<p>Mass spectrometry principle A level Chemistry, including mass spectrometry problems and solutions, and mass spectrometry Save My Exams examples and diatomic molecules.</p> <p><strong>All the slides in this lesson are fully animated and include answers to every mini plenary question and exam question.</strong></p> <p>The breakdown of the slides is as follows:</p> <p>Slide 1 - Title and 5-minute starter. The starter is a grid of four questions entitled ‘last week, last lesson, today’s learning and future learning’. Use this generic slide for all of your lessons by simply changing the questions and the answers each time.<br /> Slide 2 - Lesson objectives (see above)<br /> Slide 3 explanation of the term ‘relative atomic mass’ by means of a picture (dual coding)<br /> Slides 4 – written definitions of both relative atomic mass and relative isotopic mass<br /> Slide 5 – introduction to the mass spectrometer<br /> Slide 6 – photo of an actual mass spectrometer<br /> Slide 7 – short, embedded video, explaining the principle of the mass spectrometer<br /> Slide 8 – labelled diagram of a mass spectrometer which closely resembles what a student might see in an exam<br /> Slides 9 – 12 – outline of how a mass spectrometer works, from ionisation, acceleration, deflection and detection<br /> Slides 13 - 15 – mass spectrometry of an element, with worked examples and <strong>mini plenary questions on calculating relative atomic mass from a mass spectrum with answers</strong><br /> Slide 16 – 19 – this section deals with mass spectrometry of diatomic molecules, namely chlorine. Students are introduced to the concept of the unfragmented molecular ion and explanation of how this produces the peaks at 70, 72 and 74 are offered. The math behind the ratios (9:6:1) is also explained<br /> Slides 20 – 22 – this last section of teaching covers mass spectrometry of polyatomic molecules. For the Edexcel specification, students only need to be aware of the significance of the M as the relative molecular mass and the M+1 peak being caused by C-13. Slide 22 has an image of the mass spectrum of pentane, showing clearly the M peak.<br /> Slide 23 – Exam questions slide<br /> Slides 24 – 28 – <strong>mark scheme answer for each question as you click!</strong></p> <p>If you have a positive experience with the resource please leave a positive review!</p>

<p>IGCSE Edexcel Chemistry solubility curves and solubility practical. Solubility definition and units of solubility, with solubility exam questions. Lesson objectives: Define key terms relating to solubility, Define solubility and Investigate the solubility of a solid in water at a specific temperature. All the slides in this lesson are fully animated and include answers to every mini plenary question and exam question.</p> <p>The breakdown of the slides is as follows:<br /> Slide 1 - Title and 5-minute starter. The starter is a grid of four questions entitled ‘last week, last lesson, today’s learning and future learning’. Use this generic slide for all of your lessons by simply changing the questions and the answers each time.<br /> Slide 2 - Lesson objectives (see above)<br /> Slide 3 – matching activity for the key terms linking to solubility, e.g. solvent, solute, solubility, etc.<br /> Slides 4 – 5 – printable copies of slide 3 for students<br /> Slide 6 – diagram introduction to practical<br /> Slide 7 – method for practical (step-by-step)<br /> Slide 8 – results grid where students will record their data<br /> Slide 9 – introduction to solubility curves<br /> Slide 10 - If you had 180 g of KNO3 at 80℃, it would look like the first photo. However, if you cool the solution down to 40℃, it would look like the second photo, as the mass of salt which cannot dissolve at the lower temperature crystallises out of solution<br /> Slides 11 – 13 – series of worked examples of solubility curve problems. Answers animate on to the screen as you click (don’t worry!)<br /> Slide 14 – data for students to draw their own solubility curve (graph paper not provided)<br /> Slide 15 - WAGOLL<br /> Slide 16 – ALT (Applied learning time). Questions that require students to interpret the solubility they have drawn to answer. If they were not able to draw it, print slide 15 for them and have them use it to answer the questions.<br /> Slide 17 – Answers<br /> Slide 18 – Exam question slide<br /> Slide 19 – mark scheme</p> <p>If you have a positive experience with the resource please leave a positive review!</p>

