An engaging, practical-based lesson presentation (34 slides), accompanied by a practical worksheet and differentiated questions worksheet, which together guide students through the different calculation questions which involve the half-life. The lesson begins by introducing the students to the definition of a half-life and then showing them an example with I-131 so they can visualise how the half-life doesn’t change (and that radioactivity is measured in Bq). Moving forwards, the students will follow the given instructions to create the results to plot a decay curve and will be shown how to use this curve to determine the half-life of an isotope. The remainder of the lesson focuses on the different calculation questions that can be found on exam papers and uses a step by step guide to help them to handle the increasing difficulty. Students will be challenged to apply their new found knowledge to a set of 5 questions and this worksheet has been differentiated two ways so that those who need extra assistance, can still access the learning. Progress checks have been written into the lesson at regular intervals so that students can constantly assess their understanding. This lesson has been designed for GCSE students (14 - 16 years old in the UK)

A detailed lesson which looks at the type of cell division known as mitosis and aims to ensure that students understand that it leads to the production of genetically identical daughter cells. In order to understand this type of cell division and any related topic such as meiosis, students have to be confident with the use of terms like diploid. In addition to this, time is taken to introduce them to a way of considering the quantity of DNA within a cell in terms of n. If they are able to use this correctly, then no matter the organism which is involved in a mitosis exam question, they will be able to answer successfully. Discussion points and progress checks are written into the lesson at regular intervals so their understanding can be assessed. The last part of the lesson provides the students with an opportunity to apply their knowledge of mitosis to a range of exam questions and they can assess against the displayed mark schemes. This lesson has been designed for GCSE students (14 - 16 year olds in the UK) but is also appropriate for older students who want to recap on the key details of the division before extended knowledge is added.

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 P10 (Electricity and their circuits) of the Edexcel GCSE Combined Science specification. The sub-topics and specification points that are tested within the lesson include: Draw and use electric circuit diagrams Describe the difference between series and parallel circuits Recall that an ammeter is set up in series and a voltmeter is set up in parallel Explain that the electric current is the rate of flow of charge Recall and use the equation connecting potential difference, current and resistance Calculate the current, potential difference and resistance in series and parallel circuits Describe power as the energy transferred per second and is measured in Watts Describe the differences between alternating and direct current Recall that mains electricity uses alternating current and has a frequency of 50Hz Explain the difference between the function of the neutral and live wires Explain the function of the earth wire and fuses in ensuring safety 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 is a fully-resourced revision lesson that could be used over a series of lessons to help students to revise and assess their knowledge of the content that is found in topics P1 (Energy), P2 (Electricity), P3 (Particle model of matter) and P4 (Atomic structure) of the AQA GCSE Combined Science specification and will be assessed on PAPER 5. This revision lesson uses a combination of exam questions, understanding checks, quick tasks and quiz competitions to cover the following sub-topics and specification points: Energy stores and systems Changes in energy Energy changes in systems Standard circuit diagram symbols Electrical charge and current Current, resistance and potential difference Series and parallel circuits Power Specific heat capacity The structure of an atom Mass number, atomic number and isotopes The development of the model of the atom Radioactive decay and nuclear radiation Nuclear equations Half-lives This lesson contains a big emphasis on the mathematical calculations that will be involved in these exams, and as a result students are challenged to recall the equations and to apply them. 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. A lot of the tasks have been differentiated so that students of all abilities can access the work and be challenged appropriately.

