4th Sep '25

Schemes of Work

B1
- B1.1
  - Lesson 01 - What is the difference between a eukaryote and a prokaryote cell? Lesson Plan Lesson Title
    - Plant and animal cells (eukaryotic cells) have a cell membrane, cytoplasm and genetic material enclosed in a nucleus.
      - Suggested Activity:
        Recall structure of plant and animal cells as teams with whiteboards.
    - Bacteria have cytoplasm and a cell membrane surrounded by a cell wall.
      - Suggested Activity:
        GF - Justify why the majority of disease causing organisms are prokaryotic.
    - Students should be able to demonstrate an understanding of the scale and size of cells and be able to make order of magnitude calculations, including the use of standard form.
    - Bacterial cells (prokaryotic cells) are much smaller in comparison.
    - In bacteria the genetic material is not enclosed in a nucleus. It is a single DNA loop and there may be one or more small rings of DNA called plasmids.
      - Suggested Activity:
        Use plasticine to make a model of a bacteria cell.
        
        Extension: make a model (scaled up) of an animal cell to visualise difference in size.
        Equipment Required:
        Plasticine.
  - Lesson 02 - How is a plant cell different from an animal cell? Lesson Plan Lesson Title
    - Most animal cells have the following parts:
      - a nucleus
      - cytoplasm
      - a cell membrane
      - mitochondria
      - ribosomes.
    - In addition to the parts found in animal cells, plant cells often have:
      - chloroplasts
      - a permanent vacuole filled with cell sap
      - cell wall
      - Suggested Activity:
        Explore structure of animal and plant cells using models
        Equipment Required:
        Models of animal and plant cells
    - Plant and algal cells also have a cell wall made of cellulose, which strengthens the cell.
    - Students should be able to explain how the main sub-cellular structures, including the nucleus, cell membranes, mitochondria, chloroplasts in plant cells and plasmids in bacterial cells are related to their functions.
    - Students should be able to use estimations and explain when they should be used to judge the relative size or area of sub-cellular structures.
  - Lesson 03 - Why are there different types of animal cells? Lesson Plan Lesson Title
    - Cells may be specialised to carry out a particular function:
      sperm cells, nerve cells and muscle cells in animals.
      - Suggested Activity:
        Specialised cell Chinese whispers.
        Equipment Required:
        Pictures of specialised cells
    - Nerve cells have a long shape can conduct electricity so the can send messages between places in the body.
    - Muscle cells have:
      - a long shape so they can contract causing movement
      - lots of mitochondria to gain enough energy through respiration.
    - Sperm cells have:
      - a pointed head to be streamlined and to poke into the egg cell
      - tail to swim
      - lots of mitrocondria to generate the energy to swim.
    - Cells may be specialised to carry out a particular function:
      root hair cells, xylem and phloem cells in plants.
    - Root hair cells have a large surface area to absorb water and nutrients.
    - Xylem cells in plants have:
      - no cytoplasm or other organelles,
      - no cell walls on the end, so they form a tube
      - cell walls strengthened with waterproof lignin
      To:
      - transport water around the plant
      - to strengthen the plant
    - Phloem cells in plants have:
      - no cytoplasm or other organelles,
      - open ends with sieve plates between cells
      To:
      - transport 'phood' around the plant
    - Students should be able to, when provided with appropriate information, explain how the structure of different types of cell relate to their function in a tissue, an organ or organ system, or the whole organism.
      - Suggested Activity:
        Observe examples of specialised cells under a microscope
        Equipment Required:
        Microscopes
        Slides of specialised cells
  - Lesson 04 - How have microscopes developed over time? Lesson Plan Lesson Title
    - Students should be able to understand how microscopy techniques have developed over time
    - This means that electron microscopes can be used to study cells in much finer detail. This has enabled biologists to see and understand many more sub-cellular structures.
    - Students should be able to explain how electron microscopy has increased understanding of sub-cellular structures. Limited to the differences in magnification and resolution.
      - Suggested Activity:
        View images created by an electron microscope compared to a light microscope.
        Students to independently come up with the differences between microscope imaging.
        Equipment Required:
        Pictures of images taken by an electron microscope and images taken by a light microscope.
    - An electron microscope has much higher magnification and resolving power than a light microscope.
      - Suggested Activity:
        EW - Evaluate an electron microscope against a light microscope.
  - Lesson 05 - How are microscopes used to calculate sizes of specimens? Lesson Plan Lesson Title
    - Students should be able to carry out calculations involving
      magnification, real size and image size using the formula:
      magnification = size of image x
      size of real object
      
      * Use prefixes centi, milli, micro and nano.
      - Suggested Activity:
        Use pre-made slides of cells and graticules to calculate the real size of the cells.
        Equipment Required:
        Microscopes. Pre-made slides of cells. Graticules.
    - Students should be able to use prefixes centi, milli, micro and nano.
    - Students should be able to express answers in standard form if appropriate
  - Lesson 06 - How are light microscopes used to observe and record eukaryotes? Lesson Plan Lesson Title
    - Required Practical 1 - Microscopy (AT skills 1,7)
      - Suggested Activity:
        AQA Biology Required Practical 1 - Microscopy
        Equipment Required:
        AQA Biology Required Practical 1 - Microscopy
        Microscopes
        Onion & knife
        Iodine
        slides
        cover slips
  - Lesson 07 - What effect do disinfectants and antibiotics have on bacteria growth? Lesson Plan Lesson Title
    - (Biology only) Required Practical 2 - Microbiology (Biology only) (AT skills 1,3,4,8)
    - (Biology only) Bacteria multiply by simple cell division (binary fission) as often as once every 20 minutes if they have enough nutrients and a suitable temperature.
    - (Biology only) Bacteria can be grown in a nutrient broth solution or as colonies on an agar gel plate.
    - (Biology only) Uncontaminated cultures of microorganisms are required for investigating the action of disinfectants and antibiotics.
    - (Biology only) Students should be able to describe how to prepare an uncontaminated culture using aseptic technique.
    - (Biology only) They should be able to explain why petri dishes and culture media must be sterilised before use
    - (Biology only) They should be able to explain why inoculating loops used to transfer microorganisms to the media must be sterilised by passing them through a flame
    - (Biology only) They should be able to explain why the lid of the Petri dish should be secured with adhesive tape and stored upside down
    - (Biology only) They should be able to explain why in school laboratories, cultures should generally be incubated at 25?C.
      - Suggested Activity:
        AQA Biology Required Practical 2 - Microbiology
        Equipment Required:
        AQA Biology Required Practical 2 - Microbiology
  - Lesson 08 - How is the cross-sectional area of a zone of inhibition calculated? Lesson Plan Lesson Title
    - (Biology only) Students should be able to calculate cross-sectional areas of colonies or
      clear areas around colonies using πr².
    - (Biology only) Students should be able to calculate the number of bacteria in a
      population after a certain time if given the mean division time.
    - (Biology only) Students should be able to express the answer in standard form.
      - Suggested Activity:
        Review and use agar plates from AQA Biology Required Practical 2 - Microbiology to calculate cross-sectional areas
        Equipment Required:
        Agar plates from AQA Biology Required Practical 2 - Microbiology
  - Lesson 09 - Lesson Plan Lesson Title
    - - Suggested Activity:
        B1.1 Exam Questions (Foundation)
        B1.1 Exam Questions (Higher & Separates)
  - Lesson 10 - Lesson Plan Lesson Title
    - - Suggested Activity:
        B1.1 Exam Questions Mark Scheme (Foundation)
        B1.1 Exam Questions Mark Scheme (Higher)
        B1.1 PiXL Intervention Resources