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 7 (Chemical reactions) of the CIE IGCSE Chemistry (0620) 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 Describe and explain the effect of concentration, particle size, catalysts (including enzymes) and temperature on the rate of reactions Interpret data obtained from experiments concerned with rate of reaction Understand that some chemical reactions can be reversed by changing the reaction conditions Define oxidation and reduction in terms of oxygen loss/gain. SUPPLEMENT Devise and evaluate a suitable method for investigating the effect of a given variable on the rate of a reaction Describe and explain the effects of temperature and concentration in terms of collisions between reacting particles. (An increase in temperature causes an increase in collision rate and more of the colliding molecules have sufficient energy (activation energy) to react whereas an increase in concentration only causes an increase in collision rate.) Predict the effect of changing the conditions (concentration, temperature and pressure) on other reversible reactions Demonstrate knowledge and understanding of the concept of equilibrium Define redox in terms of electron transfer Define oxidising agent as a substance which oxidises another substance during a redox reaction. Define reducing agent as a substance which reduces another substance during a redox reaction. Identify oxidising agents and reducing agents from simple equations The students will thoroughly enjoy the range of activities, which include quiz competitions such as “FROM NUMBERS 2 LETTERS” where they have to compete to be the 1st to get an important abbreviation 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 GCSE exams

This is a concise REVISION lesson that contains an engaging powerpoint (43 slides) and associated worksheets. The lesson uses a range of activities which include exam questions (with displayed answers), differentiated tasks and quiz competitions to engage students whilst they assess their knowledge of the content that is found within topic P8 (Space Physics) of the AQA 9-1 GCSE Physics specification. The following sub-topics in the specification are covered in this lesson: Our Solar System The life cycle of a star Natural satellites Red-shift This lesson can be used throughout the duration of the GCSE course, as an end of topic revision lesson or as a lesson in the lead up to mocks or the actual GCSE exams

This is a concise, fast-paced lesson designed to cover the key terminology associated with the waves topic at GCSE and ensure that students are able to recognise and use these terms in context. A number of terms, such a transverse, are known by students but rarely correctly used in written descriptions. Therefore, through a range of tasks and quick competitions, students will meet these terms, learn how to define them and then be asked to apply their knowledge to understanding check questions. This lesson has been written in conjuction with the lesson titled “Wave velocity” and students are challenged to keep an A - Z of key terms during both lessons so they can challenge themselves during revision points.

This lesson has been designed to explore the range of energy sources which are used on Earth and specifically looks at why an increase in the use of renewable sources is critical for the future. The student’s scientific understanding is challenged at each step of the lesson but there is also a mathematical element running throughout. The lesson begins by challenging the students to predict which energy sources contributed the greatest % when presented with a pie chart. Students cover this topic in other subjects like Geography, so the lesson aims to build on this and consolidate the essential understanding. A range of renewable sources are discussed and key terms such as carbon-neutral taken on further. This lesson has been designed for GCSE students but parts could be used with younger students who are looking at

A fast-paced lesson that looks at weight and how this differs on different planets depending upon the gravitational field strength. At the start of the lesson, the students are shown the equation to calculate gravity force and weight and are challenged to spot a difference (if there is one)! Time is then taken to explain how weight is the term used when a mass comes into the gravitational field of the Earth (or other planets). A quick understanding check, with the gravitational field strength Olympics, is used to see whether students can calculate this field and their mathematical skills are tested with a number of conversions needed to do so. Moving forwards, students are shown a number of masses and weights on the Earth and the Moon so they can see how mass does not change but weight will be different. The final task challenges them to apply their new-found knowledge to calculate their mass on the Earth, the Moon and Jupiter. This lesson has been designed for GCSE students but it is suitable for KS3 students who are exploring the Universe topic.

A concise, engaging lesson presentation (22 slides) which looks at the different responses of the body as a result of adrenaline release. In line with the actions of adrenaline, the lesson begins with a range of quiz competitions to introduce key terms and responses to the students. Once the students know that it causes both the breathing and heart rate to increase, they are challenged to complete a passage which brings this information together to explain how the increased respiration rate is related to the fight or flight tag line. Moving forwards, students will be introduced to the meaning of the term vasodilation and then asked to consider which organs will need extra blood flow during times of stress and conversely, which tissues can have blood directed away from them. The lesson finishes by looking at how a negative feedback loop is used as the final control to ensure that energy resources are not wasted during times when there is no stress.