<p>ammonium chloride ring demonstration and potassium permanganate dilution. Particle theory lesson with questions and answers for IGCSE Chemistry, arrangement, movement and energy of the particles. Lesson objectives: Describe the movement, arrangement and energy of the particles in solids, liquids and gases, State the names of the interconversions between solids, liquids and gases and Explain how these interconversions are achieved and how they change the arrangement, movement and energy. All the slides in this lesson are fully animated and include answers to every mini plenary question and exam question. The breakdown of the slides is as follows:<br /> Slide 1 - Title and 5-minute starter. The starter is a grid of four questions entitled ‘last week, last lesson, today’s learning and future learning’. Use this generic slide for all of your lessons by simply changing the questions and the answers each time.<br /> Slide 2 - Lesson objectives (see above)<br /> Slide 3 – TPS – how do we know substances are made of particles?<br /> Slides 4 - 6 – Evidence of particles from Brownian motion, gold foil experiment and images from STMs can be explored. Gifs on slides to help with this.<br /> Slides 7-11 – This section is when the demonstration of ammonia gas reacting with hydrogen chloride gas can be done. The demonstration should be done using the POE model (predict – observe – explain)<br /> Slide 12 – Second demonstration (potassium permanganate dissolving in hot and cold water). Do this live or use the video embedded in the PowerPoint<br /> Slide 13 – Explanation to the demonstration<br /> Slide 14 – 16 - Information on movement, arrangement and energy of particles for teacher to deliver<br /> Slide 17 – Mini plenary questions. Questions are differentiated and scaffolded, including a challenge question. Answers animate onto the screen as you click<br /> Slides 18 – 19 – Information for teacher to deliver on compressibility of solids, liquids and gases. Visuals on each slide to support dual coding<br /> Slide 20 - Mini plenary questions. Questions are differentiated and scaffolded, including a challenge question. Answers animate onto the screen as you click<br /> Slide 21 – diagram showing the interconversions of the states of matter, including sublimation<br /> Slide 22 – Phet simulation instructions (only possible if students have their own laptops)<br /> Slide 23 – Phet simulation link in the notes section of the slide. Simulation also embedded on this slide, so you can model to them how to use it if you want<br /> Slide 24 - Mini plenary questions. Questions are differentiated and scaffolded, including a challenge question. Answers animate onto the screen as you click<br /> Slides 25 – 26 – Plenary (exam questions)</p> <p>Phet states of matter simulation: <a href="https://phet.colorado.edu/sims/html/states-of-matter-basics/latest/states-of-matter-basics_en.html" target="_blank" rel="nofollow">https://phet.colorado.edu/sims/html/states-of-matter-basics/latest/states-of-matter-basics_en.html</a></p> <p>Follow me on Twitter <a href="https://twitter.com/MC_Afrique" target="_blank" rel="nofollow">https://twitter.com/MC_Afrique</a><br /> If you have a positive experience with the resource please leave a positive review!</p>

