Stationary waves and resonance lesson created in accordance to the Pearsons BTEC national specification for applied science. This is the seventh lesson in the physics C1 working with waves topic. *NB: This resource has been edited and now includes 3 more slides on resonance + uses* The new specification requires students to sit an externally assessed examination in January. Includes slide animations, embedded videos (incl. URL in slide notes) practice questions with answers on slides and real world applications. Relevant chapter: Principles and applications of science. Pearson Applied science (Student 1) textbook-Page 69-70 The following areas have been covered from the specification in this lesson. C1 Working with waves -Understand the concept and applications of stationary waves resonance.

Quantum physics and introducing the photon lesson created in accordance to the Pearsons BTEC national specification for applied science. This was my fifth lesson in the physics C1 working with waves topic. *NB: Although it's not completely apparent in the specification it is very relevant and provides a scaffold for the emission spectra lesson.* The new specification requires students to sit an externally assessed examination in January. Includes slide animations, embedded videos (incl. URL in slide notes) practice questions with answers on slides and real world applications. Relevant chapter: Principles and applications of science. Pearson Applied science (Student 1) textbook-Page 65

Diffraction grating and path difference lesson created in accordance to the Pearsons BTEC national specification for applied science. This is the fourth lesson in the physics C1 working with waves topic. The new specification requires students to sit an externally assessed examination in January. Includes slide animations, embedded videos (incl. URL in slide notes) practice questions with answers on slides and real world applications. Relevant chapter: Principles and applications of science. Pearson Applied science (Student 1) textbook-Page 61-65 The following areas have been covered from the specification in this lesson. C1 Working with waves Understand the features common to all waves and use the following terms as applied to waves: C1 Working with waves Understand concepts of displacement, coherence, path difference, phase difference, superposition as applied to diffraction gratings.

This lesson has been improved, it contains two lessons worth of content and now includes an optional practical activity Photosynthesis lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. Includes powerpoint timers, slide animations, embedded video’s, optional practical and mini review. NB: If you are unable to play embedded videos please view slide notes for link. AQA spec link: 4.4.1.1 Relevant chapter: B8 Photosynthesis. AQA Biology third edition textbook-Page 124-125 Students are required to know the following; Photosynthesis is represented by the equation: carbon dioxide + water (light) glucose + oxygen Students should recognise the chemical symbols: CO2, H2O, O2 and C6H12O6. Students should be able to describe photosynthesis as an endothermic reaction in which energy is transferred from the environment to the chloroplasts by light.

Growth and differentiation lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability separates class, although content can be adjusted to suit any ability. Includes: slide animations, embedded video, practice questions with answers on slides. AQA spec link: 4.1.1.4 Relevant chapter: B2 Cell division. AQA Biology third edition textbook-Page 28-29 Specification requires students to know the following; Students should be able to explain the importance of cell differentiation. As an organism develops, cells differentiate to form different types of cells. • Most types of animal cell differentiate at an early stage. ••Many types of plant cells retain the ability to differentiate throughout life. In mature animals, cell division is mainly restricted to repair and replacement. As a cell differentiates it acquires different sub-cellular structures to enable it to carry out a certain function. It has become a specialised cell.

Cell division (mitosis) lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability separates class, although content can be adjusted to suit any ability. Includes: slide animations, practice questions with answers on slides and worksheet. AQA spec link: 4.1.2.1 & 4.1.2.2 Relevant chapter: B2 Cell division. AQA Biology third edition textbook-Page 26-27 Specification requires students to know the following; The nucleus of a cell contains chromosomes made of DNA molecules. Each chromosome carries a large number of genes. In body cells the chromosomes are normally found in pairs. Cells divide in a series of stages called the cell cycle. Students should be able to describe the stages of the cell cycle, including mitosis. During the cell cycle the genetic material is doubled and then divided into two identical cells. Before a cell can divide it needs to grow and increase the number of sub-cellular structures such as ribosomes and mitochondria. The DNA replicates to form two copies of each chromosome. In mitosis one set of chromosomes is pulled to each end of the cell and the nucleus divides. Finally the cytoplasm and cell membranes divide to form two identical cells. Students need to understand the three overall stages of the cell cycle but do not need to know the different phases of the mitosis stage. Cell division by mitosis is important in the growth and development of multi-cellular organisms. Students should be able to recognise and describe situations in given contexts where mitosis is occurring.

