This lesson is designed for the Activate KS3 Science Course, specifically Year 7 P2 ’Sound’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson begins with an introduction into how sound can be ‘seen’ by using an oscilloscope. The PowerPoint then moves on to look at the differences between the ‘intensity’ of a sound and the ‘pitch’ of the sound. Students can copy and complete a set of sentences to summarise what they have learned so far as part of a ‘progress check’ - this work can then be marked using the mark scheme included. Students will then be given two different sound waves, they will need to use what they have learned so far to write a description/comparison of each of the waves, a list of key words will be provided to hep students. A model answer to this question is included in the PowerPoint so students can self-assess their work once it is complete. Students will now be given a worksheet of sound waves, along with a worksheet describing the sounds collected by the ‘Most Haunted’ team of a range of ghost sounds. Students will need to compare the description of the ghosts to the sound waves collected and match them correctly. This work can then be marked and corrected using the answers provided on the PowerPoint. Students will now think about the frequencies that humans can hear compared to other animals. The first activity requires students to watch a video which plays a set of sounds starting with a frequency of 500 Hz to 20,000 Hz. Students can put their hands up in the air until they can no longer hear the sound, you will need to turn the volume right up! Students are then told the audible range of humans compared to other animals like dolphins, hedgehogs and bats. The plenary activity requires students to complete a set of sentences, including outlining what they have learned today, what they already knew and what they would like to know more about. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 P2 ’Sound’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. Students will firstly recap on the differences between a solid, liquid and gas. Students will need to identify the correct particle diagram from a selection. This then leads into a description of how a sound wave is made, students are asked to ‘Think > Pair > Share’ their ideas about what is meant by terms ‘vacuum’ and ‘medium’ - the answers can then be revealed on the PowerPoint for students to mark their work. Students will now watch a video of the ‘Bell Jar’ experiment, students will need to consider what is happening as they watch the video, they could try to write their ideas down in their books. An explanation of what they have observed can then be revealed using the PowerPoint. Students will now watch a video on the movement of sound waves through solids, liquids and gases. Whilst watching the video they will need to answer a set of questions, the mark scheme for this task is included in the PowerPoint for students to assess their work once it is complete. This is followed by a worksheet of questions, the answers to this is also included in the PowerPoint for students to self-assess their work. Students will then complete a progress check task, this is a copy-and-complete task which summarises what they have learned this lesson. This task can then be marked and corrected using the answers provided. Lastly, students will be asked to consider which travels faster - light or sound. They will need to think about evidence to support their ideas. The answers can then be revealed - light is faster than sound, with evidence such as you see lightening before you hear thunder, also when a starting pistol is used you see the smoke before you hear the bang. The plenary activity requires students to write down three facts, three key words and one question to test their peers knowledge of what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 P2 ’Sound’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. Students will firstly be introduced to the main features of a wave - amplitude, frequency and wavelength. Students can sketch a diagram of a wave into their books and take notes on the main features. Students are now introduced to transverse and longitudinal waves, students will need to know the differences between the direction of the oscillations of these two waves. Students are then asked to discuss how a ‘slinky’ could be used to demonstrate these two waves, after a short class discussion students can be shown an animation to demonstrate how a slinky shows these two types of wave. Students will now get into groups and come up with a short role-play to demonstrate the differences between these two waves. Students will now complete a progress check where they will need to copy and complete a paragraph to summarise what they have learned so far this lesson. This task can then be self-assessed using the mark scheme provided. A diagram of a longitudinal wave which shows the differences between rarefactions and compressions is shown to students, they will then need to answer a set of questions. The answers to this task are included in the PowerPoint so students can self-assess their work once it is complete. Next, students will need to ‘Think > Pair > Share’ their ideas about what happens when two or more waves join together. Students can discuss their ideas first before being shown a video demonstrating the process of superposing waves. Students will then complete a fill-in-the-blank task to summarise what they have learned this lesson. The plenary task requires students to write a WhatsApp message to tell their friends what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 P3 ’Light’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. Students are firstly introduced to the idea of ‘white light’ being split up into the colours of the rainbow. They are then shown a diagram of a ray of white light hitting a prism, which then leads to the refraction of this light - showing the