<p>Electrolysis of aqueous solutions and electrolysis of ionic compounds with half equations. Lesson objectives: Predict the products of the electrolysis of binary ionic compounds in the molten state, write half equations for the reactions occurring at the electrodes during electrolysis and predict the products of the electrolysis of aqueous solutions containing a single ionic compound. This lesson follows on from the introduction lesson to electrolysis that can be found here. All the slides in this lesson are fully animated and include answers to every mini plenary question and exam question. The breakdown of the slides is as follows:</p> <p>Slide 1 - Title and 5-minute starter. The starter is a grid of four questions entitled ‘last week, last lesson, today’s learning and future learning’. Use this generic slide for all of your lessons by simply changing the questions and the answers each time.<br /> Slide 2 - Lesson objectives (see above)<br /> Slide 3 – Recap slide from previous lesson on what happens when an ionic compound is melted or dissolved in water, i.e. the ions are free to move about within the liquid or solution<br /> Slide 4 – An explanation of what you would see at each electrode during the electrolysis of molten sodium chloride, i.e. bubbles of chlorine gas at positive electrode and sodium metal coating the negative electrode<br /> Slide 5 – Mini plenary/learning pit stop. Three questions of increasing difficulty to check students’ understanding thus far. Answers animate onto the screen.<br /> Slide 6 – Introduction to half equations, the golden rule (Positive ions gain electrons to form elements and negative ions lose electrons to form elements) and OIL RIG all covered here<br /> Slide 7 – Worked example of electrolysis of molten sodium chloride. Half equations animate onto the screen<br /> Slide 8 – List of diatomic elements presented to students in the form of useful mnemonic (Have No Fear Of Ice Cold Beer)<br /> Slide 9 – Exam-style question worth 4 marks: A student performs electrolysis of molten magnesium chloride. Predict the products at each electrode and write half equations for each electrode. Answers animate onto the screen as you click the mouse.<br /> Slide 10 – Introduction to the electrolysis of aqueous solutions with mention of hydroxide and hydrogen ions from the water<br /> Slide 11 – Diagram of electrolysis of aqueous sodium chloride solution showing all the ions present<br /> Slide 12 – Golden rules to help students work out the products at each electrode: Hydrogen is produced at the negative electrode IF the metal is more reactive than hydrogen and Oxygen is produced at the positive electrode unless the solution contains halide ions, in which case the halogen is produced.<br /> Slide 13 – Solutions given for the products at each electrode for the electrolysis of aqueous sodium chloride solution using the golden rules<br /> Slide 14 – Special mention for the half equation for the oxidation of hydroxide ions to form oxygen and water, as this one is particularly difficult.<br /> Slide 15 - Exam</p>

<p>Specific heat capacity lesson, including equation of specific heat capacity definition with calculation questions and answers, plus internal energy definition physics. The lesson objectives are as follows: Define internal energy and how it is affected by heat, state the factors that affect the change in thermal energy of a system and apply the equation and the concept of specific heat capacity to problems.</p> <p>The slides are fully animated and include answers to every mini plenary question and exam question. The breakdown of the slides is as follows:</p> <p>Slide 1 - Title and 5-minute starter. The starter is a grid of four questions entitled ‘last week, last lesson, today’s learning and future learning’. Use this generic slide for all of your lessons by simply changing the questions and the answers each time.<br /> Slide 2 - Lesson objectives (see above)<br /> Slide 3 - Recap of definition of system and introduction to definition of internal energy<br /> Slide 4 - Explanation of what happens to the internal energy when heat is applied to the system<br /> Slide 5 - Mini plenary. 4 questions of increasing difficulty that test definitions and explanations that students have just learnt. Answers animate onto the screen<br /> Slide 6 - Introduction to the factors that affect the change in thermal energy of a system<br /> Slide 7 - Mini plenary. Random name animation used to test pupils’ recall of the factors that affect the change in thermal energy in a system<br /> Slide 8 - Introduction to specific heat capacity equation with the units. All parts animate onto the screen at your leisure<br /> Slide 9 - Worked example 1 SHC calcuation with step-by-step answer animation<br /> Slide 10 - Worked example 2 SHC calcuation with step-by-step answer animation<br /> Slide 11 - Mini plenary. SHC calculation 3-mark exam question with mark scheme answer animating onto screen.<br /> Slide 12 - Explanation of why specific heat capacity is important, linking to its definition, i.e. useful to know as it can help people decide the best materials to use for buildings or cooking utensils<br /> Slide 13 - Comparison of SHC of iron and SHC of wood. Iron’s SHC is much lower - what does this actually mean? All explained on this slide, which will help students frame their knowledge in a relevant context.<br /> Slide 14 - Mini plenary to test last lesson objective (apply the concept of specific heat capacity to problems)<br /> Slide 15 - ALT (Applied learning time). 6 mark synthesis exam question: “A student investigated the specific heat capacity of metals. Describe an experiment the student could do to measure the specific heat capacity of a metal.” Guidance animates onto the screen and then disappears, such as the need for a joulemeter.<br /> Slide 16 - Plenary. Short 3-mark SHC calculation question</p> <p>Follow me on Twitter <a href="https://twitter.com/MC_Afrique" target="_blank" rel="nofollow">https://twitter.com/MC_Afrique</a><br /> If you have a positive experience with the resource please leave a positive review!</p>