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 content found within Topics P4 and P5 (Waves, Light and the Electromagnetic spectrum) of the Edexcel GCSE Combined Science specification. The sub-topics and specification points that are tested within the lesson include: Define and use the terms frequency, wavelength, amplitude, period and wave velocity as applied to waves Describe the difference between longitudinal and transverse waves by referring to sound and EM waves Recall and use the two equations to calculate wave speed Describe how to measure the velocity of sound in air and ripples on water surfaces Explain how waves will be refracted at a boundary in terms of the change in direction and speed Recall that the EM waves are transverse and travel at the same speed in a vacuum Recall the main groupings of the EM spectrum Recall the potential danger associated with EM waves with increasing frequency Describe some uses of the EM waves 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 is an engaging revision lesson which uses a range of exam questions, understanding checks, quick tasks and quiz competitions to enable students to assess their understanding of the content within topic 3 (Chemical changes) of the Edexcel GCSE Chemistry specification. The specification points that are covered in this revision lesson include: Recall that acids in solution are sources of hydrogen ions and alkalis in solution are sources of hydroxide ions Recall that the higher the concentration of hydrogen ions in an acidic solution, the lower the pH; and the higher the concentration of hydroxide ions in an alkaline solution, the higher the pH Recall that as hydrogen ion concentration in a solution increases by a factor of 10, the pH of the solution decreases by 1 Recall that a base is any substance that reacts with an acid to form a salt and water only Recall that alkalis are soluble bases Explain the general reactions of aqueous solutions of acids with metals, metal oxides, metal hydroxides and metal carbonates to produce salts Describe the chemical test for hydrogen and carbon dioxide Describe a neutralisation reaction as a reaction between an acid and a base Explain an acid-alkali neutralisation as a reaction in which hydrogen ions (H+) from the acid react with hydroxide ions (OH–) from the alkali to form water Explain how a soluble salts is prepared from an acid and an insoluble reactant Explain how soluble salts are prepared from an acid and a soluble reactant Recall that electrolytes are ionic compounds in the molten state or dissolved in water Explain the movement of ions during electrolysis Explain the formation of the products in electrolysis Write half equations for reactions occurring at the anode and cathode in electrolysis Explain oxidation and reduction in terms of loss or gain of electrons The students will thoroughly enjoy the range of activities, which includes quiz competitions like “From NUMBERS 2 LETTERS” where they compete to be the 1st to get the abbreviation Oil Rig whilst crucially being able to recognise the areas of this topic which need their further attention. This lesson can be used as revision resource at the end of the topic or in the lead up to mocks or the actual GCSE exams

This lesson describes how the recent use of similarities in biological molecules and other genetic evidence has led to new classification systems. The PowerPoint and accompanying resources have been designed to cover point 4.2.2 [c] (i) of the OCR A-level Biology A specification and focuses on the introduction of the three-domain system following Carl Woese’s detailed study of the ribosomal RNA gene. The lesson begins with an introduction of Woese and goes on to describe how he is most famous for his definition of the Archaea as a new domain of life. Students were introduced to domains and the other classification taxa in a previous lesson, so their recall of this knowledge is continually tested and built upon as details are added. Students will discover the key differences between Archaea and Bacteria that led to the splitting of the prokaryotae kingdom and the addition of this higher classification rank. Moving forwards, the rest of the lesson considers other molecules that can be compared between species for classification purposes and the primary structure of cytochrome is described and discussed. At this point in the lesson, the students are also tested on their knowledge of the nature of the genetic code and have to explain how mutations to DNA can also be used for comparative purposes.

A fully resourced revision lesson that uses a combination of exam questions, understanding checks, quick tasks and quiz competitions to help the students to assess their understanding of the topics found within TOPIC 9 (Chemistry of the atmosphere) of the AQA GCSE Chemistry specification (specification point C4.9). The topics that are tested within the lesson include: The proportion of different gases in the atmosphere The Earth’s early atmosphere Greenhouse gases Atmospheric pollutants Students will be engaged through the numerous quiz rounds whilst crucially being able to recognise those areas which require further attention

A fully-resourced lesson which guides students through drawing, writing and recognising the electronic configurations of atoms and ions. The lesson includes an engaging lesson presentation (33 slides), an associated worksheet and a competition worksheet. The lesson begins by introducing the students to the number of electrons that can be held on the first three electron shells. They are then shown how to draw an electronic configuration and write this in brackets form. Students are given the opportunity to apply this knowledge by drawing the configuration of first 20 elements of the Periodic Table. Moving forwards, students are guided to enable them to discover how the electron configuration is linked to the position of an atom in the Periodic Table. The remainder of the lesson focuses on ions and how the configuration of these substances can be recognised. Some time is taken to explain how ions are formed from atoms and the lesson finishes with a competition which challenges students to identify atoms or ions from their configurations to form a word. There are regular progress checks throughout the lesson to allow the students to check on their understanding and a range of quiz competitions to maintain engagement. This lesson has been written for GCSE students but could be used with younger students, especially the initial part of the lesson on atoms and the link to the Periodic Table

