This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the 'Earth’s Resources’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson starts with an introduction to a Life Cycle Assessment, what it is, how it is carried out and the reasons behind conducting them. Next, pupils will watch a video on the process and importance of carrying out an LCA - pupils can answer a set of questions whilst watching this and when finished they can self-assess their work using the mark scheme provided. Pupils are then shown a diagram which outlines the input and output of an LCA, including all of the processes which occur in between. Pupils will now consider the overall environmental impact of the production of a paper bag compared to the production of a carrier bag. Pupils can discuss their ideas of which may make the larger impact on the environment. Next, pupils will be given a set of information about the extraction of raw materials, manufacture, use and reuse and disposal of these two bags - using this information they will need to conduct an LCA for each bag. To do this they have been provided with a table to fill in, for each factor they will need to score the environmental impact from 1-10. At the end they will have a score out of 40, the higher the score the larger the environmental impact. The last part of the lesson requires pupils to consider the problems of conducting a life cycle assessment, they can mind map their ideas as a pair and then share as part of a class discussion. The teacher can then reveal some of the issues with LCA’s, pupils can check their work against these answers. The plenary task is for pupils to write three quiz questions to test their peers knowledge of what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please email me at swift.education.uk@gmail.com and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical Analysis’ SoW. The lesson begins with a ‘Think > Pair > Share’ task where students are required to discuss sectors which must reply upon efficient and effective instrumental methods of chemical analysis. After a short class discussion, the teacher can discuss the importance of instrumental analysis for environmental and health care sectors. Students will now be shown the difference between qualitative and quantitative methods of chemical analysis. They will then be given a set of statements, students will need to sort these statements into either advantages of disadvantages of instrumental methods of chemical analysis vs. traditional methods. Pupils will need to self-assess their work using the answers provided in the PowerPoint. Next, students will watch a video on flame emission spectroscopy and will need to use information provided in the PowerPoint to answer a set of questions. This work can be self-assessed using the answers provided. Following this, students will be provided with a set of information about this process, they will need to use this information to answer a set of questions. Their answers to these questions can be self-assessed using the mark scheme provided. Lastly, pupils will be shown a diagram showing the results of flame emission spectroscopy tests for different metals. The plenary task requires pupils to write a Whatsapp message about what they have learned during the lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical changes and electrolysis’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience Firstly, students are introduced to the term ‘Electrolysis’ including a description of the process, a list of key words associated with the process and a diagram. Students will now watch a video about the process, using which students will need to answer a set of questions. After they have completed this task they will be able to self-assess their work using the mark scheme provided. Students will now complete a fill-in-the-blank task to summarise what they have learnt so far, this can be assessed using the answers provided. Pupils are now shown a diagram to demonstrate what is happening at the anode and cathode during the electrolysis of lead bromide, pupils will need to use the list of key words provided to complete captions to describe what is happening at each electrode. Students can check their work against the example answers provided in the PowerPoint. Next, pupils are shown the ionic half-equations for the reactions occurring at the anode and cathode during the electrolysis of lead bromide. Pupils will then need to identify the products at each electrode, as well as complete the ionic half-equations, for the electrolysis of a set of ionic compounds: lihtium oxide, sodium chloride and magnesium chloride. Once complete, pupils can self-assess their work using the answers provided. The next part of the lesson focuses on the products formed at each electrode when the ionic compound is within an aqueous solution. Students will be shown what will happen at the anode and at the cathode, using this information they will need to predict the products formed at the anode/cathode during the electroysis of set of solutions. Students can self-assess their using using the answers provided. The final task focuses on the electrolysis of brine, students will watch a video and will need to answer a set of questions using the information provided in the video. After completing this task, pupils will need to self-assess their work using the answers provided. The plenary task requires pupils to write a ‘Whatsapp’ message to a friend to explain what they have learnt this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical calculations’ SoW and specifically designed for the higher tier GCSE chemistry students. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with students learning how to calculate the number of moles of a gas when you know the molar gas volume. Students will then work their way through a set of questions using this calculation, for latter questions students will need to rearrange the equation. This work can then be assessed using the answers provided in the PowerPoint presentation. The next part of the lesson focuses on calculating the masses of gaseous reactants and products, firstly students are shown a worked example. The next task is for pupils to watch a video, using which they should answer a set of questions. Once this task has been completed students shoudl mark their work using the answers provided. Using the formula they have learnt whilst watching the video, they should now complete a set of questions on a specific chemical reaction - this required students to calculate the volume of gases produced or the mass of a reactant needed to produce a certain amount of a gas product. This work can