This lesson describes how maltose, sucrose and lactose are synthesised during condensation reactions and broken down during hydrolysis reactions. The PowerPoint and accompanying question sheet have been designed to cover point 1.1 (iii) of the Edexcel A-level Biology B specification but also make links to the previous lesson on monosaccharides when considering the different components of these three disaccharides. The first section of the lesson focuses on a prefix and a suffix so that the students can recognise that the names of the common disaccharides end in -ose. In line with this, a quick quiz round is used to introduce maltose, sucrose and lactose before students are challenged on their prior knowledge as they have to describe how condensation reactions and the formation of glycosidic bonds were involved in the synthesis of each one. The main task of the lesson again challenges the students to recall details of a previous lesson as they have to identify the monomers of each disaccharide when presented with the displayed formula. Time is taken to show how their knowledge of these simple sugars will be important in later topics such as enzymes, translocation in the phloem and the lac operon in the control of gene expression. The lesson finishes with two exam-style questions where students have to demonstrate and apply their newly acquired knowledge

This fully-resourced lesson describes the movement of molecules by active transport, endocytosis and exocytosis. The PowerPoint and accompanying worksheets have been designed to cover the second part of specification points 2.5 (i) & (ii) of the Edexcel International A-level Biology specification and describes the role of ATP as an immediate source of energy as well as the role of the carrier proteins. ATP is introduced at the start of the lesson and students will learn that this molecule is a phosphorylated nucleotide so they are able to make appropriate links when they cover the structure of DNA and RNA later in topic 2. Students will learn that adenosine triphosphate is the universal energy currency and that the hydrolysis of this molecule can be coupled to energy-requiring reactions within the cell and the rest of the lesson focuses on the use of this energy input for active transport, endocytosis and exocytosis. Students are challenged to answer a series of questions which compare active transport against the forms of passive transport and to use data from a bar chart to support this form of transport. In answering these questions they will discover that carrier proteins are specific to certain molecules and time is taken to look at the exact mechanism of these transmembrane proteins. A quick quiz round introduces endocytosis and the students will see how vesicles are involved along with the energy source of ATP to move large substances in or out of the cell. The lesson concludes with a link to a future topic as the students are shown how exocytosis is involved in a synapse.

This lesson describes how an increased carbon dioxide concentration affects the dissociation of oxyhaemoglobin, the Bohr effect. The PowerPoint and accompanying resources have been designed to cover the second part of point 4.5 (i) of the Edexcel A-level Biology B specification and continually ties in with the previous lesson on the role of haemoglobin and dissociation curves. The lesson begins with a terminology check to ensure that the students can use the terms affinity, oxyhaemoglobin and dissociation. In line with this, they are challenged to draw the oxyhaemoglobin dissociation curve and are reminded that this shows how oxygen associates with haemoglobin but how it dissociates at low partial pressures. Moving forwards, a quick quiz is used to introduce Christian Bohr and the students are given some initial details of his described effect. This leads into a series of discussions where the outcome is the understanding that an increased concentration of carbon dioxide decreases the affinity of haemoglobin for oxygen. The students will learn that this reduction in affinity is a result of a decrease in the pH of the cell cytoplasm which alters the tertiary structure of the haemoglobin. Opportunities are taken at this point to challenge students on their prior knowledge of protein structures as well as the bonds in the tertiary structure. The lesson finishes with a series of questions where the understanding and application skills are tested as students have to explain the benefit of the Bohr effect for an exercising individual.

This fully-resourced lesson looks at the internal and external structure of the mammalian heart and uses the human heart to represent this anatomy. The engaging and detailed PowerPoint and accompanying resources have been designed to cover point 3.1.2 (e) (i) of the OCR A-level Biology A specification As this topic was covered at GCSE, the lesson has been planned to build on this prior knowledge whilst adding the key details which will enable students to provide A-level standard answers. The primary focus is the identification of the different structures of the heart but it also challenges their ability to recognise the important relationship to function. For example, time is taken to ensure that students can explain why the atrial walls are thinner than the ventricular walls and why the right ventricle has a thinner wall than the left ventricle. Opportunities are taken throughout the lesson to link this topic to the others found in topic 3.1.2 including those which have already been covered like circulatory systems as well as those which are upcoming such as the initiation of heart action. There is also an application question where students have to explain why a hole in the ventricular septum would need to be repaired if it doesn’t naturally close over time.

This lesson describes and explains how temperature affects enzyme activity. The PowerPoint and the accompanying resource are part of the 1st lesson in a series of 3 which cover the content detailed in point 1.5 (iv) of the Edexcel A-level Biology B specification and this lesson has been specifically planned to tie in with the previous lesson covering 1.5 (i, ii & iii) where the structure, properties 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 topics 7 and 5. Moving forwards, the rest 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. 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 would be covered in a core practical lesson

This lesson describes how to calculate the cardiac output as the product of stroke volume and the heart rate. The PowerPoint and accompanying resource have been designed to cover point 7.13 (i) of the Edexcel International A-level Biology specification. The lesson begins by challenging the students to recognise that the left ventricle has the most muscular wall of all of the heart chambers. This allows the stroke volume to be introduced as the volume of blood ejected from the left ventricle each heart beat and then a quiz competition is used to introduce normative values for the stroke volume and the heart rate. Moving forwards, students will learn that the cardiac output is the product of the stroke volume and the heart rate. A series of exam-style questions will challenge the students to use this formula and to manipulate it and to work out the percentage change. The final part of the lesson looks at the adaptation of the heart to aerobic training in the form of cardiac hypertrophy and then the students are challenged to work out how this would affect the stroke volume, the cardiac output and the resting heart rate.

