This is a highly engaging, detailed and fully-resourced revision lesson which has been designed to test the students on their knowledge and understanding of topic 6 (Radioactivity) of the Pearson Edexcel GCSE Physics specification. The PowerPoint and accompanying resources contain a wide range of resources which include exam-style questions with fully-explained answers, differentiated tasks and quick quiz competitions. The students will be motivated by the range of tasks whilst crucially recognising those areas of the specification which require some extra time before the exams The following specification points are covered in this lesson: Describe the structure of atom and recall the typical size Recall the relative masses and charges of the subatomic particles and use the number of protons and electrons to explain why atoms are neutral Describe the structure of the nuclei of an isotope Explain what is meant by background radiation and recall sources Describe methods for measuring and detecting radioactivity Describe the process of beta minus and beta plus decay Write and balance nuclear decay equations Explain the effects on the proton and nucleon number as a result of decay Recall that the unit of radioactivity is Bq Use the concept of half-life to carry out calculations Describe the use of isotopes in PET scanners Describe the differences between nuclear fission and fusion Explain how the fission of U-235 produces two daughter nuclei, two or three neutrons and releases energy Describe the advantages and disadvantages of nuclear energy Explain why nuclear fusion cannot happen at low temperatures and pressures It is estimated that it will take in excess of 2 hours of GCSE teaching to cover the detail of this lesson and it can be used for effective revision at the end of the topic or in the lead up to mock or terminal exams.

This detailed lesson explains how observable features at a microscopic level can be used to classify living organisms into one of the five kingdoms. The engaging PowerPoint and accompanying resources have been designed to cover point 4.2.2 © (i) of the OCR A-level Biology A specification which states that students should be able to demonstrate and apply an understanding of the features of the animalia, plantae, fungi, protoctista and prokaryotae kingdoms. This lesson begins with a knowledge recall as students have to recognise that prior to 1990, kingdom was the highest taxa in the classification hierarchy. Moving forwards, they will recall the names of the five kingdoms and immediately be challenged to split them so that the prokaryotae kingdom is left on its own. An opportunity is taken at this point to check on their prior knowledge of the structure of a bacterial cell from module 2.1.1. These prior knowledge checks are found throughout the lesson (along with current understanding checks) as students are also tested on their knowledge of the structure and function of cellulose. This is found in the section of the lesson where the main constituent of the wall can be used to distinguish between plantae, fungi and prokaryotae. Quick quiz competitions, such as YOU DO THE MATH and SAY WHAT YOU SEE are used to introduce key values and words in a fun and memorable way. The final part of the lesson looks at the protoctista kingdom and students will come to understand how these organisms tend to share a lot of animal or plant-like features. Both of the accompanying resources have been differentiated to allow students of differing abilities to access the work and this lesson has been written to tie in with the previously uploaded lesson on taxonomic hierarchy and the binomial naming system (4.2.2 a & b).

This lesson describes the classification of species into the taxonomic hierarchy and cover point 18.2 (a) of the CIE A-level Biology specification. The engaging PowerPoint and accompanying resources have been designed to show students how the domain, kingdom, phylum, class, order, family, genus and species are used in modern-day classification. The lesson begins by with a knowledge recall as students have to use the provided information about a mule to explain why a horse and donkey are considered to be members of different species. Moving forwards, students will learn that species is the lowest taxon in the modern-day classification hierarchy. The first of a number of rounds of a competition is used to engage the students whilst they learn the names of the 7 other taxa and the horse and the donkey from the earlier example are used to complete the hierarchy. Students are told that a binomial naming system is used in Biology to provide a universal name for each species and the final task of the lesson challenges them to apply their knowledge by completing a hierarchy for a modern-day human, by spotting the correct name for an unfamiliar organism