An engaging and detailed lesson presentation (31 slides) that looks at how nitrogen is cycled and focuses on the different bacteria who play key roles in this cycle. The lesson begins by exploring why nitrogen is so critical for living organisms for the synthesis of DNA and proteins. Students are introduced to nitrogen-fixing bacteria to start and challenged to use their knowledge of interdependence to state the type of ecological relationship that is formed between them and the leguminous plant that they live on. Each stage of the cycle is complimented by a diagram highlighting that part so students are able to visualise how the cycle comes together. Time is taken to ensure that students recognise that any non-leguminous plants can only absorb nitrogen when it is nitrates form from the soil. Moving forwards, students will meet decomposers and nitrifying bacteria and again be shown where their function fits into the cycle. As the final part of the learning, students are challenged to consider what else is needed in order for this to be a cycle and will meet the denitrifying bacteria as a result. Progress checks, in a range of forms, have been written into this lesson at regular intervals so that students can assess their understanding and any misconceptions can be immediately addressed. This lesson has been written for GCSE students, but could be used with A-level students who want to have a recap before extending their knowledge further.

A fully-resourced lesson that explores how resistance, current and potential difference differ between series and parallel circuits. This knowledge needs to be sound in order for students to be able to carry out circuit calculations. The lesson includes a practical and task-based lesson presentation (24 slides) and an accompanying worksheet. The lesson begins by challenging the students to recognise the key difference between the two circuits, in that in a parallel circuits, the electrons can follow more than one route. Moving forwards, each physical factor is investigated in each type of circuits and students carry out tasks or calculations to back up any theory given. Helpful analogies and hints are provided to guide the students through this topic which is sometimes poorly understood. Students will be challenged to use the V = IR equation on a number of occasions so that they are comfortable to find out any of these three factors. Progress checks have been written into the lesson at regular intervals so that students are constantly assessing their understanding and any misconceptions can be addressed. This has been written for GCSE students, but could be potentially used with higher ability KS3 students.

This engaging lesson guides students through the homeostatic control mechanism which is involved in controlling blood glucose concentrations and focuses on the critical interconversion between glucose and glycogen which is often poorly understood. The lesson begins by introducing glucose and ensuring that students recognise that this is a simple sugar which is critical for respiration. Links are made here and throughout the lesson to relateable topics such as the endocrine system so that students can recognise how exam questions will often encompass more than one topic. Students are challenged to recall knowledge about the pancreas and its release of insulin into the blood to travel to the liver. A quick competition is then used to maintain engagement and to introduce glycogen. Due to the large number of words beginning with g that are involved in this topic, time is taken to describe the role of glycogen so that it is not mistaken for glucose or glucagon. Students will learn how the conversion from glucose to glycogen and also the other way round is critical to how the concentration is controlled. The main student tasks involve them completing a partially finished passage about responding to an increase in blood glucose concentration and then using this as a guide to write their own full versions for when concentrations are low. These are just two of a number of progress checks that are written into the lesson at regular intervals so that students can constantly assess their understanding. This lesson has been written for GCSE students (14 - 16 year olds in the UK) but could be used for A-level lessons that are recapping on this topic before extra knowledge is added at this higher level

