A Science teacher by trade, I've also been known to be found teaching Maths and PE! However, strange as it may seem, my real love is designing resources that can be used by other teachers to maximise the experience of the students. I am constantly thinking of new ways to engage a student with a topic and try to implement that in the design of the lessons.
A Science teacher by trade, I've also been known to be found teaching Maths and PE! However, strange as it may seem, my real love is designing resources that can be used by other teachers to maximise the experience of the students. I am constantly thinking of new ways to engage a student with a topic and try to implement that in the design of the lessons.
This is an engaging and fully resourced REVISION lesson which uses a range of exam questions, understanding checks, quick differentiated tasks and quiz competitions to enable students to assess their understanding of the content within topic 4 (Atomic structure) of the AQA GCSE Physics (8463) specification.
The specification points that are covered in this revision lesson include:
Students should know that atoms are very small, having a radius of about 1 × 10-10 metres.
Students should know that the basic structure of an atom is a positively charged nucleus composed of both protons and neutrons surrounded by negatively charged electrons
Students should be able to use the atomic number and mass number and understand how these differ in isotopes
Students should know the key stages in the development of the model of the atom and the main pieces of evidence that were found
Students should know that some atomic nuclei are unstable and that the nucleus gives out radiation as it changes to become more stable.
Students should know the penetrating and ionising power and range in air of the alpha particles, beta particles and gamma rays
Students should be able to represent decay with equations and be able to describe the effect on the atomic and mass number
Students should be able to determine the half-life of a radioactive isotope from given information.
Students should be able to describe nuclear fission and fusion
The students will thoroughly enjoy the range of activities, which include quiz competitions such as “It’s as easy as ABG” where they have to compete to be the 1st to work out the word formed from the letters of the different types of radiation whilst all the time evaluating and assessing which areas of this topic will need their further attention. This lesson can be used as revision resource at the end of the topic or in the lead up to mocks or the actual GCSE exams
This is an engaging REVISION lesson which uses a range of exam questions, understanding checks, quick tasks and quiz competitions to enable students to assess their understanding of the content within topic 1 (General Physics) of the CIE IGCSE Physics (0625) specification. The lesson covers the content in both the core and supplement sections of the specification and therefore can be used with students who will be taking the extended papers as well as the core papers.
The specification points that are covered in this revision lesson include:
CORE
Define speed and calculate average speed from total distance divided by total time
Plot and interpret a speed-time graph or a distance-time graph
Recognise from the shape of a speed-time graph when a body is at rest, moving at a constant speed or changing speed
Calculate the area under a speed-time graph to work out the distance travelled for motion with constant acceleration
Show familiarity with the idea of the mass of a body
State that weight is a gravitational force
Distinguish between mass and weight
Recall and use the equation W = mg
Recall and use the equation density = mass divided by volume
Understand friction as the force between two surfaces which impedes motion and results in heating
Calculate moment using the product force × perpendicular distance from the pivot
Identify changes in kinetic, gravitational potential, chemical, elastic (strain), nuclear and internal energy that have occurred as a result of an event or process
Recognise that energy is transferred during events and processes, including examples of transfer by forces (mechanical working), by electrical currents (electrical working), by heating and by waves
Apply the principle of conservation of energy to simple examples
Describe how electricity or other useful forms of energy may be obtained from a range of sources
Show a qualitative understanding of efficiency
Demonstrate understanding that work done = energy transferred
Relate (without calculation) power to work done and time taken, using appropriate examples
SUPPLEMENT
Distinguish between speed and velocity
Define and calculate acceleration
Understand deceleration as a negative acceleration
Describe, and use the concept of, weight as the effect of a gravitational field on a mass
State Hooke’s Law and recall and use the expression F = k x, where k is the spring constant
Apply the principle of moments to different situations
Understand that vectors have a magnitude and direction
The students will thoroughly enjoy the range of activities, which include quiz competitions such as “Are you the KING of the KINGDOMS” where they have to name the kingdoms involved based on a feature whilst crucially being able to recognise the areas of this topic which need their further attention. This lesson can be used as revision resource at the end of the topic or in the lead up to mocks or the actual IGCSE exam
This is a fully-resourced REVISION lesson which uses a range of exam questions, understanding checks, quick tasks and quiz competitions to enable students to assess their understanding of the content within topic 4 (Magnetism and magnetic fields) of the OCR GCSE Physics A 9-1 specification.
