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📝AQA Examiner since 2018
🧬A Level Biology & 🧪A Level Chemistry
⭐️Learn how to answer A/A* Q’s
🆘I create resources & videos on the harder content of A Levels
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👩🏻‍🏫Resources in the link ⬇️

28/09/2026

Moles questions can go far beyond simply using the equation for moles = mass ÷ relative formula mass.

This type of question tests whether you can connect empirical formula, molecular formula, ratios and mathematical reasoning all in one problem. The key is understanding what each calculation is actually telling you and using that information to move logically to the next stage.

The difficult part is often recognising the relationship between the empirical formula and the molecular formula, then using the relative molecular mass to determine the correct multiplier. From there, the ratios in the formula need to make chemical and mathematical sense.

These are the questions where having a really solid understanding of the fundamentals makes a huge difference. Once you see the links between the calculations, even the more challenging moles questions become much more manageable.

Hope this helps.

– Bipan
aka

25/09/2026

Mole calculations become much easier when you identify exactly what information the question has given you.

Higher tier students: volume calculations are a common place to lose marks, particularly when you need to keep track of units.

If you can:
• calculate moles from volume and concentration
• convert between cm³ and dm³ correctly
• use the mole ratio from the balanced chemical equation
• and work systematically from moles → volume

you’ll be able to tackle more challenging mole questions with confidence.

In this question, I’ll show you how to use volume data to calculate the number of moles and work through to the final answer.

Hope this helps.

– Bipan
aka

23/09/2026

Waterlogged soil can cause plants to die because when the air spaces in the soil become filled with water, there is less oxygen available for the root cells. This reduces aerobic respiration, meaning less ATP is produced.

And this is where the question becomes about more than just respiration. Less ATP means less energy is available for active transport, including the uptake of mineral ions by root cells. Eventually, the roots cannot maintain normal cellular processes and may die, which then affects the plant as a whole.

This is a great example of how exam questions can link different parts of the specification together. Start with the lack of O₂ and follow the consequences through to reduced ATP and impaired active transport.

Hope this helps.

– Bipan
aka

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21/09/2026

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18/09/2026

Mitosis questions become much easier when you understand what is happening to the chromosomes during cell division.

Higher tier students: you also need to be able to apply this knowledge to unfamiliar contexts.

If you can:
• describe the key stages of mitosis
• explain how mitosis produces two genetically identical daughter cells
• and apply your knowledge to explain how a drug that interferes with mitosis can affect cell division

you’ll be well prepared for application questions.

In this question, I’ll show you how to link the stages of mitosis to the effect of a drug on the process.

Hope this helps.

– Bipan
aka

17/09/2026

Intermolecular forces are one of those topics that a lot of students are learning around this point in the course, and it is worth getting the foundations right early.

It is not enough to simply know the names of the different intermolecular forces. You need to understand which molecules have which forces, how the strength of those forces affects physical properties, and how to explain those trends using the structure of the molecules.

The biggest mistake I see is confusing intermolecular forces with the covalent bonds within a molecule. Once you separate those two ideas, questions on boiling points, melting points and physical properties become much easier to reason through.

If you are learning intermolecular forces at the moment, make sure you understand the why rather than just memorising the definitions.

Hope this helps.

– Bipan
aka

14/09/2026

Calculating the rate of reaction from a graph is a common higher tier skill and the key is knowing how to use a tangent correctly.

Remember:

• Draw a tangent at the point you are interested in.
• Choose two clear points on the tangent.
• Calculate the change in the y-axis value ÷ change in the x-axis value.
• Make sure you include the correct units for rate.

In this question, I’ll show you how to draw the tangent and use its gradient to calculate the rate of reaction.

A simple technique, but one that can easily cost you marks if your tangent or calculation isn’t precise.

Hope this helps.

– Bipan
aka

10/09/2026

Enzymes are one of those topics where understanding the basic idea makes so many of the application questions much easier.

The key is being able to link changes in conditions to what happens to the enzyme, its active site and ultimately the rate of reaction. Once you understand that chain of reasoning, you can apply it to questions about temperature, pH, substrate concentration and enzyme concentration rather than relying on memorised statements.

The tricky part is knowing exactly how much detail you need in an exam and making sure your explanation actually answers the question being asked.

Hope this helps.

– Bipan
aka

08/09/2026

Higher tier students: make sure you understand the link between enzyme structure and function.

In this question, I’ll show you how to apply your knowledge of enzymes to the data and explain the results using the correct terminology.

Simple concept, but lots of marks available if you explain it precisely.

Hope this helps.

– Bipan
aka

07/09/2026

A quick standard form hack that makes these calculations much easier.

One small change to how you set up the numbers can save you time and help avoid those easy exam mistakes.

Hope this helps.

– Bipan
aka

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