This fully-resourced lesson describes the relationship between the properties and functions of the fibrous proteins, collagen, keratin and elastin. The detailed PowerPoint and accompanying resources have been designed to cover point 2.1.2 (o) of the OCR A-level Biology A specification but also make links to upcoming topics such as blood vessel structure and the immune system as well as constantly challenging students on their knowledge of proteins from earlier in this module. The lesson begins by challenging the students to recognise 7 structures found in animals from their descriptions and once they’ve written feathers, cartilage, bones, arteries, tendons, callus and skin into the right places, they will reveal the term fibrous and learn that these types of protein are found in these structures. Using their knowledge of the properties of globular proteins, they will learn that the insolubility of fibrous proteins allows them to form fibres, which perform structural functions. The rest of the lesson focuses on the functions of collagen, keratin and elastin and time is taken to discuss the key details and to make links to future topics so that students can recognise the importance of cross-modular based answers. A series of exam-style questions are used to challenge their knowledge of protein structure as well as their ability to apply their knowledge to an unfamiliar situation when learning that elastin is found in the walls of the urinary bladder. All of the questions have mark schemes embedded into the PowerPoint to allow them to immediately assess their understanding. This lesson has been specifically planned to tie in with the previous lesson on globular proteins as well as the one preceding that on the structures of proteins

This fully-resourced lesson focuses on the role of meiosis in ensuring genetic variation through the production of non-identical gametes. The detailed PowerPoint and accompanying resource have been designed to cover point 3.9 of the Pearson Edexcel A-level Biology (Salters Nuffield) specification which states that students should be able to describe how crossing over and independent assortment result in genetically unidentical daughter cells. In order to understand how the events of meiosis like crossing over and random assortment and independent segregation can lead to variation, students need to be clear in their understanding that DNA replication in interphase results in homologous chromosomes as pairs of sister chromatids. Therefore the beginning of the lesson focuses on the chromosomes in the parent cell and this first part of the cycle and students will be introduced to non-sister chromatids and the fact that they may contain different alleles which is important for the exchange that occurs during crossing over. Time is taken to go through this event in prophase I in a step by step guide so that the students can recognise that the result can be new combinations of alleles that were not present in the parent cell. Moving forwards, the lesson explores how the independent segregation of chromosomes and chromatids during anaphase I and II results in genetically different gametes. The final part of the lesson looks at the use of a mathematical expression to calculate the possible combinations of alleles in gametes as well as in a zygote following the random fertilisation of haploid gametes. Understanding and prior knowledge checks are interspersed throughout the lesson as well as a series of exam questions which challenge the students to apply their knowledge to potentially unfamiliar situations.

This detailed lesson describes how the movement of water molecules by osmosis can affect both plant and animal cells. Both the PowerPoint and accompanying resources have been designed to cover specification point 2.1.5 (e) [i] as detailed in the OCR A-level Biology A specification and there is a particular focus on solutions of different water potentials. It’s likely that students will have used the term concentration in their osmosis definitions at GCSE, so the aim of the starter task is to introduce water potential to allow students to begin to recognise osmosis as the movement of water molecules from a high water potential to a lower potential, with the water potential gradient. Time is taken to describe the finer details of water potential to enable students to understand that 0 is the highest value (pure water) and that this becomes negative once solutes are dissolved. Exam-style questions are used throughout the lesson to check on current understanding as well as prior knowledge checks which make links to previously covered topics such as the lipid bilayer of the cell membrane. The remainder of the lesson focuses on the movement of water when animal and plant cells are suspended in hypotonic, hypertonic or isotonic solutions and the final appearance of these cells is described, including any issues this may cause. This lesson has been specifically written to tie in with the previous two lessons covering 2.1.5 (b) & (d) where the cell membrane, diffusion and active transport were described.

This fully-resourced lesson describes the differences between continuous and discontinuous variation and intraspecific and interspecific variation. The engaging PowerPoint and accompanying resources have been designed to cover the first part of point 4.2.2 (f) of the OCR A-level Biology A specification but also acts as a revision tool as a number of activities challenge the students on their knowledge of the genetic code and meiosis from modules 2.1.3 and 2.1.6. The students begin the lesson by having to identify phenotype and species from their respective definitions so that a discussion can be encouraged where they will recognise that phenotypic variation between members of the same species is due to both genetic and environmental factors and that this is known as intraspecific variation. The next part of the the lesson focuses on these genetic factors, and describes how mutation and the events of meiosis contribute to this variation. A range of activities, which include exam-style questions and quick quiz rounds, are used to challenge the students on their knowledge and understanding of substitution mutations and deletions, the degenerate and non-overlapping genetic code, crossing over and independent assortment. Another quick quiz round is used to introduce polygenic inheritance and the link is made between this inheritance of genes at a number of loci as an example of continuous variation. In the following task, the students have to determine whether a statement or example represents discontinuous or continuous variation. The final part of the lesson describes a few examples where environmental factors affect phenotype, such as chlorosis in plants.