<p>Potable water GCSE Chemistry lesson AQA combined science, including difference between potable water and pure water, treatment of sea water and freshwater to produce potable water, with questions and answers throughout. The lesson objectives are as follows: <strong>Distinguish</strong> between potable water and pure water, <strong>describe</strong> the differences in treatment of ground water and salty water and** justify** the steps used to produce potable water.</p> <p>The slides are fully animated and include answers to every mini plenary question and exam question. The breakdown of the slides is as follows:</p> <p>Slide 1 - Title and 5-minute starter. The starter is a grid of four questions entitled ‘last week, last lesson, today’s learning and future learning’. Use this generic slide for all of your lessons by simply changing the questions and the answers each time.<br /> Slide 2 - Lesson objectives (see above)<br /> Slide 3 - Introduction to the importance of water and what constitutes safe, drinking water<br /> Slide 4 - Definition of potable water presented<br /> Slide 5 - Concept of pure water introduced (Pure water contains water molecules and no other dissolved substances). A photo of a bottle of Evian water is used as the discussion point: Is this bottle of mineral water pure? Answer animates onto screen: No, as it contains other dissolved ions, e.g. potassium, nitrates and sodium<br /> Slide 6 - Mini plenary. 3 questions testing pupils’ understanding of the difference between potable water and pure water. Answers animate onto the screen<br /> Slide 7 - This slide introduces the question: How is potable water produced in the UK?<br /> Slide 8 - Steps involved to produce potable water from freshwater, including selection of appropriate source of freshwater, definition of freshwater, filter beds and sterilising with chlorine, ozone or UV<br /> Slide 9 - Parched photo of Sahara desert to introduce the question: How is potable water obtained in countries like Saudi Arabia where there are no rivers or lakes?<br /> Slide 10 - Steps involved to produce potable water from seawater, including desalination, distillation and reverse osmosis.<br /> Slide 11 - Mini plenary. 4 questions testing pupils’ understanding of the steps involved in producing potable water from freshwater and seawater. Answers animate onto the screen<br /> Slide 12-16 - Exam questions on potable water with answers animating onto the screen from the mark scheme. The last question is worth four marks, which could be useful for extended writing</p> <p>Follow me on Twitter <a href="https://twitter.com/MC_Afrique" target="_blank" rel="nofollow">https://twitter.com/MC_Afrique</a></p> <p>If you have a positive experience with this resource please leave a positive review!</p>

<p>Energy stores and systems GCSE Physics lesson including worked examples of energy transfers with answers, energy change diagrams, system definition, and what happens to the energy when the system changes. The lesson objectives are as follows: <strong>Define</strong>, with examples, what a system is, <strong>explain</strong> how a system can be changed and <strong>recall</strong> the main energy stores and <strong>explain</strong> what happens to the energy when a system changes. The slides are fully animated and include answers to every mini plenary question and exam question. The breakdown of the slides is as follows:</p> <p>Slide 1 - Title and 5-minute starter. The starter is a grid of four questions entitled ‘last week, last lesson, today’s learning and future learning’. Use this generic slide for all of your lessons by simply changing the questions and the answers each time.<br /> Slide 2 - Lesson objectives (see above)<br /> Slide 3 - System definition with examples<br /> Slide 4 - Mini plenary. Random name animation used to test pupils’ recall of system definition<br /> Slide 5 - Introduction to the three ways a system can be changed with an example of a man kicking a ball (Heating, work done by a force and work done when current flows).<br /> Slide 6 - Mini plenary question: “This filament light bulb has just been switched on. How does this demonstrate a system being changed?” Answer animates directly onto screen<br /> Slide 7 - Introduction to what happens to the energy when a system changes (When a system changes, energy is transferred from one energy store to another)<br /> Slide 8 - KS3 recap of the main energy stores with photos to make the lesson more visual<br /> Slide 9 - Example of energy transfer when an object is projected upwards. Answer animates as flow diagram with photo to make the lesson more visual<br /> Slide 10 - Example of energy transfer when a moving object hits an obstacle. Answer animates as flow diagram with photo to make the lesson more visual<br /> Slide 11 - Example of energy transfer when bringing water to boil in an electric kettle. Answer animates as flow diagram with photo to make the lesson more visual<br /> Slide 12 - Mini plenary. Write down the energy transfers that take place when the following systems change:<br /> A ball being dropped from a height and hitting the ground<br /> A rubber band being stretched by a person and held<br /> A handheld torch being used<br /> A vehicle slowing down<br /> Answers animate onto the screen as always<br /> Slide 13 - ALT (Applied learning time). 3 mark exam question: Explain the energy changes in a book as it is resting on a shelf compared to when it is falling and hits the ground. Answer animates by paragraph onto the screen<br /> This stage of the lesson is an opportunity for pupils to apply what they have learnt in the lesson<br /> Slides 14-16 - Plenary. Short 1 and 2 mark exam questions with animated answers to wrap up an outstanding lesson and address any lingering misconceptions</p> <p>Don’t forget to leave a positive review!</p> <p><a href="https://twitter.com/MC_Afrique" target="_blank" rel="nofollow">https://twitter.com/MC_Afrique</a></p>

