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.
Answer keys are included for all questions asked.
By the end of the lesson learners will be able to:
Identify what is meant by refraction.
Describe the following during refraction: incident ray, refracted ray, normal, angle of incidence and angle of refraction.
Using Snell’s equation calculate the angle of refraction.
A comprehensive collection of 32 slides which contain all of the relevant information for BTEC Applied Science Unit 9B Homeostatic mechanisms used by the human body
Includes a writing frame to help students.
B. D2
Analyse the impact of homeostatic dysfunction on the human body - discusses the impact of hyperglycemia and hypoglycemia.
B. M2
Explain the role of hormones in homeostatic mechanisms - discusses the impacts of ADH on the nephron, the impact of insulin and glucagon on blood glucose levels.
B. P2
Describe how homeostatic mechanisms maintain normal function - Discusses the function of thermoregulation, the endocrine system, osmoregulation, the kidneys, the nephron and blood glucose levels.
Questions are included in the majority of slides in order for students to engage with the content whilst being taught.
There are unlabelled diagrams of the: endocrine system, urinary system, the kidney and the nephron. With labelled content with function to reach the “illustrative” criteria of the coursework.
A collection of revision resources for Pearsons combined science 9-1 edexcel specification: Physics paper 3. Sometimes referred to as Physics paper 1.
The resources were originally produced on google slides, therefore, please open them using google slides in order to avoid alignment issues on powerpoint.
Included in this collection are:
Blank revision posters for the students to fill and consolidate their knowledge.
Answer keys for the revision posters OR revision slides to complement the blank revision posters.
Topics covered are:
Section 17 Key concepts of Physics - Motion, Forces and Energy,
Section 18 EM spectrum
Section 19 Radiation
The entire resource contains 69 slides.
A comprehensive collection of materials needed to deliver the entire activate 1 (for year 7) curriculum.
The materials include:
A fully written scheme of work.
Full lessons for each lesson / concept.
Revision mind maps for end of units.
GAP tasks to consolidate learner knowledge.
It does not include due to copyright infringements:
The end of unit tests for activate 1.
A comprehensive collection of materials needed to deliver the entire Pearsons Edexcel Applied Science National Foundation Diploma Level 3.
The materials include:
A fully written scheme of work.
Full lessons for each lesson / concept.
A unit grade calculator based on the Edexcel grade calculator online that will easily let you calculate final grades for students.
Revision mind maps for end of unit (for examined unit 1)
The units covered in this scheme are:
Year 12 units are:
Principles and application of Science for Biology chemistry and physics.
Practical Scientific procedures and techniques.
Science Investigation skills
Laboratory techniques and their application.
Year 13 units are:
Physiology of human body systems.
Human regulation and reproduction
It does not include due to copyright infringements:
Assignment briefs, assessment records, IV documents. These are all freely accessible on the Edexcel Website.
By the end of this lesson learners should be able to:
Identify the characteristics of growth.
Describe the role of differentiation
Describe how to read a percentile graph.
Explain the uses of a percentile graph.
Suitable for KS4.
By the end of the lesson learners should be able to:
State what’s meant by power.
Describe how power can be calculated.
Explain why changing the time that energy is transferred in affects power.
By the end of the lesson learners should be able to:
•Identify the equipment needed to perform chromatography.
•Describe how substances react to chromatography.
•Explain why chromatography is used by the police.
By the end of the lesson learners should be able to:
Identify the: Dalton, Thomson and Rutherford models of atoms.
Describe how each of the models came about.
Explain why Rutherford’s experiment proved that atoms are made mostly of empty space.
By the end of the lesson learners should be able to:
Identify different types of waves.
Describe how to measure properties of waves.
Compare constructive and destructive interference.
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 equipment needed for moving heat.
Describe how altering the set-up of the system can lead to refrigeration or a heat pump being created.
Use the coefficient of performance calculations for a heating system.
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 comprehensive lesson which teaches students about how IV graphs appear for fixed resistors, filament bulbs and diodes. The lesson also delves into the reasoning behind why these trends arise.
Progress checks are available following each success criteria
Tasks are differentiated to suit the needs of each learner.
Learning objective: Use Ohm’s law to justify the trends seen in IV graphs for a fixed resistor, filament bulb and LED.
By the end of the lesson learners should be able to:
Success criteria:
-Identify generally what happens to current as voltage increases.
-Describe how to calculate resistance from a voltage-current graph.
-Compare how the resistance changes with load in: fixed resistors, filament bulbs and diodes.
Powerpoint contains 22 slides and a collection of past paper questions including the marking scheme.
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.
A comprehension lesson that teaches students about: how factors contribute towards an objects density.
How to calculate density, and how irregular shape density can be calculated.
Progress checks are available following each success criteria
Tasks are differentiated to suit the needs of each learner.
Learning objective: Devise methods in order to calculate density of objects.
By the end of the lesson learners should be able to:
Success criteria:
-State what is meant by mass.
-State what is meant by volume.
-Describe the term density.
-Explain how to calculate density of regular and irregular shapes.
Powerpoint contains 20 slides.
A comprehensive lesson which teaches students about orbits, how their instantaneous velocity impacts their orbital radius and stability and how to calculate orbital speeds.
Learning objective: Explain why orbital speeds change during elliptical orbits.
By the end of the lesson learners should be able to:
Success criteria:
I can describe how orbital speeds change with the size of the orbit.
I can compare the different types of orbits.
I can calculate orbital speeds.
Powerpoint contains 28 slides.
Contains past paper questions that target this topic, some questions require knowledge from prior lessons.
By the end of the lesson learners should be able to:
Identify physical and chemical barriers.
Describe how physical and chemical barriers protect the body.
Explain why pathogens don’t typically cause illnesses after the skin is cut.
By the end of the lesson learners should be able to:
Identify 4 possible pathogens.
Describe the effects of these pathogens on the body.
Compare and give examples of each pathogen.