LAUNCH · Edexcel GCSE Biology 1BI0 Foundation · Paper 1 · Topic 1 · Week 3
| Key word | What it means |
|---|---|
| calculate | Work out a number. Show your working; give the unit (or × for magnification). |
| describe | Say what you see or what happens. No reason needed. |
| explain | Say WHY. The word 'because' usually belongs in the answer. |
| estimate | Give a sensible value from the scale bar or the information given. |
| scale bar | A line on an image labelled with the real length it represents. |
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 answer exam-style magnification questions independently, showing full working and the correct units.
Match the command word to what it asks: calculate / describe / explain.
Write what 'calculate' asks you to show as well as the final number.
Write what 'calculate', 'describe' and 'estimate' each require in a magnification question.
'400' (Calculate magnification, 2 marks) → ______________________________
'It is round and purple.' (Describe, 2 marks) → ______________________________
'40 mm ÷ 100 µm' (Calculate, 2 marks) → ______________________________
A full page for a 1-mark 'state' → ______________________________
'Actual = image × magnification' → ______________________________
'×400' with equation and substitution shown → ______________________________
Calculate the magnification. [2] — magnification = image size ÷ actual size (1). Units match (mm): 60 ÷ 0.15 = ×400 (1). No unit on magnification.
This is the show-me lesson, so the working IS the witness evidence. Answer three exam-style questions with the four-line layout, then mark your OWN working against the board: did the equation appear? did the units match? is the unit right? Tick each line you completed. You are marking method, never awarding a grade.
calculate, describe, explain, estimate, scale bar
This is the show-me lesson, so the working IS the witness evidence. Answer three exam-style questions with the four-line layout, then mark your OWN working against the board: did the equation appear? did the units match? is the unit right? Tick each line you completed. You are marking method, never awarding a grade.
calculate, describe, explain, estimate, scale bar
This is the show-me lesson, so the working IS the witness evidence. Answer three exam-style questions with the four-line layout, then mark your OWN working against the board: did the equation appear? did the units match? is the unit right? Tick each line you completed. You are marking method, never awarding a grade.
calculate, describe, explain, estimate, scale bar
Task: Four exam-style questions with the command word highlighted and the four-line layout printed to fill in.
Task: Six exam-style questions across magnification, including one conversion and one scale-bar estimate, four-line working throughout.
Task: Six exam-style questions including a scale-bar calculation, then review two of your own answers and write which line would gain the missing method mark.
An image is 50 mm; the real object is 0.1 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 | Master: Magnification Exam Questions — LAUNCH Science · Week 3 |
| Date | ____________________ |
Observed in this lesson
☐ Read the command word and answered to it.
☐ Showed four-line working on a calculation.
☐ Checked the unit (or no unit for magnification) before finishing.
Assessor comment
Ring the tier the pupil actually worked at
| ◆ Supported | ▲ Standard | ★ Stretch |
Assessor name ______________ Role ____________ Signature ______________ Date ________
Space: Exam-style work raises the temperature. This is practice — the real Topic 1 assessment is separate and you will know when it happens.
Voice: Challenge any question that seems unfair. Sometimes the question is the problem, not you.
Audience: Your independent answers go into the Topic 1 folder and are the revision set before the assessment.
Influence: The class chooses which question type gets one more worked example before moving on.
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: | |