<p><strong>Electrolysis Chemistry lesson</strong> including the process of electrolysis and using electrolysis to extract metals. Lesson objectives are: <strong>define an electrolyte</strong>, <strong>explain what happens when an electric current is passed through an electrolyte</strong> and <strong>explain how electrolysis can be used to extract metals from molten compounds</strong>. The slides are fully animated and include answers to every mini plenary question and exam question. The breakdown of the slides is as follows:</p> <p>Slide 1 - Title and 5-minute starter. The starter is a grid of four questions entitled ‘last week, last lesson, today’s learning and future learning’. Use this generic slide for all of your lessons by simply changing the questions and the answers each time.<br /> Slide 2 - Lesson objectives (see above)<br /> Slide 3 - Introduction to what happens to an ionic compound when it is melted or dissolved in water. Simple, clear, pencil-sketch diagram of beakers containing solid sodium chloride and the stages in becoming sodium ions animates on to screen<br /> Slide 4 - Definition of electrolytes given<br /> Slide 5 - Mini plenary. Three questions of increasing difficulty. Answers animate onto the screen<br /> Slide 6 - Introduction to electrolysis process using example of molten sodium chloride. Simple, clear, sketch diagram of beaker with electrodes, cell, wires and molten sodium chloride. Students are shown on this slide that the electrodes are made of carbon.<br /> Slide 7 - Explanation, with use of a diagram, of the movement of ions that take place when an electric current is passed through the molten sodium chloride, i.e. positive ions move towards the negative electrode, etc.<br /> Slide 8 - Explanation, with use of a diagram, of what happens at each electrode, i.e. positive ions are discharged at the negative electrode, producing the element, etc.<br /> Slide 9 - Mini plenary. Two questions of increasing difficulty. Answers animate onto the screen<br /> Slide 10 - Introduction to reactivity series with useful mnemonic and which metals must be extracted from their ores using electrolysis<br /> Slide 11 - Explanation as to why a lot of energy is needed to perform electrolysis of molten compounds to extract the metal<br /> Slide 12 - Introduction to the example of extracting aluminium from aluminium oxide, including why cryolite is added to the elctrolyte<br /> Slide 13 - Mini plenary. Pupils asked to draw a labelled diagram of the electrolysis of molten aluminium oxide<br /> Slide 14 - Mini plenary review reveals diagram of apparatus and also explains what happens at each electrode, i.e. aluminium ions are discharged at the negative electrode, producing the element aluminium<br /> Slide 15 - Think-pair-share based on the following question: In the electrolysis of aluminium oxide, the positive electrode must be continually replaced. Why do you think this is?<br /> Slide 16 - Explanation, with use of diagram, as to why the positive electrode must be continually replaced.<br /> Slide 17 -</p> <p>Follow me on Twitter <a href="https://twitter.com/MC_Afrique" target="_blank" rel="nofollow">https://twitter.com/MC_Afrique</a></p>