The specification points that are covered in this revision lesson include:
Describe the attraction and repulsion between unlike and like poles for permanent magnets
Describe the difference between permanent and induced magnets
Explain how the behaviour of a magnetic (dipping) compass is related to evidence that the core of the Earth must be magnetic
Apply: force on a conductor (at right angles to a magnetic field) carrying a current = magnetic flux density x current x length
Apply: potential difference across primary coil (V)/potential difference across secondary coil (V) = number of turns in primary coil / number of turns in secondary coil
Describe how a magnet and a current-carrying conductor exert a force on one another
Show that Fleming’s left-hand rule represents the relative orientations of the force, the current and the magnetic field
Explain how the force exerted from a magnet and a current-carrying conductor is used to cause rotation in electric motors
Explain the action of a loudspeaker and headphones
Of all of the Physics topics, this one tends to be one of the least well understood. Therefore, time has been taken to not only make this an engaging revision lesson but to go into detail on some of the topics which are commonly assessed in the exams. LInks have also been made to topic 3 (electricity) as these can often be combined in questions on Paper 1.
This lesson can be used as revision resource at the end of the topic or in the lead up to mocks or the actual GCSE exams
This bundle of 7 fully-resourced REVISION lessons have been designed to engage students whilst they assess their knowledge of the following topics that are covered in the OCR Gateway A GCSE Physics specification:
Topic 1: Matter
Topic 2: Forces
Topic 3: Electricity
Topic 4: Magnetism and magnetic fields
Topic 5: Waves in matter
Topic 6: Radioactivity
Topic 8: Global challenges
Each of the lessons have been written to include a range of activities which include differentiated tasks, exam questions (with clearly explained answers) and quiz competitions. Teachers can use these lessons with their students when they reach the end of a topic, in the lead up to the mocks or in the lead up to the actual GCSE exams.
This is an engaging REVISION lesson which is fully-resourced and uses a range of exam questions, understanding checks, quick tasks and quiz competitions to enable students to assess their understanding of the content within topic 2 (Forces) of the OCR GCSE Physics A 9-1 specification.
The specification points that are covered in this revision lesson include:
Recall and apply: distance travelled (m) = speed (m/s) x time (s)
Recall and apply: acceleration (m/s2) = change in velocity (m/s) / time (s)
Apply: (final velocity (m/s))2 - (initial velocity (m/s))2 = 2 x acceleration (m/s2) x distance (m)
Recall and apply: kinetic energy (J) = 0.5 x mass (kg) x (speed (m/s))2
Describe how to measure distance and time and use these to calculate speed
Explain the vector–scalar distinction as it applies to displacement and distance, velocity and speed
Recall and apply: force (N) = mass (kg) x acceleration (m/s2)
Recall and apply: momentum (kgm/s) = mass (kg) x velocity (m/s)
Recall and apply: work done (J) = force (N) x distance (m) (along the line of action of the force)
Recall and apply: power (W) = work done (J) / time (s)
Represent such forces as vectors
Define momentum and describe examples of momentum in collision
Recall and apply Newton’s third law
Recall and apply: force exerted by a spring (N) = extension (m) x spring constant (N/m)
Recall and apply: gravity force (N) = mass (kg) x gravitational field strength, g (N/kg
Recall and apply: (in a gravity field) potential energy (J) = mass (kg) x height (m) x gravitational field strength, g (N/kg)
Recall and apply: pressure (Pa) = force normal to a surface (N) / area of that surface (m2)
Recall and apply: moment of a force (Nm) = force (N) x distance (m) (normal to direction of the force
Calculate a spring constant in linear case
Describe that all matter has a gravitational field that causes attraction, and the field strength is much greater for massive objects
Define weight, describe how it is measured and describe the relationship between the weight of an object and the gravitational field strength (g
Define and calculate the moment of the force in such examples
Use the relationship between the force, the pressure and the area in contact
There is clearly a huge emphasis on the mathematical aspect of the subject in this topic and the various skills needed for success in the calculations are tested throughout this lesson. Students will enjoy the range of activities which includes quiz competitions such as “FILL THE VOID” where students compete to be the 1st to complete one of the 12 recall equations in this topic. This lesson is suitable to be used as a revision resource at the end of the topic or in the lead up to mocks or the actual GCSE exams
This bundle of 6 revision lessons covers the content in topics 1 - 6 of the Edexcel A-level Biology (Salters Nuffield) specification that can be assessed in Paper 1 (The Natural Environment and species survival). Each of the lessons has been designed to include a range of exam questions, differentiated tasks and quiz competitions that will motivate the students whilst they evaluate their understanding of the different sub-topics. Helpful hints are given throughout the lesson to aid the students in structuring their answers and the mathematical elements of the course are constantly challenged as well.
