This fully-resourced revision lesson challenges the students on their knowledge of the content detailed in topic 3 (Particle model of matter) of the AQA GCSE Physics specification. The wide range of activities which include exam questions with clear explanations will allow them to assess their understanding of the content and to recognise those areas which require further attention. The lesson has been designed to cover as much of the topic as possible but the following specification points have been given particular attention: Recall and apply the equation to calculate density Explaining differences in density between states of matter Internal energy and the result of heating the particles in a system Applying the equation to calculate the specific heat capacity Understanding that temperature does not change during changes of state Applying the equation to calculate the specific latent heat Explaining the qualitative relationship between the temperature of a gas and its pressure Applying the equation that links pressure, volume and a constant The engaging PowerPoint guides students on the use of key mathematical skills to aid success with the various calculations

This detailed and engaging lesson has been written to challenge the students on their recall and application of the 30 equations which they have to know for the CIE IGCSE Physics exams. The lesson is designed to not only check that they know these equations but also on their ability to rearrange formulae when required and to convert between units. The main task of the lesson consists of 15 exam-style questions which challenge 17 of these recall equations and then an engaging quiz competition and class discussions are used to identify the other 13. Students are guided throughout the lesson in the use of the mathematical skills and are shown examples to aid their progress. The detail of this lesson means that it can be used at numerous times throughout the duration of the IGCSE course to check on their progress with the equations. This lesson has been designed to tie in with the other 5 uploaded revision lessons which cover the content of the 5 topics on the specification

This detailed and engaging lesson has been written to challenge the students on their recall and application of the 21 equations which they have to know for the Pearson Edexcel IGCSE Physics exams. The lesson is designed to not only check that they know these equations but also on their ability to rearrange formulae when required and to convert between units. The main task of the lesson consists of 12 exam-style questions which challenge 14 of these recall equations and then an engaging quiz competition and class discussions are used to identify the other 7. Students are guided throughout the lesson in the use of the mathematical skills and are shown examples to aid their progress. This lesson has been designed to tie in with the other 8 uploaded revision lessons which cover the content of the 8 topics on the specification.

This is a fully-resourced revision lesson that has been written to include a wide range of activities that challenge the students on their knowledge of astrophysics as detailed in topic 8 of the Pearson Edexcel IGCSE Physics specification. The numerous quiz rounds which include “Shine a LIGHT on any ERRORS” will engage and motivate their students whilst they assess their understanding of the content and recognise any areas that require further attention. The lesson has been designed to include as many of the specification points as possible but the following have been given particular attention: Understanding of the terms Solar system, galaxy and universe Gravitational field strength varies on different planets Gravitational force causes the Moon to orbit the Earth and the planets to orbit the Sun Use the relationship between orbital speed, orbital radius and time period Evolution of stars of a similar mass to our Sun and of stars with larger masses The evidence that supports the Big Bang theory The change in the frequency and wavelength of a wave if the source of the wave is moving in relation to the observer Red-shift as evidence of an expanding universe This topic contains a number of principles or theories which can be poorly understood by students so extra time has been taken to guide them in the formation of descriptions and explanations.

This fully-resourced REVISION lesson has been written to challenge the students on their knowledge of the content of topic 6 (Magnetism and electromagnetism) of the Pearson Edexcel IGCSE Physics specification. The engaging PowerPoint and accompanying resources will motivate the students whilst they assess their understanding of the content and identify any areas which may require further attention. The wide range of activities have been written to cover as much of the topic as possible but the following specification points have been given particular focus: Magnets attract and repel other magnets and attract magnetic materials Magnetism is induced in some materials when they are placed in a magnetic field The construction of an electromagnet Use of the left-hand rule to predict the direction of the resulting force in a motor How the motor effect is applied in a loudspeaker The structure and function of a transformer Know and use the relationship between input and output voltages and the turns ratio Know and use the relationship between input and output power for 100% efficient transformer Explain the use of a step-up transformer in the transmission of electrical energy Quiz rounds such as “THE BIG REVEAL” and “WHAT EXACTLY AM I” are used to test the students on their knowledge of key terms and structures and all of the tasks are differentiated to allow students of differing abilities to access the work

This fully-resourced REVISION lesson has been written to challenge the students on their knowledge of the content of topic 5 Solids, liquids and gases) of the Pearson Edexcel International GCSE Physics specification. The engaging PowerPoint and accompanying resources will motivate the students whilst they assess their understanding of the content and identify any areas which may require further attention. The wide range of activities have been written to cover as much of the topic as possible but the following specification points have been given particular focus: Using the correct units Converting between the Kelvin and degrees Celsius scales Explain the qualitative relationship between pressure and Kelvin temperature Use the relationship between pressure and Kelvin temperature Know and use the equations for density and pressure Design an experiment to investigate density Know the meaning of the specific heat capacity Use the equation for change in thermal energy Quiz rounds such as “SAY WHAT YOU SEE” and “YOU DO THE MATH” are used to test the students on their knowledge of key terms as well as numerical facts

