Over 200 resources available for KS3-KS4 Science, KS5 Chemistry and Whole School! Lesson resources are suitable for live lessons in school, remote teaching at home or independent student study. It’s your choice how you use them 😊 Don’t forgot to explore my free resources too!
Over 200 resources available for KS3-KS4 Science, KS5 Chemistry and Whole School! Lesson resources are suitable for live lessons in school, remote teaching at home or independent student study. It’s your choice how you use them 😊 Don’t forgot to explore my free resources too!
3 fully planned lessons (including starter questions and main work tasks) covering the AS Chemistry chapter on Redox Reactions;
Lesson 1: Oxidation States
Lesson 2: Half Equations
Lesson 3: Forming Redox Equations
By the end of lesson 1 students will:
Recall the rules for oxidation states of uncombined elements and elements in compounds
Determine the oxidation states of elements in a redox reaction
Identify what substance has been reduced or oxidised in a redox reaction
By the end of lesson 2 students will:
Understand what a half equation is
Explain what a redox equation is
Construct half equations from redox equations
By the end of lesson 3 students will:
Identify what substance has been reduced or oxidised in a redox reaction
Construct balanced half equations by adding H+ and H2O
Construct full ionic redox equations from half equations
Declaimer: Please refrain from purchasing this popular resource for an interview lesson or a formal observation. This is because planning your own lessons, including using your own lesson PowerPoints, is a fundamental skill of a qualified/unqualified teacher that will be assessed during the scenarios outlined above
11 Full Lesson Bundle covering the OCR A Level Chemistry Chapter on Electrons, Bonding & Structure. Lessons are also suitable for AQA and Edexcel (please review the learning objectives below).
**Lesson 1: Atomic Orbitals
To know that atomic orbitals are a region around the nucleus that occupy electrons
To illustrate the shape of s, p and d orbitals
To describe the number of orbitals that make up the s, p and d sub shells and the number of electrons that fill the sub shells
To deduce the electronic configuration of atoms and ions in the s and p-block
**Lesson 2: Electronic Configuration of d-block elements
To recall the order of electron shells to be filled
To construct electronic configurations of d-block atoms and ions
To know the elemental anomalies in electron filling of d block atoms
**Lesson 3: Ionic Bonding
To know ionic bonding as electrostatic attraction between positive and negative ions, and the construction of ‘dot-and-cross’ diagrams
To explain solid structures of giant ionic lattices are a result of oppositely charged ions strongly attracted to each other in all directions
To link the structure and bonding of ionic compounds on their physical properties including melting and boiling points, solubility and electrical conductivity in solid, liquid and aqueous states
**Lesson 4: Covalent and Dative Covalent Bonding
To know covalent bonding as electrostatic attraction between a shared pair of electrons and the nucleus
To construct dot and cross diagrams of molecules and ions to describe single and multiple covalent bonding
To apply the term average bond enthalpy as a measurement of covalent bond strength
To know what a dative covalent bond is
To construct dot and cross diagrams of molecules and ions to describe dative covalent bonding
**Lesson 5: Simple and Giant Covalent Structures
To describe the structure of simple and giant covalent compounds
To explain how the structure and bonding of simple and giant covalent compounds link to their different physical properties
To evaluate the potential applications of covalent structures based on their physical properties (stretch & challenge)
**Lesson 6: Metallic Bonding and Structure
To describe the structure of metals
To explain metallic bonding as strong electrostatic attraction between cations and delocalised electrons
To explain the physical properties of giant metallic structures
**Lesson 7: Shapes of Molecules and Ions
To determine the number of bonding pairs & lone pairs in a molecule or ion
To recall the shapes and bond angles of molecules and ions with up to six electron pairs surrounding the central atom
To explain the shapes of molecules and ions using the electron pair repulsion theory
To construct diagrams to illustrate the 3D shapes of molecules and ions
**Lesson 8: Electronegativity and Bond Polarity
To define the term electronegativity
To explain the trend in electronegativity down a group and across a period
To explain what a polar covalent bond is bond and to illustrate this type of bond in a molecule
**Lesson 9: Polar and Non-Polar Molecules
To describe the difference between polar and non-polar molecules
To explain why non-polar molecules can contain polar bonds
To predict whether molecules are polar or non-polar
**Lesson 10 : Intermolecular Forces (Part 1)
Understand intermolecular forces based on induced-dipole interactions and permanent dipole-dipole interactions
Explain how intermolecular forces are linked to physical properties such as boiling and melting points
Compare the solubility of polar and non-polar molecules in polar and non-polar solvents
**Lesson 11 : Intermolecular Forces (Part 2)
To understand hydrogen bonding as intermolecular forces between molecules containing N, O or F and the H atom of –NH, -OH or HF
To construct diagrams which illustrate hydrogen bonding
To explain the anomalous properties of H2O resulting from hydrogen bonding
