This lesson describes the meaning of an isotope and explains how to calculate the relative atomic mass using the relative masses and abundance of its isotopes. The PowerPoint and accompanying resources have been designed to cover the detail of points 1.9, 1.11 & 1.12 of the Edexcel GCSE Chemistry & Combined Science specifications. The early topic 1 lessons covered the meaning of the atomic and mass number and the calculation of the number of subatomic particles, and this lesson begins by challenging the recall of this key information. Moving forwards, a quick quiz competition is used to introduce the term “isotope” and then the students have to calculate the number of subatomic particles in K-39, K-40 and K-41 before using their answers to complete a definition about these types of substances. Time is taken to explain how isotopes are represented in standard annotation and the importance of the mass number is emphasised. A series of application questions are used to challenge them to apply their understanding and knowledge and mark schemes are embedded into the PowerPoint to allow the students to self-mark. The remainder of the lesson explains how the existence of isotopes results in some elements having relative atomic masses that are not whole numbers and then explains how these masses can be calculated. Once an example is demonstrated, the students are again given the chance to apply their understanding to a series of questions, and this exam question worksheet has been differentiated two ways

This lesson describes the meaning of an isotope and explains how to calculate the relative atomic mass using the relative masses and abundance of its isotopes. The PowerPoint and accompanying resources are part of the final lesson in a series of 3 lessons have been designed to cover the detail of points 1.1.4, 1.1.5 & 1.1.6 of the AQA GCSE Chemistry & Combined Science specifications. The early topic 1 lessons covered the meaning of the atomic and mass number and the calculation of the number of subatomic particles, and this lesson begins by challenging the recall of this key information. Moving forwards, a quick quiz competition is used to introduce the term “isotope” and then the students have to calculate the number of subatomic particles in K-39, K-40 and K-41 before using their answers to complete a definition about these types of substances. Time is taken to explain how isotopes are represented in standard annotation and the importance of the mass number is emphasised. A series of application questions are used to challenge them to apply their understanding and knowledge and mark schemes are embedded into the PowerPoint to allow the students to self-mark. The remainder of the lesson explains how the existence of isotopes results in some elements having relative atomic masses that are not whole numbers and then explains how these masses can be calculated. Once an example is demonstrated, the students are again given the chance to apply their understanding to a series of questions, and this exam question worksheet has been differentiated two ways

This lesson explains how to calculate the number of protons, neutrons and electrons in atoms and ions when given the atomic and mass numbers. The PowerPoint and accompanying resources are part of the second lesson in a series of 3 lessons which have been designed to cover the content of specification points 1.1.4, 1.1.5 & 1.1.6 of the AQA GCSE Chemistry and Combined Science specifications. The lesson begins by challenging the students to put the chemical symbols for astatine, oxygen, iodine and carbon together to form the word atomic. Time is taken to explain the meaning of the atomic number and to emphasise how the number of protons in the nucleus is unique to atoms of that element. The students will learn that as the number of electrons is always the same as the number of protons in an atom, the atomic number can be used to calculate the numbers of both of these particles. Moving forwards, the mass number is considered and having been given the number of neutrons in a lithium atom, the students are challenged to articulate how the mass number and atomic number were used in this calculation. A series of worked examples are done as a class before the students are given the opportunity to challenge their understanding The remainder of the lesson focuses on ions and how the number of protons, neutrons and electrons are calculated in these substances. Initially, the students are challenged to use their knowledge of the charge of an atom to deduce that ions must have differing numbers of protons and electrons. The standard annotation for ions are introduced and explained and a series of exam questions are then used to check understanding. Mark schemes for each of these final questions is embedded into the PowerPoint and the worksheet has been differentiated two ways