This revision lesson has been designed to challenge the students on their use of a range of mathematical skills that could be assessed on the six OCR Gateway A GCSE Combined Science papers. The mathematical element of the GCSE Combined Science course has increased significantly since the specification change and therefore success in those questions which involve the use of maths can prove to be the difference between one grade and another or possibly even more. The engaging PowerPoint and accompanying resources contain a wide range of activities that include exam-style questions with displayed mark schemes and explanations so that students can assess their progress. Other activities include differentiated tasks, class discussion points and quick quiz competitions such as “It doesn’t HURT to CONVERT”, “YOU DO THE MATH” and “FILL THE VOID”. The following mathematical skills (in a scientific context) are covered in this lesson: The use of Avogadro’s constant Rearranging the formula of an equation Calculating the amount in moles using mass and relative formula mass Calculating the relative formula mass for formulae with brackets Using the Periodic Table to calculate the number of sub-atomic particles in atoms Changes to electrons in ions Balancing chemical symbol equations Empirical formula Converting between units Calculating concentration in grams per dm cubed and volumes of solutions Calculating size using the magnification equation Using the mean to estimate the population of a sessile species Calculating percentages to prove the importance of biodiversity Calculating percentage change The BMI equation Calculating the acceleration from a velocity-time graph Recalling and applying the Physics equations Understanding prefixes that determine size Leaving answers to significant figures and using standard form Helpful hints and step-by-step guides are used throughout the lesson to support the students and some of the worksheets are differentiated two ways to provide extra assistance. Due to the detail of this lesson, it is estimated that it will take in excess of 3 hours of GCSE teaching time to cover the tasks and for this reason it can be used over a number of lessons as well as during different times of the year for revision

This detailed lesson explains how the process of transcription results in the production of messenger RNA (mRNA). Both the detailed PowerPoint and accompanying resource have been designed to specifically cover the first part of point 6.2 (d) of the CIE International A-level Biology specification. The lesson begins by challenging the students to recall that most of the nuclear DNA in eukaryotes does not code for polypeptides. This allows the promoter region and terminator region to be introduced, along with the structural gene. Through the use of an engaging quiz competition, students will learn that the strand of DNA involved in transcription is known as the template strand and the other strand is the coding strand. Links to previous lessons on DNA and RNA structure are made throughout and students are continuously challenged on their prior knowledge as well as they current understanding of the lesson topic. Moving forwards, the actual process of transcription is covered in a 7 step bullet point description where the students are asked to complete each passage using the information previously provided. An exam-style question is used to check on their understanding before the final task of the lesson looks at the journey of mRNA to the ribosome for the next stage of translation. This lesson has been written to challenge all abilities whilst ensuring that the most important details are fully explained.

This detailed lesson describes the role of the strand of mRNA, the tRNA molecules, the amino acids and the ribosome during the second stage of protein synthesis - translation. Both the PowerPoint and accompanying resources have been designed to cover the second part of point 6.2 (d) of the CIE International A-level Biology specification and ties in with the first part of this specification point which covered transcription. Translation is a topic which is often poorly understood and so this lesson has been written to enable the students to understand how to answer the different types of questions by knowing and including the key details of the structures involved. The lesson begins by challenging the students to consider why it is so important that the amino acids are assembled in the correct order during the formation of the chain. Moving forwards, a quick quiz round called “LOST IN TRANSLATION” is used to check on their prior knowledge of the mRNA strand, the tRNA molecules, the genetic code and the ribosomes. The next task involves a very detailed description of translation that has been divided into 14 statements which the students have to put into the correct order. By giving them a passage that consists of this considerable detail, they can pick out the important parts to use in the next task where they have to answer shorter questions worth between 3 and 4 marks. These types of questions are common in the assessments and by building up through the lesson, their confidence to answer this type should increase. The final two tasks of the lesson involve another quiz called “The protein synthesis game”, where the teams compete to transcribe and translate in the quickest time before using all the information from the lessons on protein synthesis to answer some questions which involve the genetic code and the mRNA codon table.

