-level Biology specification but it can also be used as a revision lesson as there are numerous prior knowledge checks of muscle contraction, protein structure and the control of gene expression. The lesson begins by challenging the students to recall that a control system contains sensory receptors, a coordination centre and effectors. Sensory receptors are covered in detail later in the topic when some key examples are considered as well as those in the retina, but time is taken now to describe how these structures act like transducers, converting one form of energy into electrical energy and the Pacinian corpuscle is used as an example. The students will learn that the communication between the receptors and the coordination centre and the effectors is by cell signalling and that the effectors can be muscles which contract or glands that release chemicals. The next part of the lesson looks at the differing responses from the nervous and hormonal systems and discusses how this can be governed by the need for a rapid response or more of a long term effect. In terms of nervous control, the students are challenged on their recall of the sliding filament theory of muscle contraction as covered in topic 7. Moving forwards, the students will learn that hormones can be either peptide or steroid hormones and their action at a target cell differs based on their form. Students are tested on their knowledge of protein structure by a series of exam-style questions on insulin and glucagon. They are reminded that steroid hormones can pass directly through the cell membrane and their knowledge of the control of gene expression by transcription factors is tested through a task involving oestrogen and the ER receptor. The lesson concludes by reminding students that the control of heart rate, as covered in topic 7, is a coordinated response that involves both nervous and hormonal control.

This lesson describes how energy is transferred between trophic levels using the terms net and gross primary productivity and calculates the efficiency of this transfer. The PowerPoint and accompanying resources have been designed to cover points 10.2 (i) and (ii) of the Edexcel A-level Biology B specification and the content of the lesson also accounts for the loss of energy between different levels and describes the farming practices that act to reduce these losses. Due to the fact that the productivity of plants is dependent on photosynthesis, a series of exam-style questions have been written into the lesson which challenge the students to explain how the structure of the leaf as well as the light-dependent and light-independent reactions are linked to GPP. All of the exam questions have mark schemes that are included in the PowerPoint to allow students to immediately assess their understanding. A number of quick quiz competitions as well as guided discussion points are used to introduce the formulae that calculate NPP and N and to recognise the meaning of the components. Once again, this is immediately followed with an opportunity to apply their understanding to selected questions and the students will have to calculate the efficiency of energy transfer. The remainder of the lesson focuses on the ways that energy is lost at each trophic level and the biology behind the following farming practices are discussed: raising herbivores to reduce the number of trophic levels in a food chain intensely rearing animals to reduce respiratory losses in human food chains the use of fungicides, insecticides and herbicides the addition of artificial fertilisers The ethical issues raised by these practices are also considered and alternative methods discussed such as the addition of natural predators and the use of organic fertilisers like manure

This lesson describes the role of the posterior pituitary gland and ADH in the homeostatic balance of blood water potential. The PowerPoint and accompanying resources have been designed to cover specification points (f & g) in topic 7 of A2 unit 3 of the WJEC A-level Biology specification. Students learnt about the principles of homeostasis and negative feedback in an earlier lesson in this topic, so this lesson acts to build on that knowledge and challenges them to apply their knowledge. A wide range of activities have been included in the lesson to maintain motivation and engagement whilst the understanding and prior knowledge checks will allow the students to assess their progress as well as challenge themselves to make links to other Biology topics. The lesson begins with a discussion about how the percentage of water in urine can and will change depending on the blood water potential. Students will quickly be introduced to osmoregulation and they will learn that the osmoreceptors and the osmoregulatory centre are found in the hypothalamus. A considerable amount of time is taken to study the cell signalling between the hypothalamus and the posterior pituitary gland by looking at the specialised neurones (neurosecretory cells). Links are made to the topics of neurones, nerve impulses and synapses and the students are challenged to recall the cell body, axon and vesicles. The main section of the lesson forms a detailed description of the body’s detection and response to a low blood water potential. The students are guided through this section as they are given 2 or 3 options for each stage and they have to use their knowledge to select the correct statement. The final task asks the students to write a detailed description for the opposite stimulus

A short, concise revision lesson that uses a combination of exam questions, understanding checks, quick tasks and a quiz competition to help the students to assess their understanding of the topics found within unit C10 (Using resources) of the AQA GCSE Combined Science specification (specification point C5.10). The lesson includes useful hints and tips to encourage success in assessments. The topics that are tested within the lesson include: Potable water Waste water treatment Alternative methods of extracting metals Students will be engaged through the numerous quiz rounds including one called “It’s time for acTION” which requires students to work out a process (ending in -tion) from the provided definition

