This lesson is designed for the NEW AQA Physics GCSE, particularly the ‘Radioactivity’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with an image of two atoms - one with less neutrons in the nucleus and one with more. Students are asked to ‘Think > Pair > Share’ their ideas about what make the atoms different from one another. Next, students will be given a set of questions which they will need to answer whilst watching a video. The students will complete this task and once finished they will be able to mark their work using a the mark scheme that is provided on the PowerPoint presentation. Students are now introduced to the idea of radioactive decay, students will be shown another video about ionising radiation. They will need to answer a set of questions whilst watching the video, the work can be self-assessed using the mark scheme available. The latter part of the lesson focuses on the properties of alpha, beta and gamma radiation. Posters of information will be posted around the room, students will need to read this information and use this to answer a set of questions. The mark scheme is included so students can mark and correct their work. The last task requires students to determine the number of protons and neutrons found within radioactive sources which have undergone alpha/beta decay. Students can then mark their work once it is complete. The plenary task is for students to write a twitter message to demonstrate what they have learned today, making sure they #keywords. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the 'Earth’s Resources’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with a ‘Think > Pair > Share’ task, pupils will need to consider the definitions of the terms ‘Finite’ and ‘Renewable’. After a discussion in pairs and as a class, the definitions for these words can be revealed which pupils can write in their books. Next, pupils will watch a video on the availability and sustainable use of Earth’s resources, pupils will need to answer a set of questions whilst watching these videos and can self-assess their work once finished. Pupils are now introduced to a variety of natural resources which are getting used up by the chemical industry, students are given a list of these raw materials and are then asked to consider what factors might determine how quickly they may run out and the uncertainties surrounding estimates of how long they will last. After a discussion pupils can mind map their ideas, before the answers revealed and students can self-assess their work. Next, pupils are shown how to calculate orders of magnitude - the skill is demonstrated and then pupils need to have a go at tackling a problem. The next part of the lesson focuses on renewable resources, some examples of renewable energy sources are introduced and then students need to complete a task whereby they read information about different renewable fuel sources and have to sum up the advantages and disadvantages for each. Students can complete a table of their ideas in their books, this task can be self-assessed using the mark scheme. Finally, pupils complete an exam-style question on this topic and self-assess their work. The plenary task requires pupils to summarise what they have learned in the lesson using one of the sentence starters. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please email me at swift.education.uk@gmail.com and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Physics GCSE, particularly the ‘Forces in Action’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with a ‘Think > Pair > Share’ task, students are asked to consider the question ‘What is a force?’. Students will be given a few minutes to discuss in pairs, before feeding back to the class before the answer is revealed. Forces can be described as ‘contact’ or ‘non-contact’, students are asked to discuss what they think the differences between these types of forces are. After a short class discussion, the definition for each is revealed to students, they can make a note of this in their books. Next, students will be provided with a list (and diagrams) of different forces , they will need to sort into either contact or non-contact forces. This task can be self-assessed once it is complete. Next, students are introduced to Newton’s Third Law of Motion, when two objects interact with each other, they exert equal and opposite forces on each other. Students will then watch a video to demonstrate the principles of this law, students will answer a set of questions whilst doing so. Once complete, students can self-assess their work using the mark scheme provided. Next, students are provided with a further example of this law which they can take notes on their books. After this, students will complete a ‘quick check’ task to assess their knowledge of what they have learned so far this lesson. This work can then be marked and corrected using the answers provided on the PowerPoint presentation. Lastly, students complete a ‘fill-in-the-blank’ task to summarise what they have learned this lesson, this can be self-assessed using the mark scheme provided. The plenary task requires students to write down three facts, three key words and one question to test their peers on what they have learned so far this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical Analysis’ SoW. Firstly, students will conduct an investigation which carries out flame tests to check for the presence of different positive ions. Pupils will need to follow the method provided and record their results in a table in their books, once this task is complete they can self-assess their work using the mark scheme provided. Pupils will then watch a video on the use of sodium hydroxide solution in the test for positive ions, they will need to answer a set of questions using the information provided in the PowerPoint presentation. The answers to this task are provided in the PowerPoint so students can self-assess their work. Next, pupils will need to complete a flow diagram to demonstrate the steps involved in identifying a range of positive ions by using sodium hydroxide solution, this task can be self-assessed using the mark scheme provided. To assess their knowledge of flame tests and use of sodium hydroxide solution in identifying positive ions, pupils will need to fill in the blanks in a summary table. This work can be self-assessed using the answers provided. The next part of the lesson will focus on negative ions, firstly students will watch a video and will need to answer a set of questions using the information provided in the video. This work can self-assessed using the answers provided. Lastly, students will practice writing ionic equations