Types of waves (Transverse and longitudinal) lesson created in accordance to the Pearsons BTEC national specification for applied science. This is the third lesson in the physics C1 working with waves topic. The new specification requires students to sit an externally assessed examination in January. Includes slide animations, embedded video, practice questions on worksheet with answers on slides. NB: Practical opportunity-Demonstrating transverse and longitudinal waves using slinkies. I've also included a verbal AfL sheet which you can use whilst students are conducting the practical, it includes the correct answers. Relevant chapter: Principles and applications of science. Pearson Applied science (Student 1) textbook-Page 60-61 The following areas have been covered from the specification in this lesson. C1 Working with waves Understand the features common to all waves and use the following terms as applied to waves: Understand the difference between the two main types of wave: transverse Longitudinal

Displacement and phase difference lesson created in accordance to the Pearsons BTEC national specification for applied science. This is the second lesson in the physics C1 working with waves topic. The new specification requires students to sit an externally assessed examination in January. Includes slide animations, practice questions with answers on slides, interactive review of the topic so far and homework (calculating wave speed) + MS. NB: The features of a wave have been covered in the first lesson, this lesson focuses on displacement graphs, explains how rotating vectors generate sine waves and phase difference. Relevant chapter: Principles and applications of science. Pearson Applied science (Student 1) textbook-Page 58-59 The following areas have been covered from the specification in this lesson. C1 Working with waves Understand the features common to all waves and use the following terms as applied to waves: -Graphical representation of wave features. -Understand concepts of displacement and phase difference.

Wave introduction lesson created in accordance to the Pearsons BTEC national specification for applied science. This is the first lesson in the physics C1 working with waves topic. The new specification requires students to sit an externally assessed examination in January. Includes slide animations, embedded video, practice questions with answers on slides and a worksheet. Relevant chapter: Principles and applications of science. Pearson Applied science (Student 1) textbook-Page 57-58 NB: This lesson is packed full of key definitions, i would recommend printing the slides as handouts (6 to a page). The following areas have been covered from the specification in this lesson. C1 Working with waves Understand the features common to all waves and use the following terms as applied to waves: periodic time speed wavelength frequency amplitude oscillation.

Diet, exercise and disease lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. Includes powerpoint timers, slide animations, embedded video's, worksheet and mini review. NB: If you are unable to play embedded videos please view slide notes for link. AQA spec link: 4.2.2.6 Relevant chapter: B7 Non-communicable diseases. AQA Biology combined textbook-Page 104-105 Students are required to know the following; • discuss the human and financial cost of these non-communicable diseases to an individual, a local community, a nation, or globally • explain the effect of lifestyle factors including diet, alcohol, and smoking on the incidence of non-communicable diseases at local, national, and global levels. Risk factors are linked to an increased rate of a disease. They can be: • aspects of a person’s lifestyle • substances in the person’s body or environment. A causal mechanism has been proven for some risk factors, but not in others. • The effects of diet and exercise on cardiovascular disease. • Obesity as a risk factor for Type 2 diabetes. Many diseases are caused by the interaction of a number of factors. Students should be able to understand the principles of sampling as applied to scientific data in terms of risk factors. Students should be able to translate information between graphical and numerical forms; and extract and interpret information from charts, graphs and tables in terms of risk factors. Students should be able to use a scatter diagram to identify a correlation between two variables in terms of risk factors.

C12-Chemical analysis- Water purification required practical-lesson created in accordance to the NEW AQA Specification (9-1). Designed for a low ability year 11 class, although content can be adjusted to suit any ability. Includes: slide animations and practice questions with answers on slides as well as a interactive review task. Top tips*I recommend each group is assigned one type of water for dissolved salts part of experiment, collate the results as a class in the end-it'll take forever otherwise. Also, demo the distillation process for a low ability class. AQA spec link: 5.10.1.2 Required practical activity 13: analysis and purification of water samples from different sources, including pH, dissolved solids and distillation. AT skills covered by this practical activity: chemistry AT 2, 3 and 4. This practical activity also provides opportunities to develop WS and MS. Details of all skills are given in Key opportunities for skills development.