<p>Waste water treatment potable water diagram with steps. 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 Lesson objectives: State sources of waste water, Explain the steps involved in the treatment of sewage, comment on the relative ease of obtaining potable water from waste, ground and salt water. This lesson follows on from the potable water lesson here <a href="https://www.tes.com/teaching-resource/potable-water-lesson-12502600">https://www.tes.com/teaching-resource/potable-water-lesson-12502600</a>. All the slides in this lesson are fully animated and include answers to every mini plenary question and exam question. The breakdown of the slides is as follows:<br /> Slide 1 - Title and 5-minute starter. The starter is a grid of four questions entitled ‘last week, last lesson, today’s learning and future learning’. Use this generic slide for all of your lessons by simply changing the questions and the answers each time.<br /> Slide 2 - Lesson objectives (see above)<br /> Slide 3 – Intro to urban lifestyles and industrial processes<br /> Slide 4 – Hinge question: Can you name specific examples of sources of waste water?<br /> Slide 5 – Source 1 of waste water – domestic<br /> Slide 6 – Source 2 - agricultural<br /> Slide 7 – Source 3 - industrial<br /> Slide 8 – Mini plenary questions, answers animate on screen<br /> Slide 9 – Steps involved in treating waste water: Step 1 - Screening<br /> Slide 10 – Step 2 - Sedimentation<br /> Slide 11 – Step 3 – Anaerobic digestion<br /> Slide 12 – Step 4 – Aerobic biological treatment<br /> Slide 13 – Solutions given for the products at each electrode for the electrolysis of aqueous sodium chloride solution using the golden rules<br /> Slide 14 – Special mention for the half equation for the oxidation of hydroxide ions to form oxygen and water, as this one is particularly difficult.<br /> Slide 15 – ALT (Applied learning time). 6 mark exam style question, designed to test students’ understanding of the whole lesson. Answers animate onto the screen.<br /> Slide 16 – Plenary. Cold call questions which animate onto the screen with pupils’ names attached as a final check that learning has taken place and that you have done your job!<br /> Follow me on Twitter <a href="https://twitter.com/LyricalPedagog" target="_blank" rel="nofollow">https://twitter.com/LyricalPedagog</a><br /> If you have a positive experience with the resource please leave a positive review!</p>

<p>Elastic potential energy lesson with questions and answers. Lesson objectives are: <strong>State</strong> what the limit of proportionality is, <strong>describe</strong> what elastic potential energy is and <strong>explain</strong> what extension is and <strong>apply</strong> the equation for elastic potential energy. The slides are fully animated and include answers to every mini plenary question and exam question. The breakdown of the slides is as follows:<br /> Slide 1 - Title and 5-minute starter. The starter is a grid of four questions entitled ‘last week, last lesson, today’s learning and future learning’. Use this generic slide for all of your lessons by simply changing the questions and the answers each time.<br /> Slide 2 - Lesson objectives (see above)<br /> Slide 3 - Introduction to elasticity and its meaning<br /> Slide 4 - Definition of limit of proportionality<br /> Slide 5 - Mini plenary. Random name animation used to test pupils’ recall of limit of proportionality definition<br /> Slide 6 - Definition of elastic potential energy<br /> Slide 7 - Mini plenary. Pupils are asked to describe scientifically what an image is showing (a sling shot being pulled back and launching a stone). Answer animates onto screen - elastic potential energy being transferred to kinetic energy<br /> Slide 8 - Introduction to elastic potential energy equation with units<br /> Slide 9 - Explanation of what extension is and how to calculate it (some questions do not state the extension in an obvious way)<br /> Slide 10 - Elastic potential energy worked example 1 (answer animates onto screen in stages)<br /> Slide 11 - Elastic potential energy worked example 2 (answer animates onto screen in stages)<br /> Slide 12 - ALT (Applied learning time). Differentiated elastic potential energy calculation questions (9 in total). Gold, silver and bronze levels of difficulty (Silver and gold require pupils to rearrange the equation)<br /> Slide 13 - ALT review - all answers animate onto screen<br /> Slide 14 - Plenary. Elastic potential energy GCSE exam calculation. Answer animates onto the screen in stages</p> <p>Follow me on Twitter <a href="https://twitter.com/MC_Afrique" target="_blank" rel="nofollow">https://twitter.com/MC_Afrique</a><br /> If you have a positive experience with the resource please leave a positive review!</p>

