A series of 3 lessons which teach students the principles of industrial fermentation. **Lesson 1: Bacteria and yoghurt ** Learning objective: Evaluate the conditions needed for bacteria to thrive and produce insulin / yoghurt. Success criteria: Identify the steps of yogurt production. Describe the role of bacteria in fermentation. Evaluate the use of industrial fermenters. 21 slides. Lesson 2: Yeast and bread Learning objective: Explain why yeast is used in the process of manufacturing bread. Success criteria: Identify the equation for fermentation. Describe how bread is made. Explain why people don’t become drunk from eating bread… 8 slides Lesson 3: practical investigation Learning objective: Analyse how factors affect the growth of yeast and justify your conclusions. Success criteria: I can identify independent and dependent variables. I can describe control variables that will impact the investigation. I can evaluate how temperature affects growth. 23 slides Each activity offered is differentiated and each lesson includes progress checks. Past paper questions are also included to ensure adequate challenge is set to students. Content was made for iGCSE students for edexcel 9-1 combined science.

A comprehensive lesson which teaches students about Fleming’s Left Hand Rule, the motor effect and applying this to a simple motor. Students will also be able to use the F = BIL equation quantify the amount of force experienced by a wire. Progress checks are available following each success criteria Tasks are differentiated to suit the needs of each learner. Learning objective: Use and apply the left hand rule in order to justify the movement of a wire within a magnetic field. By the end of the lesson learners should be able to: Success criteria: I can identify the components of the left hand rule. I can justify the motion of the wire based on the rule. I can explain why motors are able to spin. Powerpoint contains 22 slides and a collection of past paper questions including the marking scheme.

Originally created for the BTEC Applied Science level 3 qualification Unit 5 - Physics. By the end of the lesson learners should be able to: Recall what is meant by streamline and turbulent flow. Describe what contributes to streamline and turbulent flow. Justify why viscosity is a factor that affects the flow of a fluid. The resource contains past paper questions and mark scheme answers. Slides were originally created using google slides, opening in microsoft powerpoint might cause slight misalignment - open in google slides to avoid this.

This lesson was created for unit 1 BTEC Applied Science physics. It contains past paper questions and answers relevant to the material covered. By the end of the lesson learners should be able to: Identify and link absorption, promotion and demotion, emission. Describe how gaseous materials can be made to show emission spectra. Explain why different colours are seen in the emission spectrum. Video links are embedded in the slides on google sheets, therefore, the resource would work optimally on google sheets as opposed to powerpoint.

By the end of the lesson learners should be able to: Identify a wavelength. Describe how to calculate wave speed. Explain why wave speed can change.

Originally created for the BTEC Applied Science level 3 qualification Unit 5 - Physics. By the end of the lesson learners should be able to: Recall what is meant by mass flow continuity. Describe factors that can affect volume flow and pressure. Use the Bernoulli principle to justify how an aeroplane experiences lift. The resource contains past paper questions and mark scheme answers. Slides were originally created using google slides, opening in microsoft powerpoint might cause slight misalignment - open in google slides to avoid this.

Originally created for the BTEC Applied Science level 3 qualification Unit 5 - Physics. By the end of the lesson learners should be able to: Recall what is meant by temperature and thermal energy. Describe what is meant by heat flow. Compare sensible and latent heat. The resource contains past paper questions and mark scheme answers. Slides were originally created using google slides, opening in microsoft powerpoint might cause slight misalignment - open in google slides to avoid this.

Targeted towards Pearsons BTEC Applied Science Unit 2 - Assignment A. By the end of the lesson learners will be able to: Describe how substances treat light. Describe how to calibrate a colorimeter. Deduce the concentration of an unknown solution using an absorbance / concentration plot.

By the end of the lesson learners will be able to: Identify harmonics on a string. Describe how the harmonics affect the wavelength. Explain why a greater wavelength leads to a sound containing more bass.

Resource was intended for BTEC Applied Science Unit 1 Physics. The resource was designed on google slides and should work fine on powerpoint, it might just need some rearranging. Past paper questions are included with answers from the mark scheme. By the end of the lesson learners will be able to: Identify waves of the EM spectrum. Describe the uses of EM waves. Compare the use of microwaves and radio waves in communication.

Resource was intended for BTEC Applied Science Unit 1 Physics. The resource was designed on google slides and should work fine on powerpoint, it might just need some rearranging. Past paper questions are included with answers from the mark scheme. By the end of the lesson learners will be able to: Identify the critical angle. Describe the uses of optical fibres. Explain why endoscopes are able to obtain an image of an object even if the optical fibre inside is curved.