The 6 topics covered by this bundle are:
Topic 1: Lifestyle, health and risk
Topic 2: Genes and health
Topic 3: Voice of the genome
Topic 4: Biodiversity and natural resources
Topic 5: On the wild side
Topic 6: Immunity, infection and forensics
This bundle of 6 revision lessons covers the content in topics 1 - 4, 7 and 8 of the Edexcel A-level Biology (Salters Nuffield) specification that can be assessed in Paper 2 (Energy, exercise and coordination).
Each of the lessons has been designed to include a range of exam questions, differentiated tasks and quiz competitions that will motivate the students whilst they evaluate their understanding of the different sub-topics. Helpful hints are given throughout the lesson to aid the students in structuring their answers and the mathematical elements of the course are constantly challenged as well.
The 6 topics covered by this bundle are:
Topic 1: Lifestyle, health and risk
Topic 2: Genes and health
Topic 3: Voice of the genome
Topic 4: Biodiversity and natural resources
Topic 7: Run for your life
Topic 8: Grey matter
All of the 5 lessons in this bundle have been designed to include a range of activities that motivate, engage and ultimately challenge the students on their knowledge of the specification content that can be assessed on PAPER 1 of the Edexcel GCSE Combined Science course. The topics covered in this bundle are:
TOPIC 1: Key concepts in Biology
TOPIC 2: Cells and control
TOPIC 3: Genetics
TOPIC 4: Natural selection and genetic modification
TOPIC 5: Health, disease and the development of medicines
Helpful hints are provided throughout the lessons to support the students with exam technique and in structuring their answers and the mathematical elements of the course are constantly challenged. These lessons are suitable for use mid-topic to focus on a specific area, at the end of a topic or in the lead up to mocks or the actual PAPER 1 exam.
This detailed lesson describes the formation and effects of excitatory and inhibitory postsynaptic potentials . The PowerPoint has been designed to cover point 9.5 (v) of the Edexcel A-level Biology B specification.
This is a topic which is generally poorly understood by students or brushed over so considerable time has been taken to design the activities to motivate the students so that the content is memorable whilst still being covered in detail. Links are continually made to earlier topics in this topic such as synapses and generator potentials but also to topics covered in the previous year.
The lesson begins by challenging the students to recognise a description of generator potential and they will then discover that this is also known as an EPSP. Students will recall that a small depolarisation may not lead to the opening of the voltage gated channels and therefore the full depolarisation which is needed for the initiation of an action potential and will discuss how this problem could be overcome. Lots of discussion points like this are included in the lesson to encourage the students to challenge and debate why a particular process of mechanism occurs. Students will therefore learn that EPSPs can be combined and this is known as summation. A quiz round is used to introduce temporal and spatial summation. Moving forwards, students are presented with a number of examples where they have to decide why type of summation is involved. Again, the lesson has been written to include real-life examples such as chronic pain conditions so the chances of the content sticking is increased. The final part of the lesson introduces IPSPs and the effect of these on summation and action potentials is discussed.
This lesson describes the relationship between the structure and function of a synapse, focusing on acetylcholine as the neurotransmitter. The engaging and detailed PowerPoint and accompanying resources have been designed to cover the content of point 9.5 (iv) of the Edexcel A-level Biology B specification.