This fully-resourced REVISION lesson has been written to challenge the students on their knowledge of the content of topic 1 (Cell structure) of the CIE International A-level Biology specification. The PowerPoint and accompanying resources will motivate the students whilst they assess their understanding of the content and identify any areas which may require further attention. The wide range of activities have been written to cover as much of the topic as possible but the following specification points have been given particular focus: ATP is produced in mitochondria and chloroplasts and the role of ATP in cells Recognising eukaryotic cell structures and outlining their functions Calculating actual sizes from electron micrographs The structural features of a typical prokaryotic cell The key features of viruses as non-cellular structures Distinguish between resolution and magnification Quiz rounds such as “GUESS WHO of CELL STRUCTURES” and “YOU DO THE MATH” are used to test the students on the finer details of their knowledge of the structure and functions of the organelles and some key numerical facts

This fully-resourced REVISION lesson has been written to challenge the students on their knowledge of the content of topic 8 (Transport in mammals) of the CIE International A-level Biology specification. The engaging PowerPoint and accompanying resources will motivate the students whilst they assess their understanding of the content and identify any areas which may require further attention. The wide range of activities have been written to cover as much of the topic as possible but the following specification points have been given particular focus: The significance of the oxygen dissociation curves at different concentrations of carbon dioxide (The Bohr effect) The role of haemoglobin in carrying oxygen The role of haemoglobin in carrying carbon dioxide Draw the structures of red blood cells, neutrophils, monocytes and lymphocytes The relationship between the structure and function of a capillary The internal structure of the heart and its associated blood vessels Explain how heart action is initiated and controlled The pressure changes of the cardiac cycle The relationship between the structure and function of arteries and veins The double, closed circulatory system of a mammal Quiz rounds such as “Does this FLOW correctly” and “YOU DO THE MATH” are used to test the students on the finer details of their knowledge of the blood vessels and numerical facts

This fully-resourced lesson looks at the cardiac cycle and relates the structure and operation of the mammalian heart to its function. The engaging and detailed PowerPoint and accompanying resources have been designed to cover point 1.4 (i) of the Pearson Edexcel A-level Biology A (Salters Nuffield) specification As the structure of the heart was covered at GCSE, the lesson has been planned to build on this prior knowledge whilst adding the key details which will enable students to provide A-level standard answers. The primary focus is the identification of the different structures of the heart but it also challenges their ability to recognise the important relationship to function. For example, time is taken to ensure that students can explain why the atrial walls are thinner than the ventricular walls and why the right ventricle has a thinner wall than the left ventricle. Opportunities are taken throughout the lesson to link this topic to the others found in topic 1 including those which have already been covered like circulatory systems as well as those which are upcoming such as the initiation of heart action. There is also an application question where students have to explain why a hole in the ventricular septum would need to be repaired if it doesn’t naturally close over time. The next part of the lesson introduces the cardiac cycle as well as the key term systole, so that students can immediately recognise that the three stages of the cycle are atrial and ventricular systole followed by cardiac diastole. Students are challenged to name and state the function of an atrioventricular and semi-lunar valve from an internal diagram. This leads into the key point that pressure changes in the chambers and the major arteries results in the opening and closing of these sets of valves. Students are given a description of the pressure change that results in the opening of the AV valves and shown where this would be found on the graph detailing the pressure changes of the cardiac cycle. They then have to use this as a guide to write descriptions for the closing of the AV valve and the opening and closing of the semi-lunar valves and to locate these on the graph. By providing the students with this graph, the rest of the lesson can focus on explaining how these changes come about. Students have to use their current and prior knowledge of the chambers and blood vessels to write 4 descriptions that cover the cardiac cycle. The final part of the lesson covers the changes in the volume of the ventricle. It is estimated that it will take in excess of 2 hours of allocated A-level teaching time to cover the detail included in this lesson as required by this specification point