By the end of the lesson learners should be able to: Identify trends in a graph. Describe how to complete lines / curves of best fit. Explain why extrapolation of data is useful.

By the end of the lesson learners will be able to: Identify standing and progressive waves. Describe how to produce a standing wave. Explain why resonance can be dangerous.

A comprehensive lesson which will teach students about mutations and the role of siRNA Contains differentiated tasks in order to meet the needs of different learners. Learning objective: Analyze the impact of mutations on gene expression, protein structure and function, and organismal traits, considering both beneficial and harmful effects. Success criteria: I can define mutations and explain why mutations affect the produced protein. Critically evaluate the role of siRNA and RISC in regulating gene expression at the post-transcriptional level, emphasizing their impact on mRNA stability, translation efficiency, and cellular processes. 3. I can critically assess the ethical considerations surrounding siRNA-based therapies, addressing concerns about potential unintended consequences and the manipulation of gene expression. Contains 17 slides and a lesson plan I used this resource to teach the Pearson international BTEC level 3 unit 14A genetics course.

A comprehensive lesson which will teach students about the process of transcription and translation Contains support slides to aid learners. Differentiated tasks in order to meet the needs of different learners. Learning objective: Analyze the intricate molecular mechanisms of transcription and translation, explaining how genetic information flows from DNA to RNA and ultimately to functional proteins. Success criteria: I can describe the different types of RNA within a cell and relate this to their location. I can justify why RNA plays an interconnecting role within the cell. I can predict and evaluate the effects of a mutation from the DNA code to the entire cell. Contains 23 slides and a lesson plan I used this resource to teach the Pearson international BTEC level 3 unit 14A genetics course.

A comprehensive double lesson which will teach students about DNA structure and DNA replication. Contains support slides to aid learners. Differentiated tasks in order to meet the needs of different learners. Learning objective: Evaluate the roles of enzymes in DNA replication Success criteria: I can identify the components of nucleotides. I can describe the structure of DNA and RNA I can compare the structure of DNA and RNA I can identify the enzymes and proteins present during DNA replication. I can describe the process of DNA replication. I can explain what is meant by the semi conservative hypothesis. Contains 18 slides and a lesson plan I used this resource to teach the Pearson international BTEC unit 14A genetics course.

A comprehension lesson that teaches students how to create and analyse Sankey Diagrams. The concept is introduced in the context of money to firstly engage the students (dirham currency is used as the students I taught were in the UAE, however, this should be fairly simple to understand as it is labelled below). Support sheets are also included to guide students should it be needed. Tasks are differentiated to suit the needs of each learner. Progress checks are placed after each success criteria checkpoint to assess understanding. By the end of the lesson students should be able to: Success criteria: I can critically analyse a Sankey diagram to identify quantifiable components. I can construct and adapt Sankey diagrams I can calculate efficiency of a system from its Sankey diagram. Learning objective: Develop and interpret Sankey diagrams to visualize and analyze complex data flows. Powerpoint contains 33 slides and a lesson plan is also attached.

Originally created for the BTEC Applied Science level 3 qualification Unit 5 - Physics. By the end of the lesson learners should be able to: Recall the difference between Newtonian and Non-Newtonian fluids Describe pseudoplastic, dilatant, thixotropic, and rheopectic fluids. Justify the uses of these different fluids. The resource contains past paper questions and mark scheme answers. Slides were originally created using google slides, opening in microsoft powerpoint might cause slight misalignment - open in google slides to avoid this.

A comprehension lesson that teaches students about factors that contribute towards crop yield. A hook from the film the martian is used as he has to find a way of surviving for additional days without supplied food. Progress checks are available following each success criteria Tasks are differentiated to suit the needs of each learner. Learning objective: Justify changes that can be made to increase crop yield and predict future results. By the end of the lesson learners should be able to: Success criteria: I can identify factors that improve crop yield. I can explain why these factors improve crop yield. I can evaluate the use of pest control methods. Powerpoint contains 20 slides.

Created for the Applied Science iBTEC level 3 course international. Unit 14: Genetics and Genetic engineering. B: Explore how the process of cell division in eukaryotic cells contributes to genetic variation The resource contains: A powerpoint slideshow containing 67 slides - contains a slideshow animaton for mitosis to support understanding, videos and checkpoints where students can add to their coursework. A brief accompanied with a writing frame underneath for students to implement their ideas. An observation record sheet which just needs their names added for convenience. An assessment record sheet, fitted with the details needed for 14B. Tasks are differentitated to meet the needs of learners.