This is a fully-resourced lesson which uses exam-style questions, quiz competitions, quick tasks and discussion points to challenge students on their understanding of topics P5 - P7, that will assessed on PAPER 6. It has been specifically designed for students on the AQA GCSE Combined Science course who will be taking the FOUNDATION TIER examinations but is also suitable for students taking the higher tier who need to ensure that the fundamentals are known and understood. The lesson has been written to cover as many specification points as possible but the following sub-topics have been given particular attention: Factors affecting the thinking, braking and stopping distance The 7 recall and apply equations tested in PAPER 6 Using velocity-time graphs to calculate accelerations The motions represented by the different lines on a velocity-time graph Resultant forces Speed and velocity as scalar and vector quantities Converting between units Sound as an example of a longitudinal wave The EM spectrum The meaning of amplitude, wavelength, frequency and period Contact and non-contact forces Attraction and repulsion in magnets Magnetic fields The extension of a spring In order to maintain challenge whilst ensuring that all abilities can access the questions, the majority of the tasks have been differentiated and students can ask for extra support when they are unable to begin a question. Step-by-step guides have also been written into the lesson to walk students through some of the more difficult concepts such as calculating acceleration and the mathematical elements Due to the extensiveness of this revision lesson, it is estimated that it will take in excess of 2/3 teaching hours to complete the tasks and therefore this can be used at different points throughout the course as well as acting as a final revision before the PAPER 6 exam.

This fully-resourced lesson describes the structure of the heart as well as the associated blood vessels. Both the engaging PowerPoint and accompanying differentiated resources have been designed to cover the 1st part of point 1.2.5 as detailed in the Edexcel A-level PE specification which states that students need to learn about the anatomical components and structure of the heart. The structure of the heart is a topic which was covered in part at GCSE so this lesson has been written to build on that prior knowledge. The main task of the lesson involves students labelling the different structures as they are recalled. Time is taken at different points of the lesson to look at some of the structures and concepts in further detail. For example, students will learn that humans have a double circulatory system, as detailed in point 1.2.6, and that the thicker muscular wall of the left ventricle allows the blood in the systemic circulation to be pumped at a higher pressure than in the pulmonary circulation. Students are also challenged to explain why a hole in the septum would cause health issues for an affected individual and this links back to previous work in unit 1 on energy systems. By the end of the lesson, the students will be able to identify the following structures and describe their individual functions: right and left atria right and left ventricles septum tricuspid and bicuspid valve semi-lunar valves pulmonary artery and pulmonary vein vena cava aorta A number of quiz rounds are used throughout the lesson to introduce key terms in a fun and memorable way before the final round is used as a final check so they can assess whether they can recognise the structures and recall their functions.

This lesson describes and explains how the contraction of the heart chambers during atrial and ventricular systole and the relaxation during diastole causes blood to flow through the heart. The engaging PowerPoint and accompanying resource have been designed to cover the first part of point 1.2.6 as detailed in the Edexcel A-level PE specification which states that students need to learn about the physiology of the cardiovascular system with regards to the cardiac cycle. The students will have already encountered aspects of the cardiovascular system in topic 1.2.5 and this lesson aims to build on that knowledge. Students will be introduced to the sequence of events known as the cardiac cycle and will learn that the cycle can be split into three parts, which are atrial systole, ventricular systole and diastole. There is a particular focus on the role of the AV and semi-lunar valves in the control of blood flow and students are challenged to explain how pressure changes cause these valves to open or close. The final task of the lesson involves a quiz round called “RECYCLE THIS?” where the teams have to use their knowledge of the cardiac cycle and the function and anatomy of the heart and blood vessels from a previous lesson to spot any errors in the description of blood flow through the heart

This fully-resourced lesson describes the characteristics and physiology of the glycolytic pathway and explains its role in ATP production for exercise. Both the PowerPoint and accompanying resources have been designed to cover the 2nd part of points 1.4.4 & 1.4.5 as detailed in the Edexcel A-level PE specification The lesson begins by challenging the students to explain which out of stored ATP, phosphocreatine and glycogen in a muscle would be depleted after 10 seconds of intense exercise. This introduces glycogen as the starting substance in the glycolytic pathway and students will use their prior knowledge to recognise that the 1st step in this pathway involves the breakdown of glycogen to glucose. The main part of the lesson focuses on glycolysis and the key details of this step are discussed and explained, such as the net yield of ATP. Moving forwards, the students will learn how the product of glycolysis, pyruvate, is converted to lactate but does not result in the formation of any more ATP and this small yield of just 2 ATP means that this pathway is quickly fatigued. The lesson finishes by covering the duration of exercise that can be supported by the glycolytic pathway as the dominant energy provider. This lesson has been specifically written to tie in with the next lesson on the aerobic pathway as well as making links to a previous lesson on the ATP-PC pathway