This lesson describes how the structures of the xylem vessels, sieve tube elements and companion cells relates to their functions. The PowerPoint and accompanying resources have been designed to cover points (m & q) in topic 3 of AS unit 2 of the WJEC A-level Biology specification. Please note that this lesson does not include light and electron microscope pictures, so teachers will have to source and add these in themselves. The lessons begins by challenging the students to identify the substances that a plant needs for the cellular reactions, where they are absorbed and where these reactions occur in a plant. The aim of this task is to get the students to recognise that water and mineral ions are absorbed in the roots and needed in the leaves whilst the products of photosynthesis are in the leaves and need to be used all over the plant. Students will be reminded that the xylem and phloem are part of the vascular system responsible for transporting these substances and then the rest of the lesson focuses on linking structure to function. A range of tasks which include discussion points, exam-style questions and quick quiz rounds are used to describe how lignification results in the xylem as a hollow tube of xylem cells to allow water to move as a complete column. They will also learn that the narrow diameter of this vessel allows capillary action to move water molecules up the sides of the vessel. The same process is used to enable students to understand how the structures of the companion cells allows assimilates to be loaded before being moved to the sieve tube elements through the plasmodesmata.

This fully-resourced lesson guides students through the principles of monohybrid inheritance, focusing on the importance of alleles. The PowerPoint and accompanying resources have been designed to cover points (a & b) in topic 3 of A2 unit 4 of the WJEC A-level Biology specification and includes the inheritance of alleles that demonstrate codominance. In order to minimise the likelihood of errors and misconceptions, step by step guides have been included throughout the lesson to support the students with the following: Writing parent genotypes Working out the different gametes that are made following meiosis Interpreting Punnett crosses to work out phenotypic ratios Students can often find pedigree trees the most difficult to interpret and to explain so exemplar answers are used as well as differentiated worksheets provided to support those students who need extra assistance

This lesson describes the key events of the eukaryotic cell cycle and specifically focuses on those that occur in interphase. The PowerPoint and accompanying resources have been designed to cover point (a) in topic 6 of AS unit 1 of the WJEC A-level Biology specification and also introduces the stages of mitosis and cytokinesis to prepare students for the upcoming lesson on the significance of this type of cell division. The students were introduced to the cell cycle at GCSE so this lesson has been planned to build on that knowledge and to emphasise that the M phase which includes mitosis (nuclear division) only occupies a small part of the cycle. The students will learn that interphase is the main stage and that this is split into three phases, G1, S and G2. A range of tasks which include exam-style questions, guided discussion points and quick quiz competitions are used to introduce key terms and values and to describe the main processes that occur in a very specific order. Extra time is taken to ensure that key terminology is included and understood, such as sister chromatid and centromere, and this focus helps to show how it is possible for genetically identical daughter cells to be formed at the end of the cycle.

This is a fully-resourced and engaging REVISION LESSON which challenges the students on their knowledge and understanding of the topic 2 content (Biological molecules) of the CIE International A-level Biology specification. This topic isn’t always well understood by students so the lesson has been designed to include a wide range of activities that include differentiated exam questions, quick tasks and quiz competitions which will engage the students whilst they assess their progress. It has been designed to cover as much of the specification as possible but the following sub-topics have received particular attention: Formation of polysaccharides by glycosidic bonds between monomers Recognising monosaccharides, disaccharides and polysaccharides The structure of starch and glycogen in relation to their function as stores and providers of energy Water as a solvent with a high specific heat capacity and a high specific latent heat of vaporisation Structure and bonding in proteins The structure of globular and fibrous proteins as demonstrated by haemoglobin and collagen The structure and function of cellulose Links are made to other topics so that students are able to see how questions can include parts from different Biological concepts.

A fully resourced lesson presentation (53 slides) and associated worksheet that uses a combination of exam questions, understanding checks, quick tasks and a quiz competition to help the students to assess their understanding of the topics found within TOPIC 10 (Using resources) of the AQA GCSE Chemistry specification (specification point C4.10). The lesson includes useful hints and tips to encourage success in assessments. The topics that are tested within the lesson include: Potable water Waste water treatment Alternative methods of extracting metals Using materials The Haber process Students will be engaged through the numerous quiz rounds including one called “It’s time for acTION” which requires students to work out a process (ending in -tion) from the provided definition