<p>Biodiversity definition and waste management GCSE Biology with questions and answers. Includes how waste has an impact on biodiversity. AQA combined science 4.7.3.1 and 4.7.3.2 slides are animated and include answers to all the questions. The lesson ends with GCSE exam questions with answers that animate on the screen</p>

<p>Contraception GCSE Science lesson with questions and answers. Includes hormonal and non-hormonal methods of contraception and evaluating the use of contraceptives. Lesson covers all the specification points forAQA Combined Science/Biology 4.5.3.5. The slides are fully animated and include answers to every mini plenary question and exam question.</p>

<p>GCSE Combined Science lesson for the AQA specification with** V=IR questions and answers/Ohm’s law questions and answers**. Includes potential difference, current and resistance definitions, mini plenary questions with answers, and ALT (Applied Learning Task) at the end. The PowerPoint is fully animated and includes GIF animations for easier explanations. The AQA specification point that this lesson covers is 6.2.1.3</p> <p>Follow me on Twitter <a href="https://twitter.com/MC_Afrique" target="_blank" rel="nofollow">https://twitter.com/MC_Afrique</a></p>

<p><strong>Motor effect GCSE Physics lesson</strong> including Flemming’s left hand rule, magnetic flux density, Fleming’s left-hand rule, electromagnets, motor effect practical and DC motors with <strong>questions and answers throughout the lesson</strong>. The lesson objectives are as follows: 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 and Apply the equation that links the force on a conductor to the magnetic flux density, the current and the length of conductor to calculate the forces involved. <strong>The slides are fully animated and include answers to every mini plenary question and exam question</strong>. The breakdown of the slides is as follows:</p> <p>Slide 1 - Title and 5-minute starter. The starter is a grid of four questions entitled ‘last week, last lesson, today’s learning and future learning’. Use this generic slide for all of your lessons by simply changing the questions and the answers each time.<br /> Slide 2 - Lesson objectives (see above)<br /> Slide 3 – Hinge question: What will happen when a wire with current flowing through it and the magnet are brought close to one another?<br /> Slide 4 – A demonstration of the motor effect using a cell, a piece of wire, a screw and a neodymium magnet. This can be done as a class practical if there is enough equipment.<br /> Slide 5 – Explanation of what the class observed in the demo/practical<br /> Slide 6 – Definition of motor effect presented to class: A wire carrying a current creates a magnetic field. This can interact with another magnetic field, causing a force that makes the wire move.<br /> Slide 7 - Mini plenary. Three questions of increasing difficulty. Answers animate onto the screen<br /> Slide 8 – Introduction to Fleming’s left-hand rule (LHR)<br /> Slide 9 – Fleming’s left-hand rule visual aid with useful acronym<br /> Slide 10 – Worked example of how to use Fleming’s LHR<br /> Slide 11 – Mini plenary. Students attempt to use Fleming’s LHR to work out the direction of movement. Answers animate onto the screen<br /> Slide 12 – Introduction to the calculation of forces involved in the motor effect<br /> Slide 13 - 𝐹=𝐵𝐼𝑙 equation, with symbols and units given<br /> Slide 14 – Worked example using the 𝐹=𝐵𝐼𝑙 equation<br /> Slide 15 – Mini plenary. Questions testing students’ knowledge of the 𝐹=𝐵𝐼𝑙 equation. Answers animate onto the screen<br /> Slide 16 – ALT (Applied Learning Time) Students work independently during this stage of the lesson, answering questions linked to the objectives of the lesson. Answers animate onto the screen at the click of a button.<br /> Slides 17-21 – Plenary. Short-answer exam questions with answers that animate on to the screen</p>