This lesson describes and explains how the contraction of the heart chambers during atrial and ventricular systole and the relaxation during diastole causes blood to flow through the heart. The engaging PowerPoint and accompanying resource have been designed to cover the 4th point of SECTION A9 of the CIE International A-level PE specification which states that students need to be able to describe the different stages of the cardiac cycle. The students will have already encountered aspects of the cardiovascular system earlier in this section and this lesson aims to build on that knowledge. Students will be introduced to the sequence of events known as the cardiac cycle and will learn that the cycle can be split into three parts, which are atrial systole, ventricular systole and diastole. There is a particular focus on the role of the AV and semi-lunar valves in the control of blood flow and students are challenged to explain how pressure changes cause these valves to open or close. The final task of the lesson involves a quiz round called “RECYCLE THIS?” where the teams have to use their knowledge of the cardiac cycle and the function and anatomy of the heart and blood vessels from a previous lesson to spot any errors in the description of blood flow through the heart

This fully-resourced lesson describes the energy production for sport and exercise by the lactate system. Both the PowerPoint and accompanying resources have been designed to cover the 3rd part of point A7 in UNIT 1 of the Pearson BTEC Level 3 National Diploma in Sport and Exercise Science specification. The lesson begins by challenging the students to explain which out of stored ATP, phosphocreatine and glycogen in a muscle would be depleted after 10 seconds of intense exercise. This introduces glycogen as the starting substance in the lactate system and students will use their prior knowledge to recognise that the 1st step in this system involves the breakdown of glycogen to glucose. The main part of the lesson focuses on glycolysis and the key details of this step are discussed and explained, such as the net yield of ATP. Moving forwards, the students will learn how the product of glycolysis, pyruvate, is converted to lactate but does not result in the formation of any more ATP and this small yield of just 2 ATP means that this system is quickly fatigued. The lesson finishes by covering the duration of exercise that can be supported by the lactate system as the dominant energy provider. This lesson has been specifically written to tie in with the next lesson on the aerobic system as well as making links to a previous lesson on the ATP-PC system

This fully-resourced lesson describes the internal structure of the heart and all of the blood vessels attached to the heart. Both the engaging PowerPoint and accompanying differentiated resources have been designed to cover the 1st part of section A9 as detailed in the CIE International A-level PE specification. The structure of the heart is a topic which was covered in part at GCSE so this lesson has been written to build on that prior knowledge. The main task of the lesson involves students labelling the different structures as they are recalled. Time is taken at different points of the lesson to look at some of the structures and concepts in further detail. For example, students will learn that humans have a double circulatory system, as detailed in point section A10, and that the thicker muscular wall of the left ventricle allows the blood in the systemic circulation to be pumped at a higher pressure than in the pulmonary circulation. Students are also challenged to explain why a hole in the septum would cause health issues for an affected individual and this links back to previous work in unit 1 on energy systems. By the end of the lesson, the students will be able to identify the following structures and describe their individual functions: right and left atria right and left ventricles septum tricuspid and bicuspid valve semi-lunar valves pulmonary artery and pulmonary vein vena cava aorta A number of quiz rounds are used throughout the lesson to introduce key terms in a fun and memorable way before the final round is used as a final check so they can assess whether they can recognise the structures and recall their functions.

This engaging lesson looks at the structure of a muscle fibre, and focuses on the proteins, bands and zones that are found in the myofibril. The PowerPoint and acccompanying resource have been designed to cover the second part of points 1.3.5 & 1.3.6 of the Edexcel A-level PE specification. The lesson begins with an imaginary question from the quiz show POINTLESS, where students have to recognise a range of fields of study. This will reveal myology as the study of muscles so that key terms like myofibril and myosin can be introduced. Moving forwards, students will be shown the striated appearance of this muscle so they can recognise that some areas appear dark where both myofilaments are found and others as light as they only contain actin or myosin. A quiz competition is used to introduce the A band, I band and H zone and students then have to use the information given to label a diagram of the myofibril. The final task challenges the students to use their knowledge of the sliding filament theory to recognise which of these bands or zones narrow or stay the same length when muscle is contracted

