Lessons created to complement the activate 3 unit of work - Detection in biology. By the end of the lesson learners should be able to: Identify factors that can be investigated from a body. Describe the role of a pathologist. Compare dental records to bite marks.

Lessons created to complement the activate 3 unit of work - Detection in biology. By the end of the lesson learners should be able to: State factors that would affect decay. Describe how time of death can be determined. Explain why timing death is not always precise.

Lessons created to complement the activate 3 unit of work - Detection in biology. Practical notes are on slide 12 with risk assessment prep. By the end of the lesson learners should be able to: State the contents of blood. Describe the functions of blood. Explain why blood transfusions can be dangerous.

Lessons created to complement the activate 3 unit of work - Detection in biology. By the end of the lesson learners should be able to: State the meanings of the terms: Magnification and resolution. Compare an electron and light microscope. Justify why electron and light microscopes are used for forensic evidence.

Lessons created to match the activate 3 scheme of work. All features work when used with google slides. All features should all work with powerpoint but might need some rearranging. By the end of the lesson learners will be able to: Recall some techniques for seeing inside the body. Describe how optical fibres work. Describe some techniques for seeing inside the human body.

Lessons created to match the activate 3 scheme of work. All features work when used with google slides. All features should all work with powerpoint but might need some rearranging. By the end of the lesson learners will be able to: Identify some examples of nanotechnology. Describe the structure of a nanotube. Justify the uses of nanoparticles.

By the end of the lesson learners will be able to: Identify reflecting and refracting telescopes Describe how both telescopes work. Explain how the size of exoplanets can be determined using a telescope.

By the end of the lesson learners should be able to: State what is meant by an STI. Describe how STIs can be transmitted. Explain why STIs should be screened regularly.

By the end of the lesson learners should be able to: Identify physical and chemical barriers. Describe how physical and chemical barriers protect the body. Explain why pathogens don’t typically cause illnesses after the skin is cut.

By the end of the lesson learners will be able to: Identify low, mid and high energy waves. Describe how to protect yourself from exposure to energy waves. Explain why there is strict government guidelines for the use of gamma and X-rays

By the end of the lesson learners will be able to: Recall what’s meant by a soluble substance. Describe how to prepare soluble and insoluble salts. Explain why only insoluble salts can be separated using filtration.

By the end of the lesson learners will be able to: Identify parts of the female and male reproductive systems. Describe the journey of sperm to the egg. Explain why it’s best for fertilisation to occur in the female’s reproductive system.

By the end of the lesson learners should be able to: Identify action and reaction forces. Describe Newton’s third law. Explain why people might experience pain when placing a force on an object.

By the end of the lessons learners should be able to: Identify the 3 allotropes of carbon. Describe how the atoms of carbon are arranged in the allotropes of carbon. Explain the properties of the allotropes of Carbon.

By the end of the lesson learners should be able to: Identify 3 different indicators. Describe the pH scale and what is measures. Justify which is the best indicator for identifying acids and alkalis.

A comprehensive lesson which teaches students about how IV graphs appear for fixed resistors, filament bulbs and diodes. The lesson also delves into the reasoning behind why these trends arise. Progress checks are available following each success criteria Tasks are differentiated to suit the needs of each learner. Learning objective: Use Ohm’s law to justify the trends seen in IV graphs for a fixed resistor, filament bulb and LED. By the end of the lesson learners should be able to: Success criteria: -Identify generally what happens to current as voltage increases. -Describe how to calculate resistance from a voltage-current graph. -Compare how the resistance changes with load in: fixed resistors, filament bulbs and diodes. Powerpoint contains 22 slides and a collection of past paper questions including the marking scheme.

A comprehension lesson that teaches students about: how factors contribute towards an objects density. How to calculate density, and how irregular shape density can be calculated. Progress checks are available following each success criteria Tasks are differentiated to suit the needs of each learner. Learning objective: Devise methods in order to calculate density of objects. By the end of the lesson learners should be able to: Success criteria: -State what is meant by mass. -State what is meant by volume. -Describe the term density. -Explain how to calculate density of regular and irregular shapes. Powerpoint contains 20 slides.

By the end of the lesson learners should be able to: Identify the key products made from a metal acid reaction. Identify the key products made from a metal carbonate acid reaction. Describe what’s meant by an ionic equation. Explain how OILRIG can be used.

By the end of this lesson learners should be able to: Identify the characteristics of growth. Describe the role of differentiation Describe how to read a percentile graph. Explain the uses of a percentile graph. Suitable for KS4.

By the end of the lesson learners should be able to: Identify substances that are transported in the xylem and phloem. Describe how a plant transports sucrose and water. Explain why the phloem and xylem are good at their roles of transport.