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Mass spectrometry principle A level Chemistry, including mass spectrometry problems and solutions, and mass spectrometry Save My Exams examples and diatomic molecules. All the slides in this lesson are fully animated and include answers to every mini plenary question and exam question. The breakdown of the slides is as follows: Slide 1 - Title and 5-minute starter. The starter is a grid of four questions entitled ‘last week, last lesson, today’s learning and future learning’. Use this generic slide for all of your lessons by simply changing the questions and the answers each time. Slide 2 - Lesson objectives (see above) Slide 3 explanation of the term ‘relative atomic mass’ by means of a picture (dual coding) Slides 4 – written definitions of both relative atomic mass and relative isotopic mass Slide 5 – introduction to the mass spectrometer Slide 6 – photo of an actual mass spectrometer Slide 7 – short, embedded video, explaining the principle of the mass spectrometer Slide 8 – labelled diagram of a mass spectrometer which closely resembles what a student might see in an exam Slides 9 – 12 – outline of how a mass spectrometer works, from ionisation, acceleration, deflection and detection Slides 13 - 15 – mass spectrometry of an element, with worked examples and mini plenary questions on calculating relative atomic mass from a mass spectrum with answers Slide 16 – 19 – this section deals with mass spectrometry of diatomic molecules, namely chlorine. Students are introduced to the concept of the unfragmented molecular ion and explanation of how this produces the peaks at 70, 72 and 74 are offered. The math behind the ratios (9:6:1) is also explained Slides 20 – 22 – this last section of teaching covers mass spectrometry of polyatomic molecules. For the Edexcel specification, students only need to be aware of the significance of the M as the relative molecular mass and the M+1 peak being caused by C-13. Slide 22 has an image of the mass spectrum of pentane, showing clearly the M peak. Slide 23 – Exam questions slide Slides 24 – 28 – mark scheme answer for each question as you click! If you have a positive experience with the resource please leave a positive review!

Specific heat capacity lesson, including equation of specific heat capacity definition with calculation questions and answers, plus internal energy definition physics. The lesson objectives are as follows: Define internal energy and how it is affected by heat, state the factors that affect the change in thermal energy of a system and apply the equation and the concept of specific heat capacity to problems. The slides are fully animated and include answers to every mini plenary question and exam question. The breakdown of the slides is as follows: Slide 1 - Title and 5-minute starter. The starter is a grid of four questions entitled ‘last week, last lesson, today’s learning and future learning’. Use this generic slide for all of your lessons by simply changing the questions and the answers each time. Slide 2 - Lesson objectives (see above) Slide 3 - Recap of definition of system and introduction to definition of internal energy Slide 4 - Explanation of what happens to the internal energy when heat is applied to the system Slide 5 - Mini plenary. 4 questions of increasing difficulty that test definitions and explanations that students have just learnt. Answers animate onto the screen Slide 6 - Introduction to the factors that affect the change in thermal energy of a system Slide 7 - Mini plenary. Random name animation used to test pupils’ recall of the factors that affect the change in thermal energy in a system Slide 8 - Introduction to specific heat capacity equation with the units. All parts animate onto the screen at your leisure Slide 9 - Worked example 1 SHC calcuation with step-by-step answer animation Slide 10 - Worked example 2 SHC calcuation with step-by-step answer animation Slide 11 - Mini plenary. SHC calculation 3-mark exam question with mark scheme answer animating onto screen. Slide 12 - Explanation of why specific heat capacity is important, linking to its definition, i.e. useful to know as it can help people decide the best materials to use for buildings or cooking utensils Slide 13 - Comparison of SHC of iron and SHC of wood. Iron’s SHC is much lower - what does this actually mean? All explained on this slide, which will help students frame their knowledge in a relevant context. Slide 14 - Mini plenary to test last lesson objective (apply the concept of specific heat capacity to problems) Slide 15 - ALT (Applied learning time). 6 mark synthesis exam question: “A student investigated the specific heat capacity of metals. Describe an experiment the student could do to measure the specific heat capacity of a metal.” Guidance animates onto the screen and then disappears, such as the need for a joulemeter. Slide 16 - Plenary. Short 3-mark SHC calculation question Follow me on Twitter https://twitter.com/MC_Afrique If you have a positive experience with the resource please leave a positive review!