for reactions which lead to the identification of either positive or negative ions before a final set of summary questions. Answers to these tasks are provided for self or peer assessment. The plenary task is for pupils to write a set of quiz questions to test their peers knowledge of what they have learned during the lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Chemistry GCSE, particularly the 'Atomic Structure & Periodic Table' SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson starts with a diagram of the electronic configuration of fluorine, chlorine and bromine and pupils need to think > pair > share their ideas about any trends/patterns they can see as they go down the group. The trend in the electronic configuration and what this means in terms of reactivity is then outline on the next slide, pupils are then asked to answer questions about this. The answers to which will be revealed so pupils can check their answers. To summarise what they have learnt so far pupils can complete a fill-in-the-blank task, then they will watch a video which will identify some of the properties of the different elements found in the halogen group. Once this work has been self-assessed pupils will then be shown what a displacement reaction is and will be given a worked example to demonstrate how it works. Once you feel confident that pupils have understood when a displacement reaction will take place they can complete some word equations to show the products of such reactions. This can then be marked and any misconceptions addressed. The plenary task is a true or false task which you could conduct as a class or ask pupils to complete in their books and then mark. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical Analysis’ SoW. The lesson begins with a ‘Think > Pair > Share’ task where students are required to discuss sectors which must reply upon efficient and effective instrumental methods of chemical analysis. After a short class discussion, the teacher can discuss the importance of instrumental analysis for environmental and health care sectors. Students will now be shown the difference between qualitative and quantitative methods of chemical analysis. They will then be given a set of statements, students will need to sort these statements into either advantages of disadvantages of instrumental methods of chemical analysis vs. traditional methods. Pupils will need to self-assess their work using the answers provided in the PowerPoint. Next, students will watch a video on flame emission spectroscopy and will need to use information provided in the PowerPoint to answer a set of questions. This work can be self-assessed using the answers provided. Following this, students will be provided with a set of information about this process, they will need to use this information to answer a set of questions. Their answers to these questions can be self-assessed using the mark scheme provided. Lastly, pupils will be shown a diagram showing the results of flame emission spectroscopy tests for different metals. The plenary task requires pupils to write a Whatsapp message about what they have learned during the lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Physics GCSE, particularly the ‘Radioactivity’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with a recap on background radiation, students need to create a mind map in their books of the different source of background radiation. Once this task is complete students can mark their work against the answers provided. This is followed by a task whereby students will complete a worksheet about background radiation, the mark scheme for this task is included so students can self-assess their own work. Next, pupils will need to recap their knowledge of the dangers of alpha, beta and gamma radiation. Students will need to copy and complete a table which summarises the dangers of these three types of radiation, inside and outside the body. Students can self-assess this task once it has been completed, using the mark scheme provided. The next part of the lesson focuses on radioactive waste, firstly students are given some information about the type of waste that is produced by a nuclear power plant. Students will then watch a video on the topic, during which they will need to answer a set of questions. This work can be marked and corrected using the answers provided. Students are now shown information about Chernobyl and Fukishima, two videos on the topics help to demonstrate the ideas written on the PowerPoint presentation. This is followed by some details of designs for new nuclear reactors which will be built in the next 20 years, students need to understand the advances made in safety and design for third-generation nuclear reactors. Lastly, pupils will complete a set of exam-style questions on radioactivity. This work can be self-assessed using the mark scheme provided. The plenary requires pupils to come up with questions for a set of answers that are provided on the PowerPoint. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Physics GCSE, particularly the 'Electricity’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with an introduction to electric current, students can take notes in their books before watching a video about current. Whilst watching the video they should answer a set of questions in their books, the answers to which will then be revealed so students can assess their own work. Students are now introduced to the charge flow calculation, whereby flow charge (measured in Coulombs) is calculated using the current (A) and time taken (seconds). Once pupils have made a note of this calculation they will then answer a set of questions in their books. The mark scheme for these questions is included in the PowerPoint for students to self-assess their work. Students will now consider the effect of changing the resistance of a variable resistor on the brightness of a bulb in a series circuit. Once students have had a chance to consider this question, the answers will be revealed including an explanation. The final part of the lesson requires pupils to complete a worksheet of questions which tests them on their knowledge of what they have learned this lesson. The plenary task requires pupils to summarise what they have learned this lesson using 3 facts, 3 key words and 1 question to test their peers. