Made by Matt · LAUNCH GCSE Biology
Practicals and parity matrix
Equipment, safety and equivalent routes for Weeks 8–13.
Local policy leads. Complete the school’s normal risk assessment. If the physical route is unsafe or inaccessible, use the offline digital, director, observation or printed route without lowering the scientific goal.
Lesson matrix
| Lesson | Equipment / setup | Safety / sensory | Equivalent route | Evidence |
|---|---|---|---|---|
| W8L1 Enzyme Action: Preparing the pH Investigation | Planning sheet, apparatus cards, pH-buffer labels, results-table template and current centre method/risk assessment supplied by the teacher. No reagent handling is required in this Introduce lesson. | This lesson plans but does not authorise practical work. The teacher/technician must supply the current centre-approved Pearson method, COSHH information and local risk assessment; pupils must not infer concentrations, heating arrangements or disposal from this deck. | Use the in-page planning console, then type an ordered variables table and method outline locally. It prepares the practical but does not certify completion. | A pupil-owned prediction, IV/DV/CV table, ordered method outline, results-table headings and one justified safety/control decision. |
| W8L2 Amylase and pH: Continuous-Sampling Investigation | Only the apparatus and prepared solutions listed in the centre's current Pearson-aligned CP 1.10 method: typically labelled amylase, starch and buffer solutions, iodine spotting tile setup, clean transfer equipment, reaction vessels, timer and authorised temperature-control equipment. | Teacher/technician control applies throughout. Wear required eye protection; iodine is hazardous and stains; avoid skin/eye contact and inhalation, never taste or mouth-pipette, keep solutions labelled, follow heating and spill procedures, and use only current COSHH/local risk controls. Stop immediately if the authorised setup differs from the deck summary. | If wet work is not authorised or accessible, use the included time-sequenced colour observations to practise endpoint recording. This parity route develops reasoning but does not establish that the centre-approved practical was completed. | A dated raw table with pH, each sampled colour, first observed endpoint time, anomalies/uncertainty and the pupil's own method note. The page itself makes no CP-completion claim. |
| W8L3 Amylase Rate, Graph and Topic 1 Consolidation | Pupil or teacher-provided raw dataset, calculator, graph paper or local spreadsheet, ruler, command-word frame and Topic 1 retrieval grid. | Analysis uses no reagents. Keep original raw data unchanged, use anonymised/class data only and follow school device/privacy rules. Do not present the analysis page as proof that the wet practical was completed. | Enter the supplied local data, calculate rates with formulas, make a labelled graph and save locally. Check one value by hand so the spreadsheet does not hide an input or formula error. | Shown rate working, an accurately labelled graph or equivalent data interpretation, a bounded conclusion, a strength-limitation-improvement chain and one Topic 1 transfer response. |
| W9L1 Cell Cycle: Copy, Check, Divide | Stage cards, chromosome-copy counters, prepared diagram or micrograph set, sequencing grid and command-word frame. | This is a model-and-image lesson with no live tissue collection. If prepared slides and microscopes are used, carry microscopes with two hands, keep slides flat and report damaged glass; use only teacher-approved images. | Order the same stage evidence in the local interactive and type one DESCRIBE and one EXPLAIN response. Digital completion does not replace the pupil-owned reasoning record. | A complete ordered cycle, at least four stage-evidence links, a correct distinction between DNA replication and chromosome separation, and one pupil-owned explanation. |
| W9L2 Mitosis Sequence: Chromosome Evidence | Teacher-approved micrographs or prepared slides, microscope if authorised, stage-evidence key, tally grid, calculator and command-word frame. | Use prepared material only. Carry a microscope by arm and base, begin on low power, keep slides flat and report chipped glass. No pupil tissue sampling or unapproved online image upload is required. | Zoom and classify the same approved image set locally, then calculate the index and preserve uncertain classifications. Do not let automatic labels replace pupil evidence. | An ordered six-stage sequence, at least four observation-to-stage annotations, shown mitotic-index working and one justified limitation or improvement. |
| W9L3 Mitosis: Identical Daughter Cells | Chromosome counters, before/after table, calculator, fictional tissue dataset, application cards and GCSE command-word frame. | Use fictional or anonymised data only. This lesson does not diagnose cancer or give medical advice; personal health disclosures are neither requested nor used as class evidence. | Model chromosome distribution and calculate cell numbers locally, then type an evidence-bounded evaluation. Check one doubling calculation by hand. | A correct before/after chromosome table, shown 2ⁿ cell calculation, two justified biological applications and one evidence-limited evaluation. |
| W10L1 Growth and Differentiation: Building an Organism | Process cards, fictional/anonymised growth table, calculator, comparison frame and optional root-zone or tissue images. | No biological material is required. Use only fictional or anonymised growth records; do not ask pupils to disclose, compare or diagnose personal height, mass, puberty or health information. | Sort the process cards and enter supplied data locally to calculate change. Do not upload personal measurements or use the output as health advice. | A two-column animal/plant growth model, one shown calculation, a data description and an explanation that distinguishes direct evidence from cellular inference. |