This engaging lesson looks at the role of haemoglobin in transporting oxygen as well as the different ways that carbon dioxide is transported around the body. The detailed PowerPoint has been designed to cover the 5th point in section A10 of the CIE International A-level PE specification. The lesson begins with a version of the quiz show Pointless to introduce haemotology as the study of the blood conditions. Students will learn that haemoglobin is a protein made of 4 polypeptide chains and that it is the haem group found on each of these chains which has a high affinity for oxygen. Time is taken to discuss how haemoglobin must be able to load (and unload) oxygen as well as transport the oxygen to the cells of the working muscles so that they can continue to produce energy by the aerobic system. Students will plot the oxyhaemoglobin dissociation curve so they can understand about the unloading aspect of the role. The remainder of the lesson looks at the different ways that carbon dioxide is transported around the body and students will learn that the dissociation of carbonic acid into hydrogen ions affects the affinity of haemoglobin for oxygen so that the Bohr effect can be explained.

This is a fully-resourced lesson which describes the relationship between cardiac output, stroke volume and heart rate and explains how they differ between rest and during exercise. The PowerPoint and accompanying resources have been designed to cover the 2nd part of point 1.1.2 of the AQA A-level PE specification. The lesson begins by challenging the students to recognise that the left ventricle has the most muscular wall of all of the heart chambers. This allows the stroke volume to be introduced as the volume of blood ejected from the left ventricle each heart beat and then a quiz competition is used to introduce normative values for the stroke volume and the heart rate. Moving forwards, students will learn that the cardiac output is the product of the stroke volume and the heart rate. At this point in the lesson, time is taken to challenge the students to consider how these three factors would be affected by a single physical activity. Venous return and the regulation of heart rate are briefly introduced to explain the increase in stroke volume and heart rate but these are covered in greater detail in later lessons in this topic. The main part of the lesson looks at the adaptation of the heart to aerobic training in the form of cardiac hypertrophy and then the students are challenged to work out how this would affect the stroke volume, the cardiac output and the resting heart rate. A number of tasks are used to get the students to explain why the resting heart rate decreases and to calculate the changes in cardiac output. One of the two tasks has been differentiated and this allows students of differing abilities to access the work

This lesson describes and explains how the contraction of the heart chambers during atrial and ventricular systole and the relaxation during diastole causes blood to flow through the heart. The engaging PowerPoint and accompanying resource have been designed to cover the 2nd point of the “Cardiovascular system at rest” topic in 1.1.b of the OCR A-level PE specification The students will have already encountered aspects of the cardiovascular system earlier in this section and this lesson aims to build on that knowledge. Students will be introduced to the sequence of events known as the cardiac cycle and will learn that the cycle can be split into three parts, which are atrial systole, ventricular systole and diastole. There is a particular focus on the role of the AV and semi-lunar valves in the control of blood flow and students are challenged to explain how pressure changes cause these valves to open or close. The final task of the lesson involves a quiz round called “RECYCLE THIS?” where the teams have to use their knowledge of the cardiac cycle and the structures of the heart and blood vessels to spot any errors in the description of blood flow through the heart

This fully-resourced lesson describes how the mechanisms of root pressure and transpiration pull move water upwards in the xylem to the leaves. The detailed PowerPoint and accompanying, differentiated resources have primarily been designed to cover the second part of point 7.2 [c] of the CIE International A-level Biology specification but also cover 7.2 [b] as the cohesion-tension theory and adhesion are described and explained. This lesson has been written to follow on from the end of the previous lesson, which finished with the description of the transport of the water and mineral ions from the endodermis to the xylem. Students are immediately challenged to use this knowledge to understand root pressure and the movement by mass flow down the pressure gradient. Moving forwards, time is taken to study the details of transpiration pull and the interaction between cohesion, tension and adhesion in capillary action is explained. Understanding is constantly checked through a range of tasks and prior knowledge checks are also written into the lesson to challenge the students to make links to previously covered topics such as the structure of the transport tissues. The final part of the lesson considers the journey of water through the leaf and ultimately out of the stomata in transpiration. A step by step guide using questions to discuss and answer as a class is used to support the students before the final task challenges them to summarise this movement through the leaf.