The lesson begins by using a version of the WALL (as shown in the cover image) which asks the students to group 12 words into three groups of 4. Not only will this challenge their prior knowledge from topics earlier in this topic but it will also lead to the discovery of four of the structures that are found in a synapse. Moving forwards, students are introduced to acetylcholine as the neurotransmitter involved at cholinergic synapses and they will start to add labels to the structures found in the pre-synaptic bulb. Time is taken to focus on certain structures such as the voltage gated channels as these types of channel were met previously when looking at the depolarisation of a neurone. There is plenty of challenge and discovery as students are pushed to explain why organelles like mitochondria would be found in large numbers in the bulb. With this process being a cascade of events, a bullet point format is used to ensure that the key content is taken in by the students and again key points like exocytosis and the action of acetylcholinesterase are discussed further.
Understanding checks and prior knowledge checks are included throughout the lesson so that students can not only assess their progress against the current topic but also be challenged to make links to earlier topics.
This lesson describes how the mechanisms involved in the selective reabsorption of solutes in the proximal convoluted tubule. The PowerPoint and accompanying resource have been designed to cover the first part of specification point 9.9 (iii) of the Edexcel A-level Biology B specification and builds on the knowledge gained in the previous lessons on the structure of the nephron and ultrafiltration.
The lesson begins by challenging the students to recall the substances that are found in the glomerular filtrate so that each of them can be considered over the course of the rest of the lesson. Moving forwards, the first of the numerous discussion points which are included in the lesson is used to get students to predict the component of the filtrate which won’t be found in the urine when they are presented with pie charts from each of these situations. Upon learning that glucose is 100% reabsorbed, along with most of the ions and some of the water, the rest of the lesson focuses on describing the relationship between the structure of the PCT and the function of selective reabsorption. Again, this section begins by encouraging the students to discuss and to predict which structures they would expect to find in a section of the kidney if the function is to reabsorb. They are given the chance to see the structure (as shown in the cover image) before each feature is broken down to explain its importance. Time is taken to look at the role of the cotransporter proteins to explain how this allows glucose, along with sodium ions, to be reabsorbed from the lumen of the PCT into the epithelial cells. The final part of the lesson focuses on urea and how the concentration of this substance increases along the tubule as a result of the reabsorption of some of the water.
This fully-resourced lesson describes the effects of enzyme and substrate concentration on the rate of enzyme-catalysed reactions. The PowerPoint and accompanying resources are the third in a series of 4 lessons which cover the details of point 3.2 (a) of the CIE A-level Biology specification.
The first part of the lesson describes how an increase in substrate concentration will affect the rate of reaction when a fixed concentration of enzyme is used. Time is taken to introduce limiting factors and students will be challenged to identify substrate concentration as the limiting factor before the maximum rate is attained and then they are given discussion time to identify the possible factors after this point. A series of exam-style questions are used throughout the lesson and the mark schemes are displayed to allow the students to assess their understanding and for any misconceptions to be immediately addressed. Moving forwards, the students have to use their knowledge of substrate concentration to construct a graph to represent the relationship between enzyme concentration and rate of reaction and they have to explain the different sections of the graph and identify the limiting factors.
The final section of the lesson describes how the availability of enzymes is controlled in living organisms. Students will come to recognise that this availability is the result of enzyme synthesis and enzyme degradation and a series of tasks will introduce the details of transcription and translation and therefore prepare them for the lessons in topic 6.
Please note that this lesson explains the Biology behind the effect of concentration on enzyme-catalysed reactions and not the methodology involved in carrying out such an investigation as this is covered in a core practical lesson.
This lesson describes how to use and manipulate the magnification formula to calculate the magnification or the actual size in a range of units. The PowerPoint and accompanying resources have been designed to cover point 2.1.1 (e) of the OCR A-level Biology A specification and contains a number of quiz rounds as part of the competition that runs throughout all of the module 2.1.1 lessons
The students are likely to have met the magnification formula at GCSE so this lesson has been written to build on that knowledge and to support them with more difficult questions when they have to calculate actual size without directly being given the magnification. A step by step guide is used to walk the students through the methodology and useful tips are provided. Students could be asked to calculate the actual size in millimetres, micrometres, nanometres or picometres so time is taken to ensure that they can convert between one and another.
