LAUNCH · Edexcel GCSE Biology 1BI0 Foundation · Paper 1 · Topic 1 · Week 3
| Key word | What it means |
|---|---|
| magnification | How many times bigger the image is than the real object. |
| image size | The size of the object as it appears (measured on the picture). |
| actual size | The real size of the object. |
| micrometre (µm) | One thousandth of a millimetre. 1 mm = 1000 µm. |
| resolution | The smallest gap that can still be seen as two separate things. |
Session plan: 40-minute session: Arrival 3; overview 1; I Do 1 4; We Do 1 4; I Do 2 3; We Do 2 4; independent work 15; feedback and next step 3; exit 3. Title orientation is untimed. The optional two-minute evidence check sits inside independent time. Keep extra practice available; use the core question, a contrasting example and a recheck before extending.
Name: ____________________ Tier ringed by adult: ◆ Supported ▲ Standard ★ Stretch Date:
I can calculate magnification, image size and actual size, and convert between mm and µm.
Write the magnification equation from the word bank.
Write the magnification equation and rearrange it for actual size.
Convert 0.05 mm into micrometres, and state the equation you would use to find magnification.
Magnification = ×400 → ______________________________
Magnification = 400 mm → ______________________________
40 mm ÷ 100 µm = 0.4 → ______________________________
Actual = image ÷ magnification → ______________________________
Actual = image × magnification → ______________________________
Total mag = eyepiece × objective → ______________________________
magnification = image size ÷ actual size. Both in mm: 40 ÷ 0.1. magnification = ×400.
Set every calculation out the same way, because the method carries marks even when the answer slips: equation, then units check, then substitution, then answer with the multiplication sign. Four lines, every time. You write them, not me.
magnification, image size, actual size, micrometre (µm), resolution
Set every calculation out the same way, because the method carries marks even when the answer slips: equation, then units check, then substitution, then answer with the multiplication sign. Four lines, every time. You write them, not me.
magnification, image size, actual size, micrometre (µm), resolution
Set every calculation out the same way, because the method carries marks even when the answer slips: equation, then units check, then substitution, then answer with the multiplication sign. Four lines, every time. You write them, not me.
magnification, image size, actual size, micrometre (µm), resolution
Task: Six calculations with the equation and a worked example printed on the sheet. Units already matched.
Task: Eight calculations including two that need unit conversion first, plus one rearrangement.
Task: Eight calculations including conversions and rearrangements, then record your results in the spreadsheet and add a column showing total magnification for each lens pair.
A cell is 0.2 mm. The image is 60 mm. Calculate the magnification.
Pearson Edexcel GCSE (9–1) Biology 1BI0 (Foundation, grades 1–5); GCSE Combined Science 1SC0 F where appropriate; AQA UAS science units
Records what was observed, and at which level of independence.
| Pupil | ____________________ |
| Lesson | Use: Calculating Magnification — LAUNCH Science · Week 3 |
| Date | ____________________ |
Observed in this lesson
☐ Stated and rearranged the magnification equation.
☐ Converted correctly between mm and µm.
☐ Calculated total magnification from two lenses.
Assessor comment
Ring the tier the pupil actually worked at
| ◆ Supported | ▲ Standard | ★ Stretch |
Assessor name ______________ Role ____________ Signature ______________ Date ________
Space: Calculation under pressure is its own barrier. The equation stays on the board all lesson — you are not being tested on remembering it today.
Voice: If you think my worked example is wrong, stop me. Twice a year somebody is right.
Audience: Your spreadsheet goes into your Topic 1 folder and is revisited at W7.
Influence: The class decides which calculation type gets extra practice before the assessment.
Closing the loop: this one ends on paper — your own hand, or your words scribed by an adult. Saying it aloud starts the loop; writing it is what closes it. Pass is always allowed.
What I said, and what it changed:
Keep with your portfolio.
| Pupil name: | Date: |
| WWW (What Went Well): | |
| EBI (Even Better If): | |
| Level worked at: Supported / Standard / Stretch | Evidence filed: Yes / Not yet |
| Pupil response — my next step: | |