colours of the rainbow from red to violet. Students can sketch a diagram of this into their books, indicating the most refracted and least refracted colours. Students are then shown a diagram which indicated how primary colours can be mixed together in various combinations to make secondary colours. The next part of the lesson, students will focus on how we observe different coloured objects. White light will bounce off an object, the colour the object appears depends on the colour of light that it reflects. Various diagrams are shown to students to demonstrate this point, they could sketch a copy of one of the diagrams or draw their own version in their books. They are then given a worksheet to assess their knowledge of what they have learned so far this lesson, extension questions are included for higher ability students. This work can be self-assessed using the mark scheme provided once it is complete. Students are now shown what happens to the appearance of objects when they are seen in coloured light rather than white light - coloured objects will only reflect the colour it is and will absorb any other colours - which means it appears to be black. Lastly, students are shown how filters are used to subtract light. Students will then complete a progress check to assess their knowledge of what they have learned this lesson, the mark scheme for this task is included on the PowerPoint. Students can then self-assess their answers using the mark scheme provided. The plenary requires students to write down 3 facts from the lesson, 3 key words and 1 question to test their peers knowledge of what they have learned. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 P3 ’Light’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson begins with an explanation of how the different parts of the eye work together in order for you to see objects. The functions of different parts of the eye are briefly explained. Students will then need to complete a task to assess their knowledge of this introductory information, this can be self-assessed using the mark scheme provided. This leads onto another task which looks at the function of different parts of the eye, students will each be given a different piece of information outlining the function of one part of the eye. Students will then need to walk around the room, sharing information with each other to complete a table on the functions of eye parts. This task can be marked using the answers provided. Students will then be shown an image of a pinhole camera, they will need to sketch a copy of it into their book. They are then asked a few questions which looks at the similarities between a pinhole camera and the eye, students should answer these questions in their books and once complete they can mark their work using the answers provided. Students are then provided with some information comparing the structure and function of eyes compared to a digital camera. Students will need to outline one way in which they are similar and one way in which they are different, this task can also be assessed using the answers provided. Lastly, the plenary task requires students to write down three sentences to summarise what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 P3 ’Light’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with an introduction to refraction, students are provided with a description of this process along with a digram to help demonstrate the idea. Next, students will investigate the process of refraction. Students will be provided with a worksheet, they will need to fill in the blanks on the worksheet to provide a full method for the practical investigation, this can be checked against the answers provided on the PowerPoint before students begin. Once students have completed the practical investigation they will then need to complete a fill-in-the-blank task to conclude what they have found during the investigation. A diagram of the process of refraction is then shown to students, with detailed labels explaining what is happening as light travels from air, into glass and back out the other side again. Students could sketch a copy of this into their books for notes, they will then summarise what they have learned so far with a cloze activity. This can be self-assessed using the mark scheme provided. Lastly, students will complete a ‘Progress Check’ task - this is a set of questions for students to complete in their books which will assess what they have learned this lesson. The answers for this task are also included in the PowerPoint presentation so students can mark and correct their work once this task is complete. The plenary task is for students to wrist a list of key words from the lessons they have covered on light. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 P3 ’Light’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson begins with a recap on what was learned last lesson - students will be given a set of three descriptions and will need to decide which group of materials it is describing. This task can then be checked using the answers provided. Next, students are shown (with a diagram) what happens when light hits a reflective materials such as a mirror. The incident ray, reflected ray, normal line and angles of both incidence and reflection are labelled - students can sketch a diagram of this into their books. They then need to complete the ‘fill-in-the-gap’ task which outlines the law of reflection - the angle of incidence is equal to the angle of reflection. Students are then shown the different reflections which can be produced by different surfaces - diffuse or specular. Students can consider why a clear image is produced by a smooth surface and why a blurry image is produced by a rough surface. After a short class discussion, students can take notes of this in their books, along with sketches of the two types of reflection. Next, students will get to investigate the law of