This detailed lesson describes and explains the blood pressure changes that occur during systole and diastole of the cardiac cycle. The PowerPoint and accompanying resource have been designed to cover point 8.2 © of the CIE International A-level Biology specification. The start of the lesson introduces the cardiac cycle as well as the key term systole, so that students can immediately recognise that the three stages of the cycle are atrial and ventricular systole followed by diastole. Students are challenged on their prior knowledge of the structure of the heart as they have to name and state the function of an atrioventricular and semi-lunar valve from an internal diagram. This leads into the key point that pressure changes in the chambers and the major arteries results in the opening and closing of these sets of valves. Students are given a description of the pressure change that results in the opening of the AV valves and shown where this would be found on the graph detailing the pressure changes of the cardiac cycle. They then have to use this as a guide to write descriptions for the closing of the AV valve and the opening and closing of the semi-lunar valves and to locate these on the graph. By providing the students with this graph, the rest of the lesson can focus on explaining how these changes come about. Students have to use their current and prior knowledge of the chambers and blood vessels to write 4 descriptions that cover the cardiac cycle. The final part of the lesson covers the changes in the volume of the ventricle. This lesson has been written to tie in with the other uploaded lessons on the heart as detailed in topic 8.2

This detailed and fully-resourced lesson describes and explains the pressure changes in the heart and arteries and the role of the valves movements in the cardiac cycle. The PowerPoint and accompanying resources have been designed to cover point 3.1.2 (f) of the OCR A-level Biology A specification and also covers the use of the equation stroke volume x heart rate to calculate cardiac output The start of the lesson introduces the cardiac cycle as well as the key term systole, so that students can immediately recognise that the three stages of the cycle are atrial and ventricular systole followed by diastole. Students are challenged on their prior knowledge of the structure of the heart as they have to name and state the function of an atrioventricular and semi-lunar valve from an internal diagram. This leads into the key point that pressure changes in the chambers and the major arteries results in the opening and closing of these sets of valves. Students are given a description of the pressure change that results in the opening of the AV valves and shown where this would be found on the graph detailing the pressure changes of the cardiac cycle. They then have to use this as a guide to write descriptions for the closing of the AV valve and the opening and closing of the semi-lunar valves and to locate these on the graph. By providing the students with this graph, the next part of the lesson can focus on explaining how these changes come about. Students have to use their current and prior knowledge of the chambers and blood vessels to write 4 descriptions that cover the cardiac cycle. Moving forwards, the students are introduced to the stroke volume and meet normative values for this and for resting heart rate. This will lead into the calculation for cardiac output and a series of questions are used to test their ability to apply this equation as well as to calculate the percentage change which is a commonly assessed mathematical skill. This lesson has been written to tie in with the other uploaded lessons on the topics detailed in module 3.1.2 (Transport in animals)

This detailed lesson describes and explains the pressure and volume changes and associated valve movements that occur during the cardiac cycle to maintain the unidirectional flow of blood. The PowerPoint and accompanying resource have been designed to cover the 5th part of point 3.4.1 of the AQA A-level Biology specification. The start of the lesson introduces the cardiac cycle as well as the key term systole, so that students can immediately recognise that the three stages of the cycle are atrial and ventricular systole followed by diastole. Students are challenged on their prior knowledge of the structure of the heart as they have to name and state the function of an atrioventricular and semi-lunar valve from an internal diagram. This leads into the key point that pressure changes in the chambers and the major arteries results in the opening and closing of these sets of valves. Students are given a description of the pressure change that results in the opening of the AV valves and shown where this would be found on the graph detailing the pressure changes of the cardiac cycle. They then have to use this as a guide to write descriptions for the closing of the AV valve and the opening and closing of the semi-lunar valves and to locate these on the graph. By providing the students with this graph, the rest of the lesson can focus on explaining how these changes come about. Students have to use their current and prior knowledge of the chambers and blood vessels to write 4 descriptions that cover the cardiac cycle. The final part of the lesson covers the changes in the volume of the ventricle. This lesson has been written to tie in with the other uploaded lessons on the circulatory system as detailed in topic 3.4.1 (Mass transport in animals)

This fully-resourced lesson looks at the external and internal structure of the mammalian heart and explains how the differences in the thickness of the chamber walls is related to function. The engaging and detailed PowerPoint and accompanying resources have been designed to cover points 8.2 (a) and (b) of the CIE International A-level Biology specification As this topic was covered at GCSE, the lesson has been planned to build on this prior knowledge whilst adding the key details which will enable students to provide A-level standard answers. The primary focus is the identification of the different structures of the heart but it also challenges their ability to recognise the important relationship to function. As detailed in specification point (b), time is taken to ensure that students can explain why the atrial walls are thinner than the ventricle walls and why the right ventricle has a thinner wall than the left ventricle. Opportunities are taken throughout the lesson to link this topic to the others found in topics 8.1 and 8.2 including those which have already been covered like circulatory systems as well as those which are upcoming such as the cardiac cycle. There is also an application question where students have to explain why a hole in the ventricular septum would need to be repaired if it doesn’t naturally close over time.