Declaimer: Please refrain from purchasing this popular resource for an interview lesson or a formal observation. This is because planning your own lessons including using your own lesson PowerPoints is a fundamental skill of a qualified/unqualified teacher that will be reviewed during these scenarios outlined above
17 well structured chemistry lessons plus a BONUS revision summary covering topics in Module 6 of the OCR Specification: **Organic Chemistry **
*Note: Lessons on Analysis: chromatography, qualitative analysis of functional groups and NMR spectroscopy are sold as a separate bundle in my shop) *
Lesson 1: Benzene and its Structure
To describe the Kekulé model of benzene
To describe the delocalised model of benzene in terms of P orbital overlap forming a delocalised π system
To compare the Kekulé model of benzene and the delocalised model of benzene
To explain the experimental evidence which supports the delocalised model of benzene in terms of bond lengths, enthalpy change of hydrogenation and resistance to reaction
Lesson 2: Naming Aromatic Compounds
To state the IUPAC name of substituted aromatic compounds
Construct the structure of aromatic compounds based on their IUPAC names
To analyse the correct numbering system for di and trisubstituted aromatic compounds
Lesson 3: The Reactions of Benzene
To understand the electrophilic substitution of aromatic compounds with:
(i) concentrated nitric acid in the presence of concentrated sulfuric acid
(ii) a halogen in the presence of a halogen carrier
(iii) a haloalkane or acyl chloride in the presence of a halogen carrier (Friedel–Crafts reaction) and its importance to synthesis by formation of a C–C bond to an aromatic ring
To construct the mechanism of electrophilic substitution in arenes
Lesson 4: Phenols
To recall and explain the electrophilic substitution reactions of phenol:
with bromine to form 2,4,6-tribromophenol
(ii) with dilute nitric acid to form a mixture of 2-nitrophenol and 4-nitrophenol
To explain the relative ease of electrophilic substitution of phenol compared with benzene, in terms of electron pair donation to the π-system from an oxygen p-orbital in phenol
To understand the weak acidity of phenols shown by its neutralisation reaction with NaOH but absence of reaction with carbonates
Lesson 5: Directing Groups in Aromatic Compounds
To understand the 2- and 4-directing effect of electron- donating groups (OH, NH2) and the 3-directing effect of electron-withdrawing groups (NO2) in electrophilic substitution of aromatic compounds
To predict the substitution products of aromatic compounds by directing effects in organic synthesis
Lesson 6: Reactions of Carbonyl Compounds
To understand the oxidation of aldehydes using Cr2O72-/H+ to form carboxylic acids
To understand nucleophilic addition reactions of carbonyl compounds with:
NaBH4 to form alcohols
HCN (NaCN (aq)/H+ (aq)) to form hydroxynitriles
To construct the mechanism for nucleophilic addition reactions of aldehydes and ketones with NaBH4 and HCN
Lesson 7: Testing for Carbonyl Compounds
To understand the use of Tollens’ reagent to:
(i) detect the presence of an aldehyde group
(ii) distinguish between aldehydes and ketones, explained in terms of the oxidation of aldehydes to carboxylic acids with reduction of silver ions to silver
To understand the use of 2,4-dinitrophenylhydrazine to:
(i) detect the presence of a carbonyl group in an organic compound
(ii) identify a carbonyl compound from the melting point of the derivative
Lesson 8: Carboxylic acids and Esters
To explain the water solubility of carboxylic acids in terms of hydrogen bonding
To recall the reactions in aqueous conditions of carboxylic acids with metals and bases (including carbonates, metal oxides and alkalis)
To know the esterification of: (i) carboxylic acids with alcohols in the presence of an acid catalyst (ii) acid anhydrides with alcohols
To know the hydrolysis of esters: (i) in hot aqueous acid to form carboxylic acids and alcohols (ii) in hot aqueous alkali to form carboxylate salts and alcohols
Lesson 9: Acyl Chlorides and Their Reactions
To know how to name acyl chlorides
To recall the equation for the formation of acyl chlorides from carboxylic acids using SOCl2
To construct equations for the use of acyl chlorides in the synthesis of esters, carboxylic acids and primary and secondary amides
Lesson 10: Introduction to Amines
To know how to name amines using IUPAC rules
To understand the basicity of amines in terms of proton acceptance by the nitrogen lone pair
To understand the reactions of amines with dilute inorganic acids
Lesson 11: Preparation of Amines
To know the reaction steps involved in the preparation of aromatic amines by reduction of nitroarenes using tin and concentrated hydrochloric acid
To know the reaction steps involved in the preparation of aliphatic amines by substitution of haloalkanes with excess ethanolic ammonia or amines
To explain the reaction conditions that favours the formation of a primary aliphatic amine
To explain the reaction conditions that favours the formation of a quaternary ammonium salt
Lesson 12: Amino Acids and Their Reactions
To know the general formula for an α-amino acid as RCH(NH2)COOH
To understand the following reactions of amino acids:
(i) reaction of the carboxylic acid group with alkalis and in the formation of esters
(ii) reaction of the amine group with acids
Lesson 13: Chirality
To know that optical isomerism is an example of stereoisomerism, in terms of non- superimposable mirror images about a chiral centre
To identify chiral centres in a molecule of any organic compound.