This lesson describes the structure of DNA as a double-stranded polymer coiled into a double helix and focuses on nucleotides as the monomers. The PowerPoint and accompanying resources have been designed to cover the detail of point 3.4 of the Edexcel GCSE Biology & Combined Science specifications. The lesson begins with a reveal of the acronym DNA and students will learn that this stands for deoxyribonucleic acid. There is a focus on the use and understanding of key terminology throughout the lesson so time is taken to look at the meanings of the prefixes poly and mono as well as the suffix -mer. This leads into the description of DNA as a polymer which is made up of many monomers known as nucleotides. Students will be introduced to the three components of a DNA nucleotide and will learn that four different bases can be attached to the sugar. An observational task is used to get them to recognise that DNA consists of two strands and that complementary bases are joined by hydrogen bonds. Understanding checks are interspersed throughout the lesson along with mark schemes so that students can assess their progress

This lesson describes how the structure of the heart and the circulatory system is related to its function. The PowerPoint lesson and accompanying resources have been designed to cover the detail of point 8.8 of the Edexcel GCSE Biology and Combined Science specifications and includes descriptions of the role of the major blood vessels, the heart valves, and the relative thickness of the chamber walls. The lesson starts with an extract from Friends and challenges the students to recognise that full sized aortic pumps is a thesaurus version of big hearts. This reiterates the basic function of the heart that was met at KS2 and KS3 and moving forwards, the students will learn that it is the contraction of the cardiac muscle in the walls of the four heart chambers that allows this to happen. Students are provided with a diagram throughout the lesson which will be annotated as new structures are encountered and they begin by labelling the two atria and ventricles. The focus of the lesson is the relationship between structure and function so time is taken to consider the different roles of the atria and ventricles, as well as the right ventricle versus the left ventricle. Students will be able to observe from their diagram that the left ventricle has the thickest wall and they will be challenged to explain why later in the lesson once more detailed knowledge has been added. The next part of the lesson introduces the pulmonary artery and vein and a task challenges the students to consider the relationship between the heart and the lungs, and their prior knowledge of the adaptations of the alveoli is also tested. The remainder of the lesson discusses the double circulatory system and the heart valves. Understanding checks are found throughout the lesson and mark schemes are embedded into the PowerPoint to allow the students to assess their progress.

This lesson introduces the alkanes as a group of hydrocarbons and explains how to draw their displayed formula and work out the general formula. The PowerPoint is part of the second lesson in a series of 2 which have been designed to cover point 7.1.1 of the AQA GCSE Chemistry & Combined Science specifications. The students were introduced to crude oil and hydrocarbons in the previous lesson so this one begins by introducing the fact that most of the hydrocarbons in crude oil are alkanes. The students are challenged to recall that covalent bonds will hold hydrogen and carbon together and they will learn that every carbon atom has four covalent bonds. This fact is used in the step by step guide as they are shown how to draw the displayed formula for methane. Moving forwards, a quick competition is used to introduce the next three members of the group in ethane, propane and butane, and the students have to apply their understanding by drawing the formula to find the molecular formula. The general formula for the alkanes is determined and then a series of exam questions will challenge them to apply this to work out numbers of carbon or hydrogen atoms or to write a formula.

This lesson describes the key steps involved in transcription, the 1st stage of protein synthesis. The PowerPoint and accompanying resource are part of the first lesson in a series of 2 lessons which have been designed to cover the content of point 3.8 of the Edexcel GCSE Biology specification. According to the specification, the students are expected to know this process in considerable detail, and the lesson has been planned to reflect this. In a previous lesson in topic 3, the students were introduced to the definition of a gene as a section of a DNA molecule that codes for the sequence of amino acids in a protein. They will learn that this represents coding DNA, so time is then taken to explain that not all DNA codes for proteins and that there are sections of non-coding DNA located in front and behind each gene. This is vital information as it leads into the start of the process, where the binding of RNA polymerase to a section of non-coding DNA located in front of the gene is the trigger for the start of transcription of that particular gene. Moving forwards, a step by step guide describes the key steps which include the lining up of the RNA nucleotides against the exposed bases and the formation of mRNA through the reactions catalysed by RNA polymerase. Students are given key details of RNA nucleotides, specifically the inclusion of uracil bases, and an understanding check challenges them to determine the sequence of RNA bases that will line up against a template strand. These current understanding checks along with prior knowledge checks are found throughout the lesson to allow the students to assess their progress and to challenge them to make links to previous lessons.