Development of the model of the atom GCSE Physics lesson including J.J Thomson, Ernest Rutherford, plum pudding model, nuclear model, alpha particle scattering experiment (gold foil experiment), with questions and answers throughout the lesson. The lesson objectives are as follows: Explain why the discovery of the electron led to a new model for the atom and describe this new model, explain why the new evidence from the scattering experiment led to a change in the atomic model and explain the difference between the plum pudding model of the atom and the nuclear model of the atom. The slides are fully animated and include answers to every mini plenary question and exam question. The breakdown of the slides is as follows: Slide 1 - Title and 5-minute starter. The starter is a grid of four questions entitled ‘last week, last lesson, today’s learning and future learning’. Use this generic slide for all of your lessons by simply changing the questions and the answers each time. Slide 2 - Lesson objectives (see above) Slide 3 – Open question: what does an atom look like? John Dalton’s atomic model is mentioned here Slide 4 – Introduction to J.J. Thomson and new experimental evidence may lead to an existing model being changed or replaced Slide 5 – Explanation of the plum pudding model Slide 6 – Mention of Hantaro Nagaoka, a Japanese scientist who disagreed with Thomson’s plum pudding model. Inclusion of Nagaoka provides an opportunity to diversify the curriculum. Slide 7 - Mini plenary. Three questions of increasing difficulty. Answers animate onto the screen Slide 8 – Information about Ernest Rutherford and description of gold foil experiment Slide 9 – Explanation of Rutherford’s results Slide 10 - Mini plenary. 4-mark exam question with answer that animates on to the screen. Slide 11 – Small additions to the nuclear model, e.g. Niels Bohr, James Chadwick and discovery of the proton. Slide 12 - Applied learning time (ALT). 6-mark exam question with answer. Slide 13 - Plenary. Quick fire questions with names of random students in the class. Alternatively, you can use the No hands app random name generator If you have a positive experience with the resource please leave a positive review!

Energy stores and systems GCSE Physics lesson including worked examples of energy transfers with answers, energy change diagrams, system definition, and what happens to the energy when the system changes. The lesson objectives are as follows: Define, with examples, what a system is, explain how a system can be changed and recall the main energy stores and explain what happens to the energy when a system changes. The slides are fully animated and include answers to every mini plenary question and exam question. The breakdown of the slides is as follows: Slide 1 - Title and 5-minute starter. The starter is a grid of four questions entitled ‘last week, last lesson, today’s learning and future learning’. Use this generic slide for all of your lessons by simply changing the questions and the answers each time. Slide 2 - Lesson objectives (see above) Slide 3 - System definition with examples Slide 4 - Mini plenary. Random name animation used to test pupils’ recall of system definition Slide 5 - Introduction to the three ways a system can be changed with an example of a man kicking a ball (Heating, work done by a force and work done when current flows). Slide 6 - Mini plenary question: “This filament light bulb has just been switched on. How does this demonstrate a system being changed?” Answer animates directly onto screen Slide 7 - Introduction to what happens to the energy when a system changes (When a system changes, energy is transferred from one energy store to another) Slide 8 - KS3 recap of the main energy stores with photos to make the lesson more visual Slide 9 - Example of energy transfer when an object is projected upwards. Answer animates as flow diagram with photo to make the lesson more visual Slide 10 - Example of energy transfer when a moving object hits an obstacle. Answer animates as flow diagram with photo to make the lesson more visual Slide 11 - Example of energy transfer when bringing water to boil in an electric kettle. Answer animates as flow diagram with photo to make the lesson more visual Slide 12 - Mini plenary. Write down the energy transfers that take place when the following systems change: A ball being dropped from a height and hitting the ground A rubber band being stretched by a person and held A handheld torch being used A vehicle slowing down Answers animate onto the screen as always Slide 13 - ALT (Applied learning time). 3 mark exam question: Explain the energy changes in a book as it is resting on a shelf compared to when it is falling and hits the ground. Answer animates by paragraph onto the screen This stage of the lesson is an opportunity for pupils to apply what they have learnt in the lesson Slides 14-16 - Plenary. Short 1 and 2 mark exam questions with animated answers to wrap up an outstanding lesson and address any lingering misconceptions Don’t forget to leave a positive review! https://twitter.com/MC_Afrique