To construct 3D diagrams of optical isomers including organic compounds and transition metal complexes
Lesson 14: Amides
To review the synthesis of primary and secondary amides
To understand the structures of primary and secondary amides
To name primary and secondary amides
Lesson 15: Condensation Polymers
To know that condensation polymerisation can lead to the formation of i) polyesters ii) polyamides
To predict from addition and condensation polymerisation:
i) the repeat unit from a given monomer(s)
(ii) the monomer(s) required for a given section of a polymer molecule
(iii) the type of polymerisation
To understand the acid and base hydrolysis of i) the ester groups in polyesters ii) the amide groups in polyamides
Lesson 16: Practical Skills in Organic Synthesis (Yr13)
To describe the techniques and procedures used for the purification of organic solids including:
filtration under reduced pressure
recrystallisation
measurement of melting points
Lesson 17: Synthetic Routes in Organic Synthesis (Y13)
To identify individual functional groups for an organic molecule containing several functional groups
To predict the properties and reactions of organic molecules containing several functional groups
To create multi-stage synthetic routes for preparing organic compounds
Synthetic Routes Revision Summary
A 14 page summary of all the organic synthesis reactions from the AS and A level OCR Chemistry specification. Students will be able to use this resource directly as part of their revision on organic synthesis/synthetic routes or can make flashcards from them. Reagents and reaction conditions are also included where applicable
Reaction summaries include:
nucelophilic substitution reactions* elimination reactions* free radical substitution reactions* electrophilic addition reactions* oxidation reactions* reduction reactions* electrophilic substitution reactions* reactions of phenols* carbon-carbon formation reactions* reactions of carboxylic acids* reactions of acyl chlorides* polymerisation reactions* hydrolysis reactions* amine synthesis reactions*
Declaimer: Please refrain from purchasing this popular resource for an interview lesson or a formal observation. This is because planning your own lessons including using your own lesson PowerPoints is a fundamental skill of a qualified/unqualified teacher that will be reviewed during these scenarios outlined above
A complete lesson including starter activity, mini AfL work tasks with answers, main work tasks with answers for a KS5 lesson on naming organic compounds
By the end of the lesson students should be able to:
Know the IUPAC rules for naming alkanes and alkenes
Know the IUPAC rules for naming aldehyde, ketones and carboxylic acids
Construct structural or displayed formulae from named organic compounds and name organic compounds from the structural or displayed formulae
Students will be able to take rich notes on naming organic compounds, building on their KS4 knowledge on this topic
The teacher will be able to quickly assess students’ understanding of the how to name organic compounds by carrying our mini AfL tasks either on mini white boards or in students’ books
Declaimer: Please refrain from purchasing this popular resource for an interview lesson or a formal observation. This is because planning your own lessons, including using your own lesson PowerPoints, is a fundamental skill of a qualified/unqualified teacher that will be assessed during the scenarios outlined above
A structured KS5 lesson including starter activity, AfL work tasks and lesson slides on the properties of alkenes. This lesson is an introduction to the chapter on alkenes. This lesson follows the OCR specification.