This fully-resourced lesson describes the ultrastructure of eukaryotic cells and the functions of the different cellular components. The engaging and detailed PowerPoint and accompanying resources have been designed to cover points 2.1.1 (g) & (i) of the OCR A-level Biology A specification and therefore also describes the interrelationship between the organelles involved in the production and secretion of proteins.
As cells are the building blocks of living organisms, it makes sense that they would be heavily involved in all 6 modules in the OCR course and intricate planning has ensured that links to the lessons earlier in module 2.1.1 are made as well as to the upcoming modules.
The lesson uses a wide range of activities, that include exam-style questions, class discussion points and quick quiz competitions, to maintain motivation and engagement whilst describing the relationship between the structure and function of the following organelles:
nucleus
nucleolus
centrioles
ribosomes
rough endoplasmic reticulum
Golgi apparatus
lysosomes
smooth endoplasmic reticulum
mitochondria
cell surface membrane
vacuole
chloroplasts
plasmodesmata
Details of the cilia and flagella are covered in the lesson on the importance of the cytoskeleton.
All of the worksheets have been differentiated to support students of differing abilities whilst maintaining challenge
Due to the detail that is included in this lesson, it is estimated that it will take in excess of 3 hours of allocated A-level teaching time to go through all of the tasks
This lesson explains the effects of temperature increases on enzyme activity and describes how to calculate the temperature coefficient. The PowerPoint and the accompanying resource are part of the second lesson in a series of 3, which cover the content detailed in point 2.1.4 (d) [i] of the OCR A-level Biology A specification and this lesson has been specifically planned to tie in with an earlier lesson covering 2.1.4 (a, b & c) where the roles and mechanism of action of enzymes were introduced.
The lesson begins by challenging the students to recognise optimum as a key term from its 6 synonyms that are shown on the board. Time is taken to ensure that the students understand that the optimum temperature is the temperature at which the most enzyme-product complexes are produced per second and therefore the temperature at which the rate of an enzyme-controlled reaction works at its maximum. The optimum temperatures of DNA polymerase in humans and in a thermophilic bacteria and RUBISCO in a tomato plant are used to demonstrate how different enzymes have different optimum temperatures and the roles of the latter two in the PCR and photosynthesis are briefly described to prepare students for these lessons in modules 6 and 5.
Moving forwards, the next part of the lesson focuses on enzyme activity at temperatures below the optimum and at temperatures above the optimum. Students will understand that increasing the temperature increases the kinetic energy of the enzyme and substrate molecules, and this increases the likelihood of successful collisions and the production of enzyme-substrate and enzyme-product complexes. When considering the effect of increasing the temperature above the optimum, continual references are made to the previous lesson and the control of the shape of the active site by the tertiary structure. Students will be able to describe how the hydrogen and ionic bonds in the tertiary structure are broken by the vibrations associated with higher temperatures and are challenged to complete the graph to show how the rate of reaction decreases to 0 when the enzyme has denatured.
The final part of the lesson introduces the Q10 temperature coefficient and students are challenged to apply this formula to calculate the value for a chemical reaction and a metabolic reaction to determine that enzyme-catalysed reactions have higher rates of reaction
Please note that this lesson has been designed specifically to explain the relationship between the change in temperature and the rate of enzyme activity in a reaction and not the practical skills that is part of a lesson covering specification point 2.1.4 (d) [ii]
This lesson bundle contains 4 fully-resourced lessons that use a wide variety of tasks to engage and motivate the students whilst covering the following specification points in topic 2.3 of the AQA A-level Biology specification:
The basic structure of cell membranes
The arrangement of phospholipids, proteins, glycoproteins and glycolipids in the fluid-mosaic model of membrane structure
The role of cholesterol in membranes
Simple diffusion and the limitations imposed by the phospholipid bilayer
Facilitated diffusion and the role of channel and carrier proteins
Osmosis in terms of water potential
Active transport
Co-transport as illustrated by the absorption in the ileum
Hours of planning has gone into the lesson design to ensure that links are made to topics 2.1 & 2.2 as well as to topic 1 (biological molecules) and to differentiate resources where possible to challenge and support all abilities of students
If you would like to sample the quality of lessons in this bundle, then download the osmosis lesson which has been shared for free
This lesson describes the light-dependent reactions of photosynthesis, focusing on the link to the light-independent reactions. The detailed PowerPoint and accompanying resources have been designed to cover the details included in point 5.7 of the Edexcel A-level Biology specification and therefore describes how light energy is trapped by exciting electrons in chlorophyll and the role of these electrons in generating ATP, reducing NADP in photophosphorylation and producing oxygen through photolysis of water.