reflection. They will be given a practical worksheet which outlines a method by which students will direct a beam of light from a ray-box to a mirror, they should measure the angle of incidence and angle of reflection. This should be repeated with various angles of incidence, their results can be recorded in the table provided. Next, students are asked a set of progress check questions to test their knowledge of what they have learned so far on reflection. This task can be self-assessed once it is complete, using the mark scheme provided on the PowerPoint. The plenary task requires students to complete one of the following ‘sentence starters’ that are provided to provide a summary of what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 P3 ’Light’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins by students being shown a video of a laser show, students will need to note down their observations about how light travels. Hopefully students should identify that light travels in straight lines - a diagram can be shown to students to identify this. Students are also shown a diagram which demonstrates how shadows are formed. Next, students will be given the definition of a luminous and non-luminous object. Students will need to come up with their own examples of luminous and non-luminous objects and write their ideas down into their books, under two headings. This task can then be self-assessed using the mark scheme provided, as well as other suitable suggestions. Students will now be shown some pictures of objects which are either opaque, transparent or translucent, students should now ‘Think > Pair > Share’ their ideas about how to group these images. Hopefully, students should identify the three categories, this will be revealed as part of a class discussion. Students will now be given some time to come up with their own definitions for the terms: opaque, transparent and translucent and should come up with their own examples. This task can then be self-assessed using the mark scheme provided. The next part of the lesson focuses on the speed of light, students will be given the speed of light and will be introduced to terms such as light-second, light-minute and light-year. Students will then be asked a question ‘What travels faster - light or sound? Give examples as evidence’. Students can discuss in pairs, writing their ideas down in their books. This can then be self-assessed using the mark scheme provided. The last task requires students to complete a ‘Progress Check’ - students will fill in the blanks to complete a paragraph of information summarising what they have learned today. This work can be marked and corrected once complete. Lastly is a true or false activity which students can either complete in their books or using mini whiteboards. The plenary task requires students to complete an ‘Exit Card’ to summarise three things they have learned, five key words and one question to their peers. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Physics GCSE, particularly the ‘Radioactivity’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with a recap on background radiation, students need to create a mind map in their books of the different source of background radiation. Once this task is complete students can mark their work against the answers provided. This is followed by a task whereby students will complete a worksheet about background radiation, the mark scheme for this task is included so students can self-assess their own work. Next, pupils will need to recap their knowledge of the dangers of alpha, beta and gamma radiation. Students will need to copy and complete a table which summarises the dangers of these three types of radiation, inside and outside the body. Students can self-assess this task once it has been completed, using the mark scheme provided. The next part of the lesson focuses on radioactive waste, firstly students are given some information about the type of waste that is produced by a nuclear power plant. Students will then watch a video on the topic, during which they will need to answer a set of questions. This work can be marked and corrected using the answers provided. Students are now shown information about Chernobyl and Fukishima, two videos on the topics help to demonstrate the ideas written on the PowerPoint presentation. This is followed by some details of designs for new nuclear reactors which will be built in the next 20 years, students need to understand the advances made in safety and design for third-generation nuclear reactors. Lastly, pupils will complete a set of exam-style questions on radioactivity. This work can be self-assessed using the mark scheme provided. The plenary requires pupils to come up with questions for a set of answers that are provided on the PowerPoint. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Physics GCSE, particularly the ‘Radioactivity’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson with a ‘Think > Pair > Share’ task where students will consider what they think may be happening during a ‘Nuclear Fusion’ or ‘Nuclear Fission’ reaction. Once students have fed back as a class discussion, the definitions for each process can be revealed using the PowerPoint. Students will now watch a video outlining the basic principles of these two processes, whilst watching the video they will answer a set of questions. Once this work has been completed they can self-assess using the mark scheme provided. Next, students are shown a diagram of a chain reaction, students will need to sketch a cope of this into their books alongside an explanation of this process in context of nuclear fission. The next activity requires students, in pairs, to teach each other about the principles of a nuclear reactor vs. fusion reactor, after being given a set of information on the topic. Students will then need to answer a set of questions into their books about these two types of reactors, the work can be self-assessed using the mark scheme provided. Lastly, students will complete a radioactivity crossword based upon knowledge they have learned throughout the radioactivity topic, the answers to this task is also included so pupils can mark their own work. The plenary requires students to complete a set of sentence starters to summarise what they have learned this lesson, what they already knew about this topic before the lesson and what they would like to learn more about. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Physics GCSE, particularly the ‘Radioactivity’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with an introduction which includes a brief outline of the various uses of radiation in medicine. Students will then watch a video on the uses of radiation in medicine, during the video they will need to answer a set of questions. This work can be self-assessed using the mark scheme provided once students have completed the task. During the next activity, students will each be given a card of information describing a use of radiation in medicine - radioactive tracers, gamma imaging, radiotherapy and radioactive rods. Students will need to share information with each other by walking around the room in order to complete a summary table for all the different uses. The mark scheme for this task in included in the PowerPoint so students can self-assess their work once it is complete. The next activity requires students to consider the benefits, risks and precautions of using nuclear radiation for medical purposes. Students will be given a card sort and they will need to determine if statements are referring to a benefit, risk or precaution. The answers to this task in included for students to self-assess or peer-assess their work. The last task is a ‘Quick Check’ activity, students will need to answer a set of questions using what they have learned this lesson. Once this task is complete students can self-assess their work using the mark scheme provided. The plenary task requires students to complete sentence starter, from the selection given, in order to summarise what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Physics GCSE, particularly the ‘Radioactivity’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with an introduction to some key terms, including ‘activity’ and ‘count rate’, students can take notes from the board so they have the key definition in their books. Next students will be introduced to the idea of a ‘half-life’, students will be given the definition and shown a graph and a diagram to help illustrate this concept. Students will then have an opportunity to investigate whether the radioactive is random or predictable, students will be given a coin in pairs and will be asked to flip it 20 times. Can you predict the outcome of the next flip? What was the rough ratio of coins flipped head:tails? This investigation demonstrates that the process of radioactive decay is random but with a large enough sample it is possible to predict the number that will decay in a certain amount of time. Students will then be shown how to complete half-life calculations using a worked example, before students are given a set of problems to work through. The mark scheme for this work is included in the PowerPoint for students to assess their work. Pupils are given another worksheet of problems to work through, students must show their working at all time. This task can also be self-assessed or peer-assessed using the mark scheme included in the PowerPoint. The last task requires students to fill-in-the-blanks on a paragraph which summarises what they have learned this lesson. The answers to this task is also included so students can mark and correct their own work… The plenary task is for students to write a set of summary sentences about what they have learned this lesson, including as many key words as possible from the list provided. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Physics GCSE, particularly the ‘Radioactivity’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with a recap of the three main types of radiation: alpha, beta and gamma radiation. Students will firstly be asked to draw and label a diagram to show how each of these types of radiation can be stopped. Students will then be given some information about the penetrating power of these three types of radiation, using the information and their own knowledge students will need to complete a summary worksheet. Once this has been completed students can self-assess their work using the mark scheme provided. The next part of the lesson will focus on the dangers of radiation, firstly students will be shown a teacher/technician demonstration of the different types of radiation, outlining some of the dangers and precautions taken when handling radioactive sources. Students can complete a table of information on the relative dangers of these radioactive sources whilst watching the demo. This work can self-assessed against the mark scheme provided once it is complete. Next, pupils are asked to ‘Think > Pair > Share’ ideas about how scientists/workers can protect themselves against the hazards of ionising radiation. After a short class discussion the answers can be revealed for students to check their work and take extra notes if necessary. Lastly, students are asked to think about the uses of radiation, they will be given a list and they will need to determine which are real uses of radiation. The real uses of alpha, beta and gamma radiation can then be revealed on the PowerPoint presentation - students can check their answers and take notes on extra uses. The plenary task is for students to talk to the person next to them for one minute about what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Physics GCSE, particularly the ‘Radioactivity’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with an image of two atoms - one with less neutrons in the nucleus and