be self-assessed using the answers provided in the PowerPoint presentation. The next task is a further set of problems requiring students to calculate the volume of gaseous reactants or products given a balanced symbol equation for a chemical reaction. The last task requires pupils to come up with 4 exam questions on the topic of gas volumes, they should also include a mark scheme for each of the questions. Once they have competed their questions they should swap with the person next to them and complete their partners questions, these can be self or peer-assessed using the mark schemes they have written. The plenary task is for pupils to write a WhatsApp message to their friends to tell them what they have learnt about this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the 'Earth’s Resources’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The first part of the lesson focuses on the problems of metal extraction, particularly to the environment. Students will firstly brainstorm their ideas of how metal extraction can cause problems, then some examples are revealed using the PowerPoint presentation and the need for recycling is also explained. Students will then need to complete a progress check, a set of questions to assess their knowledge of what they have learned this lesson. The answers to which are included in the PowerPoint presentations so students can self-assess or peer-assess work. Pupils will now focus on the extraction and recycling of three metals: aluminium, copper and iron. They will firstly be given some information sheets on these three metals and using these they will need to answer a 6-mark exam question which requires pupils to give a use for each metal and outline reasons why they should be recycled by listing both economic and environmental reasons. This task can then be peer or self-assessed using the comprehensive mark scheme provided. Pupils will now watch a video which outlines limits to recycling, pupils will need to answer a set of questions whilst watching the video. This work can then be self-assessed using the mark scheme provided. The last task is a word search, pupils need to find a list of key words in the word search and for each word they find they need to write a sentence which links that word to the extraction of metal from it’s ore. The plenary activity is for pupil to spend five minutes thinking about what they have learned in the lesson - what they have understood and what they would like to spend more time on. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please email me at swift.education.uk@gmail.com and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Chemistry GCSE, particularly the 'Atomic Structure & Periodic Table' SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson on noble gases starts with identification of the position of these gases with the periodic table and a video to highlight some of the examples and properties of these gases. Once pupils have assessed their work from the questions asked during the video pupils will each be given a card with the name of a noble gas and a description of the everyday uses of this gas. Pupils will be given 15 minutes to complete a table to identify the name and uses of each of the noble gases by walking around the room/talking to each other in groups. Pupils will then complete an assessment task where they will need to identify the name of the alkali metal, halogen or noble gas based on the description. This work can be self-assessed once complete. The final activity is for pupils to follow success criteria to produce a poster which outlines the information they learnt about Group 1, Group 7 and Group 0 elements. To extend this task, you could ask pupils to present their posters or have pupils walk around the room and give WWW and EBI's for each poster. The plenary task is for pupils to summarise their work by writing down 3 facts, 2 key words and 1 question. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Structure & Bonding’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lessons starts with looking at the way in which we use models to represent the structure of different compounds, models include the 3D ball and stick model, 2D ball and stick model, dot and cross diagrams and displayed formula showing bonds. Pupils are reminded of the limitations of some of these models, this is something they should be able to recount. Pupils are now shown a diagram to show how intermolecular forces act between simple covalent molecules, pupils should be able to explain the difference between the strong covalent bonds between atoms but the weak intermolecular forces between molecules and how this relates to the the low melting and boiling points of simple covalent molecules. The next part of the lesson is going to focus on giant covalent structures, firstly pupils will watch a video and answer a set of questions. Their work can be self-assess using the answers provided on the PowerPoint presentation. Students are then introduced to the three main covalent structures - diamond, graphite and silicon dioxide. Students will be given a set of information on these structures which they will need to use to complete their worksheet on giant covalent structures. To assess their knowledge of this topic there is a set of ‘quick check’ questions, pupils of a higher ability may want to complete these questions in the back of their books without discussing with others. The work can be assessed using the mark scheme provided. The last part of the lesson focuses on fullerenes and graphene - two other giant covalent structures with unique properties. Students are firstly introduced to the structure and uses of these compounds before watching a video and answering questions about them. The work from this task can be self or peer assessed using the answers provided. The plenary task is for pupils to pretend they are a scientist researching the use of nanotubes, fullerenes and grapehene, they need to come up two ideas of how these materials can be used in future technologies. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical changes, electrolysis and energy changes’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience Students will firstly be shown a set of images, students will have to decide which are examples of an alkali/base and which are examples of acids. Next, students will watch a video on acids/alkalis and will need to answer a set of questions, after which they can self-assess their work using the mark scheme provided. The next part of the lesson focuses on pH, students are firstly reminded of the importance of the pH scale and will then need to complete an investigation to identify the pH of different substances. Students can use the practical sheet provided to complete this task, including the results table to record their results. The next part of the lesson looks at the difference between concentrated and dilute solutions, in terms of particles and in terms of risk/hazards when handling concentrated acids. Students will then need to summarise what they have learned with a fill-in-the-blank task, this work can be self-assessed using the mark scheme provided. The final part of the lesson pupils will focus on the difference between strong and weak acids in terms of ionisation. Students will also look at how pH values are related to the concentration of H+ ions, students will need to copy and complete a table to show the concentration of H+ ions per mol dm3 for each pH value, this work can then be self-assessed using the mark scheme provided. The plenary task is a ‘Pick a plenary’ task - pupils will need to either write a twitter message to summarise what they have learnt or write 5 quiz questions on the topics studied in the lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 C1.1 ’Particles & their Behaviour’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson begins with an introduction to the process of diffusion, spraying perfume particles in the air is used as an example. Students are shown, by way of a particle diagram, how particles spread from an area of higher concentration to a lower concentration. Students are now asked to ‘copy and complete’ a paragraph to define the process of diffusion, this task can be assessed using the answers provided. Next, students will need to sketch diagrams demonstrating the various stages of diffusion, and will need to match the correct statements to the correct diagrams. This work can be then be self or peer assessed using the mark scheme provided. The next part of the lesson looks at factors that affect diffusion, students are firstly asked to ‘Think > Pair > Share’ their ideas on the factors which might affect the rate of diffusion. After students have fed back into class discussion, the answers are revealed for students to note down in their books. They will then look more closely at the effect of temperature on the rate of diffusion by watching a video and then summarising what they have learned by completing a fill-in-the-blank task. Two other factors which affect the rate of diffusion are particle size and state of matter. Students are shown a diagram and given an explanation for how particle size affects the rate of diffusion - the heavier the particle the slower it is to diffuse. Students are then asked to consider whether particles will diffuse more quickly in the gaseous state, compared to liquid or solid state. Their answers can be discussed in pairs before feeding back to the class, the answers can then be revealed using the mark scheme provided. Lastly, students will need to explain, in terms of particles, why a solid is unable to undergo diffusion whereas a gas and a liquid are able to. The plenary activity requires students to write down 3 facts and 3 key words from the lesson and pose one question to test their peers on what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Organic Chemistry’ SoW. Students are firstly introduced to the idea of a ‘homologous series’ and look at how this applies to the pattern of formulae for the alkene series. Students are then asked to think about the differences between complete and incomplete combustion from what they have learned in previous lessons, before being shown the differences between complete/incomplete combustion of alkenes and how this explain why alkenes are rarely used as fuels. Next, students will watch a video on the reactions of alkenes with water and with halogens, using the information in the video they will need to answer a set of questions. The answers to this task are provided in the PowerPoint so that students can self-assess their work. Pupils will now be given a set of symbol equations between different alkenes and halogens, pupils will need to complete these calculations in their books, ensuring that they are balanced. Once complete, pupils can self-assess their work. The last part of the lesson focuses on the reaction of alkenes with hydrogen, students will be shown a simple hydrogenation reaction and will also be given some information about hydrogenation and whether it is a good or bad process in the production of margarine spreads from vegetable oils. Students will need to read this information and then answer a set of questions, this work can be self-assessed using the answers provided in the PowerPoint presentation. The plenary task is for pupils to write a Whatsapp message about what they have learned in the lesson today. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 C1.1 Module on ‘Particles & Their Behaviour’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson begins with an introduction to particles, describing the differences between materials which are made up of just one type of particle - a substance - and those that are made up of different particles - a mixture. Students are also introduced to the idea of properties of a substance as a description of the way in which a substance looks like and behaves. Students will then carry out a ‘Copy and Complete’ task where they will fill in the blanks to outline what they have learned about particles so far this lesson. This task can be self-assessed using the mark scheme provided on the PowerPoint presentation. Students are now introduced to the three states of matter - solid, liquid and gas. Students will firstly watch a video, using which they will need answer a set of questions about the arrangement of particles in a solid, liquid and a gas. The answers to this task are included in the PowerPoint for students to self-assess their work once it is complete. Next, students will draw a summary table into their books and will be given a card sort, students will need to sort the statements into the correct part of their table to describe the properties of solids/liquids/gases. The mark scheme for this task is included on the PowerPoint presentation, it can be used for pupils to self-assess their work. Lastly, students are given another set of statements describing the properties of solids/liquids/gases. Students need to draw a Venn diagram into their books and will need to sort the statements into the Venn diagram, this task can be marked and corrected once complete. The plenary task requires students to unscramble a set of anagrams, each anagram is a key word learned from this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the