This is a topic which students tend to find difficult so this lesson has been intricately planned to walk them through each of the key reactions in the light-dependent stage. Time is taken to describe the roles of the major protein complexes that are embedded in the thylakoid membrane and this includes the two photosystems, the proton pump and ATP synthase. A series of exam-style questions have been written that link to other biological topics in this course such as cell structure and membrane transport as well as application questions to challenge them to apply their understanding. Some of these resources have been differentiated to allow students of differing abilities to access the work and to be pushed at the same time. Students will learn that there are two pathways that the electron can take from PSI and at the completion of the two tasks which describe each of these pathways, they will understand how ATP is generated in non-cyclic and cyclic fashion. The final task of the lesson asks them to compare these two forms of photophosphorylation to check that they understand when photolysis is involved and reduced NADP is formed.
Due to the detail included in this lesson, it is estimated that it will take in excess of 2.5 hours of allocated A-level teaching time to complete
This detailed lesson describes the gross and microscopic structure of the mammalian kidney. The engaging PowerPoint and accompanying resource have been designed to cover point 7.18 of the Edexcel International A-level Biology specification. The lesson was designed to tie in with the upcoming kidney lessons (7.19 - 7.21) on ultrafiltration, selective reabsorption and the control of mammalian plasma concentration and a common theme runs throughout to allow students to build their knowledge gradually and develop a deep understanding of this organ.
Students will come to recognise the renal cortex and renal medulla as the two regions of the kidney and learn the parts of the nephron which are found in each of these regions. Time is taken to look at the vascular supply of this organ and specifically to explain how the renal artery divides into the afferent arterioles which carry blood towards the glomerulus and the efferent arterioles which carry the blood away. The main task of the lesson challenges the students to relate structure to function. Having been introduced to the names of each of the parts of the nephron, they have to use the details of the structures found at these parts to match the function. For example, they have to make the connection between the microvilli in the PCT as a sign that this part is involved in selective reabsorption.
This lesson describes the tests that detect reducing and non-reducing sugars and starch using Benedict’s solution and iodine/potassium iodide. The PowerPoint and accompanying resource are part of the last lesson in a series of 4 lessons which have been designed to cover the content of topic 1.2 (Carbohydrates) of the AQA A-level Biology specification.
The lesson begins with an explanation of the difference between a qualitative and quantitative test so that the students recognise that the two tests described within this lesson indicate the presence of a substance but not how much. The students are likely to have met these tests at GCSE so this lesson has been planned to build on that knowledge and to add the knowledge needed at this level. A step by step guide walks the students through each stage of the tests for reducing and non-reducing sugars and application of knowledge questions and prior knowledge checks are included at appropriate points to ensure understanding is complete. Time is also taken to ensure that students understand the Science behind the results. The rest of the lesson focuses on the iodine test for starch and the students will learn that the colour change is the result of the movement of an ion into the amylose helix.
This bundle contains a series of 4 lessons which have been designed to cover the content of topic 1.2 of the AQA A-level Biology specification. Prior knowledge check questions are written into each of the lessons to promote continuity and to encourage students to make links between topics.
The wide variety of tasks that are included within the lesson PowerPoints and the accompanying resources cover the following specification points:
Monosaccharides are the monomers from which larger carbohydrates are made
Glucose, galactose and fructose as the common monosaccharides
Maltose, lactose and sucrose are formed by the condensation of two monosaccharides where the reaction forms a glycosidic bond
Glucose has two isomers
Glycogen and starch are formed by the condensation of alpha-glucose
Cellulose is formed by the condensation of beta-glucose
The basic structure and functions of glycogen, starch and cellulose
The use of Benedict’s solution to test for reducing and non-reducing sugars
The use of iodine/potassium iodide to test for starch
If you would like to sample the quality of this lesson bundle, then download the polysaccharides lesson as this has been uploaded for free