<p>Development of the model of the atom GCSE Physics lesson including J.J Thomson, Ernest Rutherford, plum pudding model, nuclear model, alpha particle scattering experiment (gold foil experiment), with questions and answers throughout the lesson. The lesson objectives are as follows: Explain why the discovery of the electron led to a new model for the atom and describe this new model, explain why the new evidence from the scattering experiment led to a change in the atomic model and explain the difference between the plum pudding model of the atom and the nuclear model of the atom. The slides are fully animated and include answers to every mini plenary question and exam question. The breakdown of the slides is as follows:</p> <p>Slide 1 - Title and 5-minute starter. The starter is a grid of four questions entitled ‘last week, last lesson, today’s learning and future learning’. Use this generic slide for all of your lessons by simply changing the questions and the answers each time.<br /> Slide 2 - Lesson objectives (see above)<br /> Slide 3 – Open question: what does an atom look like? John Dalton’s atomic model is mentioned here<br /> Slide 4 – Introduction to J.J. Thomson and new experimental evidence may lead to an existing model being changed or replaced<br /> Slide 5 – Explanation of the plum pudding model<br /> Slide 6 – Mention of Hantaro Nagaoka, a Japanese scientist who disagreed with Thomson’s plum pudding model. Inclusion of Nagaoka provides an opportunity to diversify the curriculum.<br /> Slide 7 - Mini plenary. Three questions of increasing difficulty. Answers animate onto the screen<br /> Slide 8 – Information about Ernest Rutherford and description of gold foil experiment<br /> Slide 9 – Explanation of Rutherford’s results<br /> Slide 10 - Mini plenary. 4-mark exam question with answer that animates on to the screen.<br /> Slide 11 – Small additions to the nuclear model, e.g. Niels Bohr, James Chadwick and discovery of the proton.<br /> Slide 12 - Applied learning time (ALT). 6-mark exam question with answer.<br /> Slide 13 - Plenary. Quick fire questions with names of random students in the class. Alternatively, you can use the No hands app random name generator</p> <p>If you have a positive experience with the resource please leave a positive review!</p>

<p>Carbon cycle diagram, carbon cycle steps and carbon cycle definition. GCSE Biology Lesson objectives: <strong>Explain the importance of carbon to living organisms, explain how the carbon cycle returns carbon from organisms to the atmosphere and explain the role of microorganisms in cycling carbon through ecosystems</strong>. The slides are fully animated and include answers to every mini plenary question and exam question. The breakdown of the slides is as follows:</p> <p>Slide 1 - Title and 5-minute starter. The starter is a grid of four questions entitled ‘last week, last lesson, today’s learning and future learning’. Use this generic slide for all of your lessons by simply changing the questions and the answers each time.<br /> Slide 2 - Lesson objectives (see above)<br /> Slide 3 - Introduction to plants as producers, including photosynthesis and brief explanation of the food chain in relation to the compounds made by plants<br /> Slide 4 – Addressing the question: Why is carbon important to living organisms?<br /> Slide 5 - Mini plenary. Three questions of increasing difficulty to test learning so far. Answers animate onto the screen.<br /> Slide 6 - Introduction to the carbon cycle definition<br /> Slide 7 – Detailed, labelled pencil-drawing of the carbon cycle. Pupils will copy this into their book. Each arrow of the cycle is numbered and the numbers animate onto the screen in sequence in a prescribed order. This serves as a guide for pupils to know the sequence in which they should copy the diagram. It will also allow you to explain each stage of the cycle. Please note ‘carbon in animals’ appears twice as primary consumers eat plants and secondary consumers eat the primary consumers<br /> Slide 8 - Mini plenary. Four questions of increasing difficulty to test learning so far. Answers animate onto the screen.<br /> Slide 9 – Introduction to decomposers and what their role is in the carbon cycle<br /> Slide 10 -Explanation of how microorganisms contribute positively to the carbon cycle<br /> Slide 11 - Mini plenary. Two questions of increasing difficulty to test learning so far. Answers animate onto the screen.<br /> Slide 12 – ALT (Applied Learning Time). 6-mark exam question. Mark scheme animates onto the screen<br /> Slide 13 – Plenary. Cold-call style questions with pupil’s name attached to ensure learning has taken place</p> <p>Follow me on Twitter <a href="https://twitter.com/MC_Afrique" target="_blank" rel="nofollow">https://twitter.com/MC_Afrique</a></p> <p><strong>If you have a positive experience with the resource please leave a positive review!</strong></p>

<p>Menstrual cycle GCSE Biology questions and answers<br /> <strong>How to use</strong><br /> Print the lyrics<br /> Print the questions<br /> Play the song and encourage pupils to rap along<br /> Pupils answer questions<br /> Self-assess with answers<br /> Lesson obs feedback = OUTSTANDING!</p>