KS3 Year 8 Science course, specifically the C2 1.1 unit on ‘The Periodic Table’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson begins with an introduction to the Periodic Table, students will be shown a diagram of the Periodic Table and will be asked to identify whether they think certain elements are metals or non-metals, or even semi-metals (metalloids). This task can the be checked and assessed against the answers provided on the PowerPoint. Next, students will be given part of a table of information on the properties of metals compared to non-metals. They will need to walk around the room and trade information with others in order to successfully complete their own table. Once this task has been completed, students can self-assess their work using the mark scheme provided. Students are now shown a diagram of an iron roof and a copper roof and how this can change over time, students are asked to think about what is happening in these picture & try to identify the chemical reaction. After a short class discussion, the answers to the questions will then be revealed. Students will then be told that non-metals react in a similar way with oxygen, they will then be shown 4 incomplete word equations for the reaction of different non-metals with oxygen. Students will need to complete this equation, this task can the self-assessed using the mark scheme provided. The last activity is a true or false activity, students will need to identify whether the statements about metals/non-metals are true or false. This task can the be marked using the mark scheme provided. The plenary task is an exit card, students will need to write down three key words, one fact and a question to test their peers on what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the KS3 Year 8 Science course, specifically the C2 1.3 unit on ‘Separation Techniques. More Biology, Chemistry and Physics resources can be found in my TES Shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with a description of a solution, students can make a note of this in their books and then ‘Think > Pair > Share’ their ideas about examples of solutions they know. After a short discussion in pairs and as a class, some example answers are revealed to students. Next, students are introduced to the key terms - solute, solvent and solution - given the example of salt being dissolved in water to produce a saltwater solution. The process of dissolving is explained using particle theory, using a particle diagram to help demonstrate the concept. Students will then be asked to come up with a role-play to demonstrate the process of dissolving, some groups can show this to the rest of the class. Students will now complete a fill-in-the-blank worksheet to assess their knowledge of what they have learned so far this lesson, this can be marked and corrected using the mark scheme provided. Lastly, students will be shown how to work out the total mass/volume of a solution given the mass/volume of the solute and solvent. Students will then work through a set of problems, the answers to which are included in the PowerPoint so students can self-assess their work using the mark scheme provided. The plenary task requires students to write a twitter message to summarise what they have learned this lesson, including #keywords. All resources are included at the end of the presentation, thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Earth’s Atmosphere’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins by looking at the percentage of different gases in our atmosphere today compared to 3 billions years ago, this then follows into a task whereby pupils will need to walk around the room to read information posters on the evolution of our atmosphere. Using the information they will need to complete a set of questions, this work can be self-assessed using the mark scheme provided. The next part of the lesson focuses on theories of how life evolved on Earth, to begin with students need to ‘Think > Pair > Share’ their ideas about the conditions needed for life on Earth. Once this has been discussed as a class, some of the factors can be revealed on the PowerPoint presentation and one of the theories of how life evolved is outlined, using an animation. Pupils will now complete a mid-lesson progress check, this task can be self-assessed once complete. The next task requires pupils to construct a time-line of events outlining the history of the evolution of the Earth’s atmosphere and life on on Earth given the information they have learned so far this lesson. Pupils can self/peer assess their work using the mark scheme provided in the PowerPoint. The final task is for pupils to discuss their ideas about how carbon dioxide levels decreased so dramatically from being the majority of the Earth’s atmosphere to now only 0.04%. Pupils can mind map their ideas, before the answers are revealed using the PowerPoint. The plenary task is for pupils to complete a 3-2-1 of what they have learned during the lesson - 3 facts, 2 key words and 1 question. All resources are included within the PowerPoint presentation, if you have any questions please email me at swift.education.uk@gmail.com. Any feedback would be greatly appreciated :) Thanks!

This homework activity is designed for the KS3 Science Course, specifically Year 7 C1.2 Module on ‘Elements, Atoms & Compounds’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This activity contains a set of differentiated questions, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension/revision activity in class. I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know @swift_science_education or swift.education.uk@gmail.com, any feedback would be appreciated :)

This homework activity is designed for the KS3 Science Course, specifically Year 8 B2.1 Module on ‘Reactions with Metals’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This activity contains a set of differentiated questions, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension/revision activity in class. I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know @swift_science_education or swift.education.uk@gmail.com, any feedback would be appreciated :)

This task is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the 'Rates of Reaction’ SoW. For more resources designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This activity contains a set of differentiated questions worth 20 marks in total, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension or revision activity in class. I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work against their target grades, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)