Use ohm's law, series circuit and parallel circuit laws to calculate unknown values

Activity/game designed to help students explore nutritional information of common foods and using food label formats. To play: shuffle and deal. Player hold cards so only they can see their top card. First player picks a category from the top card (e.g. Energy, 1023kJ) Other players read out the value from the same category on their cards. The one with the highest value (or best if you’re looking at healthy diets) wins That player takes all the cards just used, and puts them with their own at the bottom of their pile. The winning player then reads out the value from a category on their next card. Categories include: Energy kJ Energy kcal Fat - of which saturates Carbohydrate Sugars Fibre Protein Salt

This activity is designed to show students how random sampling can be used to determine a true distribution of organisms within a given area. Sheet 1 contains a 6 x 6 grid populated at random by 3 different types of organism. (print as A3 one per work group) You will need two dice. Throw both dice. The number on the first dice tells you the column number you should sample. The number of the second dice tells you the row number you should sample. Count the number of each organism in the square and record these in your table. Repeat this 11 times until your table is complete Sheet 2 contains a work sheet to support students as they calculate mean, median, mode and state the range. (printed one per student A4 or A5) (Any constructive feedback gratefully received)

Resources developed to support revision of Materials for the Edexcel Physics specification. Consists of two activities: Activity 1: (you will need 1 dice per game played, I usually run a whole class game) Set of 20 keyword cards and a game board. Split class into 2 or more teams. All teams start on the red start square. Pick a team to play first, one member of this team picks a card without showing anyone and sketches a diagram representing this keyword. The colour square represents how long their team have to guess or if other groups are allowed to guess. If the team guess correctly they throw dice, move forward that number of spaces and repeat. If team don’t guess in time the play moves on to next team. Any team that guess correctly on an all play take control. The team that land on the finish and answer the all play correctly are the winners Activity 2: (you will need 2 dice per revision grid, I use 1 blue and 1 red) Consists of a 6x6 grid. Each row of the grid corresponds to an area within the topic (fluid, density and upthrust; fluid movement and drag; terminal velocity; Hooke’s law; stress strain and Younge’s modulus; stress strain graphs). Each row is split into 6 different types of activity (exam style question, state facts, describe experiments, define keywords, open questions, draw diagram) Students throw two dice to pick which cell they will respond to (dice 1 = row number, dice 2 = column number). If they know the answer straight away they write it in their book and tick the correct space in the answer grid using your black pen. Shake the dice again to select the next question. If they do not know the answer they try to find it using the text books, notes or revision guides. When they find the answer write it their book and tick the correct space in the answer grid using a green pen. Shake the dice again to select the next question. If students can’t find the answer, put a cross in the space on the answer grid using the red pen and shake the dice again to select the next question. At the end of the lesson the review grids will now help to prioritise the topics and types of questions students need to revise. Subjects with the most red ‘x’ should be the priority. they are secure in subject that have mainly black ‘/’. These will require only occasional reviews.

This activity is designed to encourage students to consider the way in which 9 different products are designed to control the rate of heat transfer. There are 9 pictures of the objects, which I print in A4 and laminate. There are 4 additional documents, one contains a table of the object names, one a table of descriptions, one a table of the colours and the final a description of the method of heat transfer controlled. Each of these documents is printed in A3 on the colour named and cut into 9 cards. For the activity I place the laminated pictures around the room and leave a complete set of 36 cards with each picture. Students are split into 9 groups one group at each picture each group has a blank answer table printed on A3. Students nominate a scribe and have 2 minutes to identify the appropriate 4 cards for the pictures they are looking at. Students need to summarise the information from each card into the relevant column on the table. The final column has no associated card but students should justify how the design supports the function of the object. At the end of two minutes students should move to the next picture in order, switch scribes and complete the task for the new object. The activity is finished when all 9 items have been visited. By completing the columns of the table students are hitting various levels of skill (recalling names, describing the object, explaining how it works, linking to prior knowledge of heat transfer).

