2 Resources Included: 1.) Reflection practical worksheet - looking at specular and diffuse reflection. A more open-ended extension activity for more able students forms the final task and allows further experimentation - with curved mirrors for example. 2.) A consolidation or homework task that puts the emphasis on the correct drawing of ray diagrams.

This worksheets consists of 2 sides: The First depicts the Carbon Cycle in diagrammatic form for students to complete either as a summary exercise/recap/or from another source (such as a textbook). The second side consists of a series of questions on the carbon cycle with each questions suggested mark value included.

This is a 2 sided revision summary sheet ideally printed on A3. It has particular relevance to year 11 modules of study and includes annotation of diagrams, a crossword, matching tasks, electron shell diagrams and various cloze activities that link to detailed illustrations. It seeks to remind and reinforce understanding of atomic structure including electron shells, covalent bonding, ionic bonding and hydrogen bonding linking to the dissolving of ionic compounds.

This package contains resources intended to introduce the subject of Reflection The PowerPoint (made up of 7 slides) is carefully designed to introduce key scientific concepts regarding reflection including virtual images, specular and diffuse reflection, image distance. It includes learning objectives, a starter activity consisting of stimulus image with points for discussion/consideration and a mini practical for students to explore image distance for themselves. Diagrams contain simple animations to help explain key points. The summary worksheet (and mark scheme) also introduces students to the drawing of the normal as well as angles of incidence and reflection.

This PowerPoint of 11 slides covers numerous points to introduce the topic of light to a class. It includes learning objectives, a starter activity and introduces key concepts and scientific terms including luminous and non-luminous objects, transparent, transluscent and opaque, and also light speed. When paired with textbook questions this should prove sufficient for a single period lesson. Some elements include simple (I would prefer to say tastefully understated) animations and/or interactive elements to aid explanation of key concepts.

Aimed at GCSE this task sheet is intended to guide students through their first attempts at using an optical microscope. At the end of the task students will have focused their microscope at different magnifications, made a scientific drawing of the onion cells, measured a cell using an eyepiece graticule and calculated the magnification of their drawing.

This PowerPoint of 8 slides outlines the structure of the chloroplast and examines the smaller structures within. The accompanying work/note-sheet allows students to record the information in a visually engaging way. This is aimed at A-level students (16 to 18 years old) and would serve as an excellent activity as part of an introduction to photosynthesis or in partnership with a chlorophyll chromatography practical activity.

This double sided worksheet covers the major structures within eukaryotic and prokaryotic cells and, when finished provides an excellent revision resource. It also references to other relevant topics including microscope types and scales.

This 11 mark sheet challenges students to convert units from cm or millimetres into micrometres and to use the magnification formula to complete 3 calculations as well as identify the type of electron microscope used to obtain each image. The included mark-scheme is a PowerPoint file allowing easy feedback and peer or self assessment.

This PowerPoint is a step-by-step, annotated accounting of the working of the sodium potassium pump. Simple animations show the interactions of pump, ATP, ADP, sodium ions and potassium ions. Also included is a scaffolded notesheet including part-drawn diagrams that students can quickly complete as they learn about the process. Please note: The preview thumbnails have unfortunately created some graphical glitches/artefacts that don’t appear in the actual slides.

This worksheet includes a colour in key and complete the diagram task alongside a number of short answer questions. A PowerPoint mark scheme is also included.

This sheet looks at how glucose is transported across epithelial cells of the small intestine and into the blood. It requires students to demonstrate their understanding of active transport (the Sodium-Potassium pump) and co-transport in a series of tasks and questions. A full markscheme is included.

The resource consists of a page of tiles and a grid for sticking them on to which links seral stage to environmental conditions. An animated markscheme (PowerPoint) is also included which can be projected to help students with the task and/or used to aid discussion.

The worksheet focuses on student understanding of the experiments carried out by Nirenberg and Khorana to determine which codons/triplets code for which amino acids. The worksheet details their investigations into the genetic code and provides a scaffold for students to draw conclusions from their original data. This is sound practice for questions of this type, which are becoming an increasingly frequent aspect of examinations. It also serves to consolidate on existing knowledge regarding the genetic code and is a useful reflection activity in its own right.

This relay-style revision quiz has proven extremely popular with my students and uses gentle competition to motivate students even further. Instructions for use are in an included sheet and reproduced below. Obviously this activity allows opportunities for frequent assessment for learning and also allows stronger students to help inform weaker ones. Instructions: Print out the first 4 slides of the PowerPoint file single-sided and use a guillotine to cut them out, staple them into booklets as shown below. Different coloured paper helps but is not essential. Print a markscheme for your own use. Split your group into differentiated teams of 3 (try to have a mixture of abilities in each team). Teams have to collect individual sheets from the booklets, complete the question, and then take it to the teacher for marking. If correct, they can collect the next sheet in the booklet and progress. If not they may be given a hint before returning to their team to try again (Note, I find this works best if they are forced to rotate team members through these tasks). A prize may be offered and periodic announcements of which team is up to which question can be made to encourage a sense of urgency.

This double sided sheet can be printed at A4 but works better as an A3 resource. This sheet covers the key areas of receptor function in creating a generator potential (specifically the Eye and Pacinian corpuscle), Resting Potential and the propagation of an Action Potential. Please note this sheet is part 1 of 2 and, when coupled with Sheet 2, a more comprehensive coverage of the necessary nervous control aspects will result. Individual sections contain marking points/scores so as to allow easy feedback and AFL with the included full mark scheme. This gives you flexibility as to how you use the resource and opens up peer assessment/self assessment opportunities.

The card sort resource can be printed off onto card and cut out either before or during lesson time. It can be used as a simple starter/summary activity and is useful to tease out students' understanding of both photosynthesis and respiration and to highlight the relationship between the two processes - that is that one is locking energy into a glucose molecule, whilst the other releases it for use. The one sided worksheet included serves to record students findings and encourages them to reflect on the task. A mark-scheme is also included.

This double sided worksheet examines the process of negative feedback as it pertains to Thermoregulation of the body. Physiological responses to temperature change are included in the questioning and linked to the process of negative feedback. The last few questions then begin to ask students to consider the implications of positive feedback as a shift further and further away from the ‘normal’.