This lesson describes how the alveoli are adapted for gas exchange by diffusion between the air in the lungs and the blood capillaries. The PowerPoint and accompanying resource are part of the second lesson in a series of 2 which have been designed to cover the content of point 8.2 & 8.3 of the Edexcel GCSE Biology and Combined Science specifications. During the 1st lesson in this series, the students were shown how to calculate the surface area to volume ratio and so this lesson begins by challenging them to recall that the larger the organism, the smaller the ratio. This is done through the PLAY YOUR CARDS RIGHT format as shown in the cover picture, and leads into the key idea that complex multicellular organisms like humans have developed a range of different adaptations to increase this ratio at their exchange surfaces. Moving forwards, time is taken to consider and discuss how the following adaptations of the alveoli affect the rate of diffusion: large surface area lining of the alveoli consisting of a single layer of flattened cells maintenance of a steep concentration gradient Each feature is related to diffusion and current understanding and prior knowledge checks are used to allow the students to assess their progress and to challenge them to make links to other topics of the course. All exam questions have mark schemes embedded into the PowerPoint

This lesson describes the key difference between scalar and vector quantities and introduces examples of physical factors that fit into each group. The PowerPoint has been designed to cover points 2.1 - 2.4 of the Edexcel GCSE Physics and Combined Science specifications. The lesson begins with an introduction of the fact that some quantities are scalar and some are vector. A quick competition is used to introduce the key term, magnitude, and students will learn that scalar quantities such as speed have a size but are missing something else. A guided discussion period then challenges them to consider what that missing element might be, and this leads into the completion of the scalar definition. The next task then challenges the students to use this completed definition to write a similar one for a vector quantity. They will learn that velocity is a vector due to its magnitude and specific direction and then a series of exam questions are used to challenge their current understanding in terms of changes in speed and velocity at a crossroads. The mark scheme for each of the questions is embedded into the PowerPoint. The remainder of the lesson uses another competition to introduce acceleration, momentum, energy, force, mass and weight as scalar or vector quantities and the students are challenged one final time as they have to explain why weight is an example of a vector quantity.

This lesson explains that velocity is speed in a stated direction and then describes how to use the distance and time to calculate speed. The PowerPoint and accompanying resources have been designed to cover points 2.5 & 2.6 of the Edexcel GCSE Physics & Combined Science specifications. The lesson begins with a prior knowledge check, where the students are challenged to use their understanding of the last lesson on scalar and vector quantities to complete a definition about velocity. This vector quantity is involved in the calculation of acceleration, momentum and in an equation of motion and this is briefly introduced to the students. Moving forwards, they are challenged to recall the equation to calculate speed that should have been met at KS3 as well as in Maths. The remainder of the lesson focuses on the use of this equation as well as rearrangements to change the subject. A series of step by step guides are used to model the workings required in these calculations and then the students have to apply their understanding to a series of exam questions. Mark schemes for each of the questions are embedded in the PowerPoint and the question worksheet has been differentiated two ways to provide assistance to students who are finding it difficult.