This activity is designed to encourage students to consider the way in which 9 different power stations generate electricity. There are 9 pictures of the power stations, which I print in A4 and laminate. There are 4 additional documents, one contains a table of the types of energy source, one a table of description of how the power stations work, one a table of advantages and the final a table of disadvantages. Each of these documents is printed in A3 on the colour named and cut into 9 cards. For the activity I place the laminated pictures around the room and leave a complete set of 36 cards with each picture. Students are split into 9 groups one group at each picture each group has a blank answer table printed on A3. Students nominate a scribe and have 2 minutes to identify the appropriate 4 cards for the pictures they are looking at. Students need to summarise the information from each card into the relevant column on the table. The final column has no associated card but students should justify whether the type of energy source is suitable for their local town. At the end of two minutes students should move to the next picture in order, switch scribes and complete the task for the new object. The activity is finished when all 9 items have been visited. By completing the columns of the table students are hitting various levels of skill (recalling names, describing the generation, explaining how it works, evaluating the suitability for local use).

Resources developed to support revision of atomic structure and bonding for AQA GCSE chemistry. Consists of two activities: Activity 1: (you will need 1 dice per game played, I usually run a whole class game) Set of 40 keyword cards and a game board. Split class into 2 or more teams. All teams start on the red start square. Pick a team to play first , one member of this team picks a card without showing anyone and sketches a diagram representing this keyword. The colour square represents how long their team have to guess or if other groups are allowed to guess. If the team guess correctly they throw dice, move forward that number of spaces and repeat. If team don’t guess in time the play moves on to next team. Any team that guess correctly on an all play take control. The team that lan on the finish and answer the all play correctly are the winners. Activity 2: (you will need 2 dice per revision grid, I use 1 blue and 1 red) Consists of a 6x6 grid. Each row of the grid corresponds to a area within the topic (the periodic table, atomic structure, Groups 0, 1 and 7, Bonding, Monomers and polymers, properties of substances). Each row is split into 6 different types of activity (exam style question, state facts, describe experiments, define keywords, open questions, draw diagram) Students throw two dice to pick which cell they will respond to (dice 1 = row number, dice 2 = column number). If they know the answer straight away they write it in their book and tick the correct space in the answer grid using your black pen. Shake the dice again to select the next question. If they do not know the answer they try to find it using the text books, notes or revision guides. When they find the answer write it their book and tick the correct space in the answer grid using a green pen. Shake the dice again to select the next question. If students can’t find the answer, put a cross in the space on the answer grid using the red pen and shake the dice again to select the next question. At the end of the lesson the review grids will now help to prioritise the topics and types of questions students need to revise. Subjects with the most red ‘x’ should be the priority. they are secure in subject that have mainly black ‘/’. These will require only occasional reviews.

single slide PowerPoint showing the life cycle of a star according to AQA P2. I use this as a memory aid before answering 6 mark questions Shows the life cycle from Protostar through main sequence and onto red giant, white dwarf, black dwarf or through red supergiant super nova then either neutron star or black hole

Specialised cell information circuit This activity is designed to engage kinaesthetic learners. Sometimes used as an introduction, sometimes used as a revision tool. • The pictures in the file “cells circuit pics.pptx” are printed in colour and laminated and placed around the room • A full set of cards are printed and left with each picture. I print onto A3 so that the cards are nice an clear. o 8 name (printed on yellow) o 8 structure (printed on blue) o description (printed on green) • Each group of students has a printed table (on A3 again to allow students to easily write) • To start the activity students select a scribe. They look at the picture of the cell they have and try to identify the correct name, structure and description card. The scribe should summarise the information in the correct row of the table • Students have 2-3 mins to complete this. the time is kept short to prevent students copying text word for word • At the end of the time students should shuffle the cards and move onto the next cell. • The scribe should change each time the group moves onto the next cell • The final column of the table has no associated card and should be completed by students to say how the cells adaptations make it more suitable for its job. KEYWORDS: Cells specialised; leaf cell; sperm; ovum; ciliated epithelial cells; muscle tissue; neurone; root hair cell;