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA AS-level Biology course, particularly the ‘Cells’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson begins with a review discussion of antibodies. Students should describe the structure and function of antibodies in addition to the roles of plasma and memory cells. Students are then introduced to the function of vaccines a simulation of immune response through a descriptive graph. They should take notes of the following slides which define immunity, both passive and active. The two forms of immunity are also described as a flowchart, students will use this chart to help them complete the first task of the lesson! Answers are available on the following slide for self-assessment. The second task is to copy and complete a table to summarise active and passive immunity. The next slides introduce the three main types of vaccines, students should take good notes before answering an exam style question. Answers are available on the following slide for self-assessment. Students will then think>pair>share to discuss the features of a successful vaccination program. They should consider side effects, administration, production, and herd immunity. Herd immunity is then defined and used to explain historical examples of population-wide vaccinations. Students will use these slides to inform the next task, in which they’ll be asked to consider why a vaccine may fail to eliminate a disease. They will be given a short reason and asked to describe why this reason impacts immunity. Answers for self-assessment are available on the following slide. The plenary task for this lesson is to create a keywords list from the lesson overall. All resources are included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the 'Earth’s Resources’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson starts with an introduction to a Life Cycle Assessment, what it is, how it is carried out and the reasons behind conducting them. Next, pupils will watch a video on the process and importance of carrying out an LCA - pupils can answer a set of questions whilst watching this and when finished they can self-assess their work using the mark scheme provided. Pupils are then shown a diagram which outlines the input and output of an LCA, including all of the processes which occur in between. Pupils will now consider the overall environmental impact of the production of a paper bag compared to the production of a carrier bag. Pupils can discuss their ideas of which may make the larger impact on the environment. Next, pupils will be given a set of information about the extraction of raw materials, manufacture, use and reuse and disposal of these two bags - using this information they will need to conduct an LCA for each bag. To do this they have been provided with a table to fill in, for each factor they will need to score the environmental impact from 1-10. At the end they will have a score out of 40, the higher the score the larger the environmental impact. The last part of the lesson requires pupils to consider the problems of conducting a life cycle assessment, they can mind map their ideas as a pair and then share as part of a class discussion. The teacher can then reveal some of the issues with LCA’s, pupils can check their work against these answers. The plenary task is for pupils to write three quiz questions to test their peers knowledge of what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please email me at swift.education.uk@gmail.com and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Physics GCSE, particularly the 'Electricity’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with an introduction into how to draw electrical circuit diagrams, a diagram is shown and students need to identify the correct components using the labels provided. The next part of the lesson focuses on the roles of different electrical components, students will each be given a different piece of information about a component. They can then walk around the room, sharing information with each other in order to complete a table on the components and their roles. This work can then be self-assessed once students have completed it. The next task will assess students understanding of these components in a ‘Quick Check - Who am I ?’ task. Pupils will need to identify the component from the description given, they can write their answers in their books and then check their work against the answers when they are revealed. Pupils will the be reminded of the rules on how to draw a circuit diagram, before being given a list of descriptions of different circuits. Students need to draw the circuits that are being described, the answers to this task can then be revealed using the mark scheme in the PowerPoint presentation. The last part of the lesson will require pupils to construct electrical circuits using electrical equipment, three diagrams of electrical circuits are provided to students, they need to use these to construct their own circuits. The plenary task requires pupils to complete a word search, once the words have been found they should write a definition of each of them All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical changes, electrolysis and energy changes’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience Students will firstly be shown a set of images, students will have to decide which are examples of an alkali/base and which are examples of acids. Next, students will watch a video on acids/alkalis and will need to answer a set of questions, after which they can self-assess their work using the mark scheme provided. The next part of the lesson focuses on pH, students are firstly reminded of the importance of the pH scale and will then need to complete an investigation to identify the pH of different substances. Students can use the practical sheet provided to complete this task, including the results table to record their results. The next part of the lesson looks at the difference between concentrated and dilute solutions, in terms of particles and in terms of risk/hazards when handling concentrated acids. Students will then need to summarise what they have learned with a fill-in-the-blank task, this work can be self-assessed using the mark scheme provided. The final part of the lesson pupils will focus on the difference between strong and weak acids in terms of ionisation. Students will also look at how pH values are related to the concentration of H+ ions, students will need to copy and complete a table to show the concentration of H+ ions per mol dm3 for each pH value, this work can then be self-assessed using the mark scheme provided. The plenary task is a ‘Pick a plenary’ task - pupils will need to either write a twitter message to summarise what they have learnt or write 5 quiz questions on the topics studied in the lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Physics GCSE, particularly the ‘Radioactivity’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson starts with a