| W10L2 Stem Cells and Meristems: Potential Compared | Source-and-outcome cards, supplied fictional research table, calculator, comparison matrix and enlarged branching model. | No live cells, embryos, cultures or human tissue are used. Treat medical examples sensitively, use anonymised/fictional data and do not invite disclosure or offer treatment advice. | Use the local evidence matrix and calculator only. Do not search for or present unverified treatment claims; keep supplied source details attached to each conclusion. | A three-way comparison, correct use of self-renewal/differentiation, one shown percentage calculation and a claim explicitly limited to the supplied evidence. |
| W10L3 Growth and Stem-Cell Data: Evidence Before Claims | Fictional/anonymised growth chart, fictional stem-cell results table, calculator, ruler, command-word guide and claim-strength cards. | Use no personal growth or medical data. This is not a diagnostic or treatment activity; use supplied fictional cases, avoid personal disclosure and route health concerns through approved school support. | Use local graph/table tools and save only supplied fictional data. Check calculations by hand and do not publish, diagnose or recommend treatment from classroom outputs. | A value-and-unit growth description, shown calculation, stem-cell data comparison, biological explanation, limitation and supported judgement ready to feed W11 ethics work. |
| W11L1 Stem Cells: Evidence Before Judgement | Stem-cell type cards, evidence/ethics/uncertainty mat, glossary sheet and pencil. | Use neutral, non-personal cases. No pupil is asked to disclose beliefs, fertility history, disability or medical experience; pass is always available. | Use the local classification lab with the same statements and preserve the final three-column arrangement on paper or by teacher observation. | An accurate glossary, classified statements and one cautious claim that distinguishes possibility from evidence. |
| W11L2 Stem-Cell Evidence: Benefit, Risk, Uncertainty | Simulated data sheet, calculator, percentage frame, benefit-risk-uncertainty grid and pencil. | State repeatedly that the dataset is fictional and not medical advice. Keep all cases impersonal and allow a no-discussion calculation route. | Use the same local table and card lab; no network, account or real patient data is used. | Visible percentage working plus a benefit-risk-uncertainty analysis that does not overclaim. |
| W11L3 Stem Cells: Structured DISCUSS | Simulated evidence summary, DISCUSS planner, vocabulary strip, feedback/edit pen and pencil. | Pupils may use a written, spoken or exact-scribed response and may pass on sharing personal beliefs. No real treatment recommendation is made. | Use the same local sentence-role lab and type locally; reload clears all entries and no response is uploaded. | A balanced first response, one genuine audience comment, a visible edit and the pupil's statement of what changed. |
| W12L1 Genetic Information: Cell to Gene | Nested hierarchy cards, chromosome/DNA ribbon model, labels, arrow strip and pencil. | Desk-based. Use large pieces rather than small loose beads where choking or fine-motor access is a concern. | Use the local placement lab with the same hierarchy and descriptions; it makes no network request. | An ordered hierarchy, accurate definitions and one honest statement about scale or shape. |
| W12L2 DNA Structure: Pair, Twist, Critique | Large nucleotide/base cards, reusable backbone strips, clips or hook-and-loop tabs, sequence sheet and pencil. | Use large components and avoid latex or small clips where local needs require. Do not wrap the model around a person. | Use the local button-only pairing lab with the same sequence and model critique. | A correct complementary sequence, labelled two-strand/double-helix description and one valid model limitation. |
| W12L3 Fruit DNA: Extract, Observe, Evaluate | Adult-prepared fruit, salt-detergent solution, sealable bag, filter/mesh, clear tube, cold ethanol controlled by an adult, tray and observation sheet. | Local risk assessment required. Ethanol is flammable and adult-handled only; keep away from flames/heat. Wear eye protection as locally required. Do not taste or touch materials; wash hands and clear spills promptly. | Use the included method sequence and parity observations from a successful and weak extraction; classify observation, inference and limitation. | An ordered method, precise observation, DNA/chromosome/gene connection and one valid evaluation point. |
| W13L1 Inheritance Language: Allele to Phenotype | Large P/p allele tiles, genotype cards, phenotype cards, vocabulary mat and pencil. | Use only the neutral plant model. Do not ask pupils to infer their own or relatives' genotypes or disclose family medical information. | Use the local decoder with the same allele symbols and complete-dominance rule. | Accurate use of allele, genotype, phenotype, homozygous and heterozygous plus one model limitation. |
| W13L2 Punnett Squares: Construct the Prediction | P/p allele tiles, 2 × 2 grid sheets, calculator, genotype/phenotype key and pencil. | Use the fictional plant context only; do not calculate personal or family health risks. | Use the local four-box lab with identical parent/gamete steps and no stored data. | Completed grids with parental genotypes, gametes, four offspring outcomes and correct probability language. |
| W13L3 Inheritance Data: Predict, Calculate, Evaluate | Blank Punnett grids, simulated repeated-batch dataset, calculator, formula strip, graph paper or comparison table and pencil. | Use fictional plant data only. No personal genotype, family history or medical-risk calculation is requested. | Use the local expected/observed lab and calculator route; results remain in session only and are not uploaded. | Visible working from cross to percentages, a correct expected-observed comparison and an evaluation naming chance, sample size and one model limit. |
Shared safeguards
- No pupil is forced to handle equipment, speak publicly or be recorded.
- Pointing, directing an adult, signing, drawing, typing and exact adult scribing can preserve the same conceptual evidence.
- Retries are expected and never scored.
- In-page state exists only in the current tab and clears on reload.
- All links are local; no account, upload or live website is required.