Please note this lesson has recently been updated C12-Using Earths resources-Life cycle assessment lesson created in accordance to the NEW AQA Specification (9-1). Designed for a mixed ability year 11 class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos and practice questions with answers on slides as well as a interactive review task. If for any reason the video link does not work, a URL has also been included in the notes. [NB: C12.4 on extracting metal ores is only for HT students] AQA spec link: 5.10.2.1 environmental impact of products in each of these stages: •• extracting and processing raw materials •• manufacturing and packaging •• use and operation during its lifetime •• disposal at the end of its useful life, including transport and distribution at each stage. Use of water, resources, energy sources and production of some wastes can be fairly easily quantified. Allocating numerical values to pollutant effects is less straightforward and requires value judgements, so LCA is not a purely objective process. Selective or abbreviated LCAs can be devised to evaluate a product but these can be misused to reach pre-determined conclusions, eg in support of claims for advertising purposes. Students should be able to carry out simple comparative LCAs for shopping bags made from plastic and paper.

C12-Using Earths resources-Treating waste water lesson created in accordance to the NEW AQA Specification (9-1). Designed for a low ability year 11 class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos and practice questions with answers on slides as well as a interactive review task. If for any reason the video link does not work, a URL has also been included in the notes. AQA spec link: 5.10.1.3 Urban lifestyles and industrial processes produce large amounts of waste water that require treatment before being released into the environment. Sewage and agricultural waste water require removal of organic matter and harmful microbes. Industrial waste water may require removal of organic matter and harmful chemicals. Sewage treatment includes: •• screening and grit removal •• sedimentation to produce sewage sludge and effluent •• anaerobic digestion of sewage sludge •• aerobic biological treatment of effluent. Students should be able to comment on the relative ease of obtaining potable water from waste, ground and salt water.

Alcohol and other carcinogens lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. Includes powerpoint timers, slide animations, embedded video's, worksheet and mini review. NB: If you are unable to play embedded videos please view slide notes for link. AQA spec link: 4.2.2.6 Relevant chapter: B7 Non-communicable diseases. AQA Biology combined textbook-Page 106-107 Students are required to know the following; A causal mechanism has been proven for some risk factors, but not in others. • The effect of alcohol on the liver and brain function. • The effects of alcohol on unborn babies. • Carcinogens, including ionising radiation, as risk factors in cancer. Many diseases are caused by the interaction of a number of factors. Students should be able to understand the principles of sampling as applied to scientific data in terms of risk factors. Students should be able to translate information between graphical and numerical forms; and extract and interpret information from charts, graphs and tables in terms of risk factors. Students should be able to use a scatter diagram to identify a correlation between two variables in terms of risk factors.

Exchanging materials lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability separates class, although content can be adjusted to suit any ability. Includes: slide animations, practice questions with answers on slides, worksheet, and homework (with MS) AQA spec link: 4.1.3.1 Relevant chapter: B1 Cell structure and transport. AQA Biology third edition textbook-Page 22-23 Specification requires students to know the following; A single-celled organism has a relatively large surface area to volume ratio. This allows sufficient transport of molecules into and out of the cell to meet the needs of the organism. Students should be able to calculate and compare surface area to volume ratios. Students should be able to explain the need for exchange surfaces and a transport system in multicellular organisms in terms of surface area to volume ratio. Students should be able to explain how the small intestine and lungs in mammals, gills in fish, and the roots and leaves in plants, are adapted for exchanging materials. In multicellular organisms, surfaces and organ systems are specialised for exchanging materials. This is to allow sufficient molecules to be transported into and out of cells for the organism’s needs. The effectiveness of an exchange surface is increased by: •• having a large surface area •• a membrane that is thin, to provide a short diffusion path •• (in animals) having an efficient blood supply •• (in animals, for gaseous exchange) being ventilated.

Chemical properties-3-Displacement reactions of metals/halogens lesson created in accordance to the Pearsons BTEC national specification for applied science. The specification mentions a lot of chemical properties so i have separated into three lessons. In this third and final lesson in A2 series i have covered displacement reactions of metals/halogens uses and applications of substances produced within this unit. This new specification requires students to sit an externally assessed examination in January. Includes slide animations and practice questions with answers on slides. Relevant chapter: Principles and applications of science. Pearson Applied science (Student 1) textbook-Page 35-36