video about the developments in the atomic model starting from Greek philosophers to 20th Century scientists. Pupils are given a set of questions to answer whilst watching the video, this work can be self-assess using answers provided. Next, pupils are given a set of cards with bits of information about different scientists involved in the development of the model of the atom. Pupils should put these cards in order and then use the information on the cards to formulate a timeline in their books, they should use the information on the cards to add labels describing the work of each of the scientists. Students will now be shown a video on ‘Scattering Experiments & the Development of the Nuclear Model’ - students will need to answer a set of questions whilst watching the video. The answers to the video are included in the PowerPoint so students can self-assess their work once it is complete. A diagram of the ‘Gold Foil Experiment’ is then shown to pupils, along with a summary of conclusions drawn from this investigation. Students will then be given a worksheet to complete, summarising the findings of this investigation and how it contributed to the development of the Nuclear Model of the atom. The mark scheme to this task is also included in the PowerPoint for pupils to assess their work. The plenary task is a word search, students will need to find a list of key words on the topic of ‘radioactivity’. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Structure & Bonding’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with a recap on the differences between solids, liquids and gases in terms of the arrangement and movement of particles in each of these states of matter. Pupils complete a card sort activity to assess their knowledge on this topic and they can then self-assess their work using the answers provided. The next part of the lesson focuses on the transitions between states of matter, pupils are firstly reminding of the definitions of melting point, boiling point and freezing point. They will then watch a video on the the transition between states of matter, they will need to answer a set of questions whilst watching the video. This work can be assessed using the answers provided in the PowerPoint presentation. Using the knowledge from this task pupils can then consider why different substances have different melting/boiling points and why adding impurities to a substance may affect the melting/boiling point of a substance. The next part of the lesson focuses on energy transfers transfers between states of matter, pupils will firstly label a graph with statements to demonstrate what is happening to a substance as it is heated up over time. Pupils then consider, in depth, what is happening to the particles over this period of time, they can think > pair > share their ideas before the answers are revealed within the PowerPoint presentation using diagrams to illustrate the point. Pupils will then complete a set of questions on energy transfers between states of matter to assess their knowledge on the subject. This work can then be either self or peer assessed using the answers provided. The last part of the lesson is a task where pupils need to consider the limitations of the particle model of matter, again pupils can discuss in their groups what ideas they have on limitations of the model before some examples are revealed at the end of the presentation. The plenary task is for pupils to write a twitter message about what they have learnt today, including as many keywords as possible. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience Pupils are firstly asked to come up with a food chain for humans eating rice, then humans eating chickens and to consider the differences in energy efficiency between the two. This then leads onto the second slide which explains how shorter food chains mean more efficient food production. The second task is for pupils to think > pair > share ideas about methods farmers could employ to ensure animals gain new biomass at an efficient rate. Once pupils have written their ideas down in their books the answers can be revealed on the PowerPoint, students can check their work against the answers and correct anything they need to. The methods listed on the PowerPoint have disadvantages, pupils should then have a short discussion in pairs of what these negatives are before they are revealed. The next part of the lesson focuses on fish stocks, students are given some information and are asked to consider how we might sustainably manage fish stocks. Once students have some to discuss as groups and then as a class, pupils are given a set of questions they will need to answer whilst watching a video. Once this is complete students can self-assess their work. The last part of the lesson focuses on biotechnology in food production. Students will be given some information sheet in their groups and should use this information to answer a set of questions, once pupils have completed these questions they can self or peer-assess their work using the mark scheme provided. The very last task may be more suited to higher-ability classes. Pupils will be given a set of jumbled up sentences, students need to place the sentences in the correct order to describe the process of making mycoprotein, students can assess their work once complete. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Organic Chemistry’ SoW. Pupils will firstly be introduced to the idea of polymers and will provided with a definition, they will then be given a set of information in pairs - one will be provided with polyethene and the other will be provided with polypropene. Pupils will then need to complete an ‘Each one, teach one’ task where they teach other other about the polymers - the monomers they are made up of, their properties and also products in which they are used. This task can be self-assessed using the mark scheme provided. Pupils will now watch a video on polymerisation, using the video they will need to answer a set of questions which can then be self-assessed using the mark scheme provided. The lesson will now focus on condensation polymerisation, pupils will firstly be given a worksheet with a set of questions which will need to be answered using a set of information posters that will be placed around the room. This work can be either peer assessed or self assessed using the answers provided in the PowerPoint presentation. The last task requires pupils to complete an ‘Exam-style question’ on the topic of what they have learned this lesson, once this is complete students can assess their work using the answers provided. The plenary task is an anagram challenge, pupils will need to unscramble