This fully-resourced lesson describes how phenotype is the result of an interaction between genotype and the environment and can be affected by multiple alleles at many gene loci. The engaging PowerPoint and accompanying resources have been primarily designed to cover points 3.14 (i) & 3.15 of the Pearson Edexcel A-level Biology A specification but also includes activities to challenge the students on previous concepts in topics 3 and 2. The students begin the lesson by having to identify phenotype and species from their respective definitions so that a discussion can be encouraged where they will recognise that phenotypic variation within a species is due to both genetic and environmental factors. The main part of the the lesson focuses on these genetic factors, and describes how mutation and the events of meiosis contribute to this variation. A range of activities, which include exam-style questions and quick quiz rounds, are used to challenge the students on their knowledge and understanding of substitution mutations, deletions, insertions, the genetic code, crossing over and independent assortment. Moving forwards, the concept of multiple alleles is introduced and students will learn how the presence of more than 2 alleles at a locus increases the number of phenotypic variants. Another quick quiz round is used to introduce polygenic inheritance and the link is made between this inheritance of genes at a number of loci as an example of continuous variation. The final part of the lesson describes a few examples where environmental factors affect phenotype, such as chlorosis in plants. As this is the final lesson in topic 3, the numerous activities can be used for revision purposes and to show the links between different biological topics.

An engaging lesson presentation (43 slides) and associated worksheets that uses a combination of exam questions, quick tasks and quiz competitions to help the students to assess their understanding of the topics found within unit P5 (Energy) of the OCR Gateway A GCSE Combined Science specification The topics that are tested within the lesson include: Conservation of energy Efficiency Energy transfer by heating Mechanical energy transfers Students will be engaged through the numerous activities including quiz rounds like “The TRANSFER market” whilst crucially being able to recognise those areas which need further attention

This is an engaging and informative lesson that looks at the wires inside a UK plug and considers their role in terms of the supply of mains electricity. The safety features of the plug, such as the fuse, are also discussed so that students can understand how a particular fuse is chosen. As the cover image shows, the lesson begins by challenging the students to use their knowledge of all three of the Sciences to come up with the three names of the wires. Some students will know that these are the wires in a UK plug but some wont. Key terminology such as three-core cable is used throughout, as well as a running theme with the colours, so that students become accustomed to identifying a particular wire by its plastic insulation. Through a range of tasks which encourage student discovery and educated predictions, the students will learn the functions of each of the wires as well as their potential difference. The fuse is introduced to the students and links are made to the electrical circuits topic by considering the resistance of the wire inside the fuse and challenging them to use the electrical power equation to calculate a current and choose an appropriate fuse for that plug. The aim of the lesson is to get students to absorb information as the lesson progresses in order to eventually label a black and white diagram of the plug. The last part of the lesson looks at two-core cables and then relates this back to the importance of the earth wire in a UK plug. This lesson has been written for GCSE aged students but is suitable for use with younger students who are learning about this topic.

This is a fully-resourced lesson that looks at the different parts of the National Grid, specifically focusing on the roles of the step-up and step-down transformers. The lesson includes an informative lesson presentation (25 slides) and a calculations worksheet which challenges the students to apply their mathematical skills to work out why the potential difference is increased and decreased by the transformers. Time has been taken to make links to related topics such as electrical circuits as well as the conservation of energy. Students will recognise that a high current would have led to a lot energy being dissipated to a thermal energy store if step-up transformers weren’t involved and also that decreasing the potential difference before it enters the homes as mains electricity is important to reduce the risk of electrocution. A number of quick competitions are used to introduce key terms or to check on understanding such as ORDER, ORDER which is shown on the cover image where students have to recognise when the parts of the National Grid are finally shown in the correct order. This lesson has been designed for GCSE aged students.