Motor effect GCSE Physics lesson including Flemming’s left hand rule, magnetic flux density, Fleming’s left-hand rule, electromagnets, motor effect practical and DC motors with questions and answers throughout the lesson. The lesson objectives are as follows: Describe how a magnet and a current-carrying conductor exert a force on one another, Show that Fleming’s left-hand rule represents the relative orientations of the force, the current and the magnetic field and Apply the equation that links the force on a conductor to the magnetic flux density, the current and the length of conductor to calculate the forces involved. The slides are fully animated and include answers to every mini plenary question and exam question. The breakdown of the slides is as follows: Slide 1 - Title and 5-minute starter. The starter is a grid of four questions entitled ‘last week, last lesson, today’s learning and future learning’. Use this generic slide for all of your lessons by simply changing the questions and the answers each time. Slide 2 - Lesson objectives (see above) Slide 3 – Hinge question: What will happen when a wire with current flowing through it and the magnet are brought close to one another? Slide 4 – A demonstration of the motor effect using a cell, a piece of wire, a screw and a neodymium magnet. This can be done as a class practical if there is enough equipment. Slide 5 – Explanation of what the class observed in the demo/practical Slide 6 – Definition of motor effect presented to class: A wire carrying a current creates a magnetic field. This can interact with another magnetic field, causing a force that makes the wire move. Slide 7 - Mini plenary. Three questions of increasing difficulty. Answers animate onto the screen Slide 8 – Introduction to Fleming’s left-hand rule (LHR) Slide 9 – Fleming’s left-hand rule visual aid with useful acronym Slide 10 – Worked example of how to use Fleming’s LHR Slide 11 – Mini plenary. Students attempt to use Fleming’s LHR to work out the direction of movement. Answers animate onto the screen Slide 12 – Introduction to the calculation of forces involved in the motor effect Slide 13 - 𝐹=𝐵𝐼𝑙 equation, with symbols and units given Slide 14 – Worked example using the 𝐹=𝐵𝐼𝑙 equation Slide 15 – Mini plenary. Questions testing students’ knowledge of the 𝐹=𝐵𝐼𝑙 equation. Answers animate onto the screen Slide 16 – ALT (Applied Learning Time) Students work independently during this stage of the lesson, answering questions linked to the objectives of the lesson. Answers animate onto the screen at the click of a button. Slides 17-21 – Plenary. Short-answer exam questions with answers that animate on to the screen

Elastic potential energy lesson with questions and answers. Lesson objectives are: State what the limit of proportionality is, describe what elastic potential energy is and explain what extension is and apply the equation for elastic potential energy. The slides are fully animated and include answers to every mini plenary question and exam question. The breakdown of the slides is as follows: Slide 1 - Title and 5-minute starter. The starter is a grid of four questions entitled ‘last week, last lesson, today’s learning and future learning’. Use this generic slide for all of your lessons by simply changing the questions and the answers each time. Slide 2 - Lesson objectives (see above) Slide 3 - Introduction to elasticity and its meaning Slide 4 - Definition of limit of proportionality Slide 5 - Mini plenary. Random name animation used to test pupils’ recall of limit of proportionality definition Slide 6 - Definition of elastic potential energy Slide 7 - Mini plenary. Pupils are asked to describe scientifically what an image is showing (a sling shot being pulled back and launching a stone). Answer animates onto screen - elastic potential energy being transferred to kinetic energy Slide 8 - Introduction to elastic potential energy equation with units Slide 9 - Explanation of what extension is and how to calculate it (some questions do not state the extension in an obvious way) Slide 10 - Elastic potential energy worked example 1 (answer animates onto screen in stages) Slide 11 - Elastic potential energy worked example 2 (answer animates onto screen in stages) Slide 12 - ALT (Applied learning time). Differentiated elastic potential energy calculation questions (9 in total). Gold, silver and bronze levels of difficulty (Silver and gold require pupils to rearrange the equation) Slide 13 - ALT review - all answers animate onto screen Slide 14 - Plenary. Elastic potential energy GCSE exam calculation. Answer animates onto the screen in stages Follow me on Twitter https://twitter.com/MC_Afrique If you have a positive experience with the resource please leave a positive review!

GCSE Combined Science lesson for the AQA specification with** V=IR questions and answers/Ohm’s law questions and answers**. Includes potential difference, current and resistance definitions, mini plenary questions with answers, and ALT (Applied Learning Task) at the end. The PowerPoint is fully animated and includes GIF animations for easier explanations. The AQA specification point that this lesson covers is 6.2.1.3 Follow me on Twitter https://twitter.com/MC_Afrique