the anagrams to reveal key words from today’s lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical changes’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with an worked example of how to balance equations, after this pupils are asked to complete a fill-in-the-blank task to summarize the importance of balancing equations. This work can be assessed using the answers provided on the PowerPoint presentation. There are two further worked examples for the teacher to go through using the PowerPoint presentation, pupils will specifically look at the number of atoms of each element on each side of the equation to decide whether it is balanced or not. If it is not balanced then the class can discuss how to go about balancing it and pupils can attempt to answer the problems. The next worksheet is a set of equations, for each one the student must add up the number of atoms of each element on each side of the equation to decide if the equation is balanced or not. If it is not balanced students can have a go at balancing it, pupils can self-assess their work using the answers provided on the PowerPoint presentation. Finally pupils can have a go at balancing a list of equations, again the answers will be provided for pupils to assess their work. The next part of the lesson pupils will look at reacting masses, pupils will be shown how they can use a balanced symbol equation to work out the reacting masses Pupils will be shown a worked example first, then be given the steps that they need to carry out the calculations themselves. Pupils will then be given a worksheet of problems to work their way through, this work can be self-assessed using the answers in the PowerPoint presentation. Pupils will then be given a set of slightly harder problems to work through, these can be skipped for lower ability classes but would be useful to higher ability classes. The last part of the lesson focuses on teaching students to use the masses of reactants to work out the balanced symbol equation for a reaction. Again, pupils are shown a worked example and given a set of steps to help them to complete the problems themselves. They will then be given a worksheet to complete a set of problems. The plenary task requires students to write a twitter message on what they have learned about quantitative chemistry. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Physics GCSE, particularly the 'Electricity’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with a video on electrical current and charge flow, students will need to answer a set of questions whilst they are watching the video. This work can then be self-assessed using the mark scheme provided. Next, is a ‘Quick Check’ task where students will need to answer a set of questions using the calculation for rate of charge flow. Students will need to show their working for each of these questions, the answers are provided on the PowerPoint presentation so students can check their work against the mark scheme, making corrections where needed. Next, the lesson introduces the formula for calculating the energy transferred to components within a circuit. Students can take notes using the PowerPoint presentation and then using the formula they should work their way through another ‘Quick Check’ task. The mark scheme for this task is also included in the PowerPoint presentation for pupils to self or peer assess their work. The final part of the lesson focuses on energy transfers within a circuit. Firstly, a worked problem is shown to students before they have a go at working their way through another ‘progress check’, using knowledge of what they have learned so far this lesson. The plenary task requires pupils to write a twitter message about what they have learned in the lesson, this must include #keywords! All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Physics GCSE, particularly the 'Electricity’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with an introduction to the safety features of a plug which ensures that a person does not get electrocuted, this includes details of the role of the earth wire and the purpose of double insulation. Students will now be given some information about plugs, wall sockets and cables, using which they will need to answer a set of questions. Students can then use the mark scheme provided to self-assess or peer-assess their work. Students will then look at why cables with different thicknesses are used for different purposes, students will complete notes on this topic by completing a fill-in-the-blank task. The mark scheme is included in the PowerPoint presentation so students can either self or peer assess their work. The next part of the lesson focuses on fuses, students will watch a video about fuses and using the information provided in the video students will answer a set of questions. Once this task is complete students can check their work against the mark scheme provided. Lastly, students will be given a past-paper question to complete, higher ability students could close their books and try to complete the question without their notes. The mark scheme for this task is included in the PowerPoint presentation for students to check their work. The plenary task will require pupils to write a set of three quiz questions aimed at testing students knowledge of what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Chemistry GCSE, particularly the 'Atomic Structure & Periodic Table' SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson on noble gases starts with identification of the position of these gases with the periodic table and a video to highlight some of the examples and properties of these gases. Once pupils have assessed their work from the questions asked during the video pupils will each be given a card with the name of a noble gas and a description of the everyday uses of this gas. Pupils will be given 15 minutes to complete a table to identify the name and uses of each of the noble gases by walking around the room/talking to each other in groups. Pupils will then complete an assessment task where they will need to identify the name of the alkali metal, halogen or noble gas based on the description. This work can be self-assessed once complete. The final activity is for pupils to follow success criteria to produce a poster which outlines the information they learnt about Group 1, Group 7 and Group 0 elements. To extend this task, you could ask pupils to present their posters or have pupils walk around the room and give WWW and EBI's for each poster. The plenary task is for pupils to summarise their work by writing down 3 facts, 2 key words and 1 question. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)