This lesson describes how the polymerase chain reaction (PCR) is used to amplify DNA. The concise PowerPoint has been primarily designed to cover the detail of specification point 6.4 of the Pearson Edexcel A-level Biology A specification but also makes continual links to the previous lesson on DNA profiling where the PCR is important as well as DNA structure. A quick quiz competition is used to introduce the PCR abbreviation before students are encouraged to discuss with the aim of identifying the enzyme involved and to recall the action of this enzyme as covered in DNA replication in topic 2. Students will learn that this reaction involves cyclical heating and cooling to a range of temperatures so another quiz is used to introduce these values. The main part of the lesson describes the main steps in the PCR and the reasons for each temperature is discussed and explained. Links are constantly made to related topics such as DNA structure are students are challenged on their understanding through exam-style questions. Time is taken to examine the key points in detail, such as the fact that the DNA polymerase used is taken from an extremophile so that it is not denatured at the high temperature.

This is a fully-resourced lesson which looks at the properties of group 0 of the Periodic Table, the Noble Gases, and includes a lesson presentation (29 slides) and an associated worksheet. The lesson uses a range of engaging quiz competitions to enable the students to understand why these elements do not react. Other properties such as their boiling points are explored and there is continual reference to the other groups of elements so that students can make clear comparisons. This lesson has been designed for GCSE students (14 - 16 year olds in the UK), but it is also suitable for younger students who might be carrying out a project on the Periodic Table

This fully-resourced revision lesson challenges the students on their knowledge of the content detailed in topic 3 (Particle model of matter) of the AQA GCSE Physics specification. The wide range of activities which include exam questions with clear explanations will allow them to assess their understanding of the content and to recognise those areas which require further attention. The lesson has been designed to cover as much of the topic as possible but the following specification points have been given particular attention: Recall and apply the equation to calculate density Explaining differences in density between states of matter Internal energy and the result of heating the particles in a system Applying the equation to calculate the specific heat capacity Understanding that temperature does not change during changes of state Applying the equation to calculate the specific latent heat Explaining the qualitative relationship between the temperature of a gas and its pressure Applying the equation that links pressure, volume and a constant The engaging PowerPoint guides students on the use of key mathematical skills to aid success with the various calculations

This is a concise REVISION lesson that contains an engaging powerpoint (34 slides) and associated worksheets. The lesson uses a range of activities which include exam questions (with displayed answers), differentiated tasks and quiz competitions to engage students whilst they assess their knowledge of the content that is found within topic P7 (Magnetism and electromagnetism) of the AQA Trilogy 9-1 GCSE Combined Science specification. Generally, this is a topic which isn’t particularly well understood by students but is regularly assessed through questions in the GCSE exams and so time has been taken to design the lesson so that the key points are covered and common misconceptions addressed. The following sub-topics in the specification are covered in this lesson: Poles of a magnet Magnetic fields Electromagnetism Fleming’s left hand rule Electric motors This lesson can be used throughout the duration of the GCSE course, as an end of topic revision lesson or as a lesson in the lead up to mocks or the actual GCSE exams

This is a fun and engaging lesson that uses a range of quick competitions and tasks to ensure that the students recognisethe electrical symbols for the essential components and can describe the functions for each of these. Competitions such as SNAP and SAY WHAT YOU SEE will introduce the students to the components and their symbols. This lesson has been written for GCSE students and looks to build on what they should know from KS3 - however, it could be used with higher ability students at that level.

A fast-paced, engaging lesson that looks at the separation method of distillation and focuses on the use of key terminology in the correct context. This lesson has been designed for GCSE students but teachers could use it with KS3 students who are looking at the mixtures topic. The lesson begins by challenging the students to state which mixture from a choice of three could be separated by distillation. A lot of the key terms involved in this lesson and the separation topic as a whole begin with S and are often incorrectly used. Therefore some time is taken to ensure that the students know the difference between a solution, solute and solvent and can pick out the substances which would apply to each of these terms in different examples. Students will learn how distillation involves evaporation followed by condensation and the next task gets students to compare boiling points to understand how the difference in these points allows the separation to occur and will also recognise that distillation results in two substances at the end as opposed to the one in crystallisation. The remainder of the lesson challenges students to apply their knowledge to two understanding checks - a summary passage on distillation and then a description of how ethanol and water are separated.

This is a concise, fast-paced lesson which guides students through the critical skills needed to calculate the atom economy of a chemical reaction. It has been designed for GCSE students and focuses on the calculation as well as interpreting the final value. In order to calculate the mass of the desired product and other products, students have to be able to calculate the relative formula mass - therefore time is taken to revisit these skills and worked examples are used with this and the actual calculations to enable the students to visualise how they should set their work out. The lesson finishes with some progress check questions where students are challenged to state which of four chemical reactions has the highest atom economy. This lesson could be taught in combination with the percentage yield topic and an accompanying lesson on that calculation is available on this site.

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.