one with more. Students are asked to ‘Think > Pair > Share’ their ideas about what make the atoms different from one another. Next, students will be given a set of questions which they will need to answer whilst watching a video. The students will complete this task and once finished they will be able to mark their work using a the mark scheme that is provided on the PowerPoint presentation. Students are now introduced to the idea of radioactive decay, students will be shown another video about ionising radiation. They will need to answer a set of questions whilst watching the video, the work can be self-assessed using the mark scheme available. The latter part of the lesson focuses on the properties of alpha, beta and gamma radiation. Posters of information will be posted around the room, students will need to read this information and use this to answer a set of questions. The mark scheme is included so students can mark and correct their work. The last task requires students to determine the number of protons and neutrons found within radioactive sources which have undergone alpha/beta decay. Students can then mark their work once it is complete. The plenary task is for students to write a twitter message to demonstrate what they have learned today, making sure they #keywords. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Physics GCSE, particularly the ‘Radioactivity’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson starts with a video about the developments in the atomic model starting from Greek philosophers to 20th Century scientists. Pupils are given a set of questions to answer whilst watching the video, this work can be self-assess using answers provided. Next, pupils are given a set of cards with bits of information about different scientists involved in the development of the model of the atom. Pupils should put these cards in order and then use the information on the cards to formulate a timeline in their books, they should use the information on the cards to add labels describing the work of each of the scientists. Students will now be shown a video on ‘Scattering Experiments & the Development of the Nuclear Model’ - students will need to answer a set of questions whilst watching the video. The answers to the video are included in the PowerPoint so students can self-assess their work once it is complete. A diagram of the ‘Gold Foil Experiment’ is then shown to pupils, along with a summary of conclusions drawn from this investigation. Students will then be given a worksheet to complete, summarising the findings of this investigation and how it contributed to the development of the Nuclear Model of the atom. The mark scheme to this task is also included in the PowerPoint for pupils to assess their work. The plenary task is a word search, students will need to find a list of key words on the topic of ‘radioactivity’. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Physics GCSE, particularly the 'Molecules & Matter’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with an introduction to radiation, firstly looking at background radiation. Students are given some time to discuss on their tables, the sources of background radiation. After students have fed into a class discussion the answers can be revealed on the PowerPoint. Next, students are shown some data on the sources of background radiation. Students will be required to answer a set of questions about this data, they can complete the work in their books and the mark scheme is provided on the PowerPoint. Next, students are introduced to Marie Curie and her work towards radioactivity. The students will be given a list of questions and they will need to answer these using the video, the answers to which are then included so students can self-assess their work. Students will then be asked to consider the safety rules when dealing with an radioactive substances before a teacher demonstration is carried out using a Geiger-Muller counter. Student are asked to observe the demo and also record their observations and answer a set of questions. This can then be marked using the mark scheme provided. The last task requires pupils to complete a summary worksheet on radiation, this work can be self-assessed using the mark scheme provided. The plenary activity is an exit card, students will need to write down three things they learned during the lesson, five key words and one questions to test their peers knowledge of the lesson content. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Physics GCSE, particularly the 'Molecules & Matter’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with a video on gas pressure and volume, students will need to answer a set of questions whilst watching the video. The mark scheme for this task is included in the PowerPoint presentation so students can self-assess this work once it is complete. Pupils are now introduced to ‘Boyle’s Law’, firstly students need to use white-boards to explain why a decrease in volume leads to an increase in pressure - students are shown a diagram of two pistons to demonstrate this. Once students have discussed this and written their ideas down on the white-board, the explanation can be revealed on the PowerPoint presentation. Students are now introduced to the calculation: P1V1 = P2V2. Student can take a note of the calculation and they will then be shown a worked example, which they can also take notes on. Students will then be given a set of problems to work through using the calculation, the mark scheme for this task is included in the PowerPoint presentation so students can self-assess their work once it is complete. Lastly, students will be given an exam-stlye question which they will need to complete in their books, ensuring that they show all their working. The plenary task requires students to write three quiz questions, to test their peers knowledge of what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)