This lesson introduces and explains the meaning of 11 key terms associated with the genetic inheritance topic. The PowerPoint and accompanying resources have been designed to cover point 6.1.6 of the AQA GCSE Combined Science specification and include explanations of genome, chromosome, gene, allele, genotype, homozygous, heterozygous, phenotype, dominant, recessive and gamete. The key term, genome, was met earlier in topic 6 so the lesson begins with a knowledge retrieval with the definition for this term. As the genome is the entire DNA of an organism, the next task challenges the students to identify three errors in a passage about DNA. This challenges their recall of the structure of this chemical as a double helix, its location in an eukaryotic cell in the nucleus and an understanding that the gene codes for the sequence of amino acids in a specific protein. This leads into discussions about chromosomes and genes and time is taken to explain that homologous chromosomes have the same genes at the exact same gene loci. The students will learn that alternative forms of the gene (alleles) can be found at these loci and that these structures explain the differences in inherited characteristics. Moving forwards, the main section of the lesson describes the link between the dominant and recessive alleles, homozygous and heterozygous genotypes, and the physical expression as the phenotype. The final key term is gamete, and the students are challenged to recognise a definition for this term using their knowledge of meiosis. Two progress and understanding checks complete the lesson and check on the students’ ability to recognise and write definitions for these 11 terms and to use them accurately in a written description

This concise lesson has been designed to cover the content found in specification point 4.1.3.2 (Osmosis) of topic 1 of the AQA GCSE Biology & Combined Science specifications. This resource contains an engaging PowerPoint (23 slides) and accompanying worksheets, some of which have been differentiated to help students of different abilities to take on the task at hand. The lesson begins with the introduction of the term, osmosis, and then students are challenged to use their knowledge of diffusion to write a definition for this method of movement of water molecules. A series of questions which check understanding are included at this early point of the lesson to ensure that the key points are known and any misconceptions are quickly addressed. Students are also challenged with an application question as these can often cause them the most problems. Moving forwards, the rest of the lesson focuses on an osmosis investigation. Scientific skills are tested during a range of tasks as well as numerical skills and guidance is given on how to calculate percentage change. As stated at the top, this lesson has been designed for GCSE-aged students who are studying the AQA GCSE Biology course, but can be used with younger students who are keen to learn about osmosis

This fully-resourced lesson has been designed to cover both the foundation and higher tier content of specification point 5.3.2 (Control of blood glucose concentration) as found in topic 5 of the AQA GCSE Biology & Combined Science specifications. This resource contains an engaging PowerPoint (37 slides) and accompanying worksheets, some of which have been differentiated so that students of different abilities can access the work. The resource is filled with a wide range of activities, each of which has been designed to engage and motivate the students whilst ensuring that the key Biological content is covered in detail. Understanding checks are included throughout so that the students can assess their grasp of the content. In addition, previous knowledge checks make links to content from earlier topics such as the endocrine system and literacy checks ensure that the students can spell and recognise the key words, which is extremely important considering how many terms begin with the letter g in this homeostatic control system. The following content is covered in this lesson: The receptors, coordination centre and effectors in the control of blood glucose concentration The release of insulin when high blood glucose levels are detected The conversion of glucose to glycogen for storage in liver and muscle cells The causes and treatments of diabetes type I and II The release of glucagon when low blood glucose levels are detected The interaction of insulin and glucagon in a negative feedback cycle As stated at the top, this lesson has been designed for GCSE-aged students who are studying the AQA GCSE Biology or Combined Science courses, but it can be used with A-level students who need to go back over the key points before looking at the homeostatic control in more detail

This lesson has been designed to cover the content as detailed in point 5.2.1 (The structure and function of the human nervous system) of the AQA GCSE Biology & Combined Science specifications. Consisting of a detailed and engaging PowerPoint (38 slides) and accompanying worksheets, the range of activities will motivate the students whilst ensuring that the content is covered in detail. Students will learn how receptors, sensory neurones, the CNS, motor neurones and effectors are involved in the detection and response to a stimulus. Reflex reactions are also considered and discussed so that students can recognise how these automatic and rapid responses avoid damage and pain to humans. Progress checks are included throughout the lesson so that students can assess their understanding of the content and any misconceptions can be addressed whilst quiz competitions, like FROM NUMBERS 2 LETTERS and YOU DO THE MATH, are used to introduce new terms and important values in a fun and memorable way. This lesson has been written for GCSE-aged students who are studying the AQA GCSE Biology or Combined Science specifications but can be used with older students who need to know the key details of the nervous system for their A level course before taking it to greater depths