By the end of the lessons students should be able:
1)To know the general formula of alkenes
2)To explain the shape and bond angle around each carbon atom of a C=C bond
3)To describe how π and σ bonds are formed in alkenes**
Declaimer: Please refrain from purchasing this popular resource for an interview lesson or a formal observation. This is because planning your own lessons, including using your own lesson PowerPoints, is a fundamental skill of a qualified/unqualified teacher that will be assessed during the scenarios outlined above
A structured KS5 lesson including starter activity, AfL work tasks and main work task all with answers on the acid dissociation constant Ka
By the end of this lesson KS5 students should be able to:
To understand the acid dissociation constant, Ka, as the extent of acid dissociation
To know the relationship between Ka and pKa
To convert between Ka and pKa
Declaimer: Please refrain from purchasing this popular resource for an interview lesson or a formal observation. This is because planning your own lessons, including using your own lesson PowerPoints, is a fundamental skill of a qualified/unqualified teacher that will be assessed during the scenarios outlined above
A structured KS5 lesson including starter activity, AfL work tasks and main work task all with answers on Bronsted Lowry Acids and Bases
By the end of this lesson KS5 students should be able to:
To describe the difference between a BrØnsted Lowry acid and base
To identify conjugate acid-base pairs
To explain the difference between monobasic, dibasic and tribasic acids
To understand the role of H+ in the reactions of acids with metals and bases (including carbonates, metal oxides and alkalis), using ionic equations
Declaimer: Please refrain from purchasing this popular resource for an interview lesson or a formal observation. This is because planning your own lessons, including using your own lesson PowerPoints, is a fundamental skill of a qualified/unqualified teacher that will be assessed during the scenarios outlined above
A structured KS5 lesson including starter activity, AfL work tasks and main work task all with answers on Mass Spectrometry in Organic Chemistry. Suitable for OCR AS Chemistry.
By the end of the lesson, students should be able to:
Use a mass spectrum of an organic compound to identify the molecular ion peak and hence to determine molecular mass
2)Perform analysis of fragmentation peaks in a mass spectrum to identify parts of structures
Declaimer: Please refrain from purchasing this popular resource for an interview lesson or a formal observation. This is because planning your own lessons, including using your own lesson PowerPoints, is a fundamental skill of a qualified/unqualified teacher that will be assessed during the scenarios outlined above
A structured KS5 lesson including starter activity and AfL work tasks and main work tasks and plenary quiz on Transition Metals & Their Compounds. All answers included
**By the end of this lesson KS5 students should be able to:
To know the electron configuration of atoms and ions of the d-block elements of Period 4 (Sc–Zn), given the atomic number and charge
2.To understand the elements Ti–Cu as transition elements
To illustrate, using at least two transition elements, of:
(i) the existence of more than one oxidation state for each element in its compounds
(ii) the formation of coloured ions
(iii) the catalytic behaviour of the elements and their compounds and their importance in the manufacture of chemicals by industry
The teacher will be able to check students have met these learning objectives through mini AfL tasks for students to complete
All tasks have worked out answers, which will allow students to self assess their work during the lesson
Declaimer: Please refrain from purchasing this popular resource for an interview lesson or a formal observation. This is because planning your own lessons including using your own lesson PowerPoints is a fundamental skill of a qualified/unqualified teacher that will be reviewed during these scenarios outlined above
A structured KS5 lesson including starter activity, AfL work tasks and main work task all with answers on Periodicity: Melting Points
By the end of this lesson KS5 students should be able to:
To describe the trend in structure from giant metallic to giant covalent to simple molecular lattice
To explain the variation in melting points across period 2 & 3 in terms of structure and bonding
Declaimer: Please refrain from purchasing this popular resource for an interview lesson or a formal observation. This is because planning your own lessons including using your own lesson PowerPoints is a fundamental skill of a qualified/unqualified teacher that will be reviewed during these scenarios outlined above
A structured Year 12 KS5 lesson including starter activity and AfL work tasks on The Boltzmann Distribution. Suitable for OCR Specification (AS Chemistry)
By the end of this lesson KS5 students should be able to:
**1. To draw a labelled diagram of the Boltzmann distribution
**2. To explain qualitatively the Boltzmann distribution and its relationship with activation energy
**3. To explain how temperature changes and catalytic behaviour effect the proportion of molecules exceeding the activation energy and hence the reaction rate using Boltzmann distributions
Declaimer: Please refrain from purchasing this popular resource for an interview lesson or a formal observation. This is because planning your own lessons including using your own lesson PowerPoints is a fundamental skill of a qualified/unqualified teacher that will be reviewed during these scenarios outlined above
A complete lesson including starter activity, risk assessment and post practical plenary questions on Chemistry Required Practical :Preparing a pure, dry sample of a soluble salt from an insoluble oxide or carbonate
Lesson includes lab report for students to fill in
By the end of this lesson KS4 students should be able to:
→ Describe a practical procedure for producing a salt from a solid and an acid
→ Explain the apparatus, materials and techniques used for making the salt
→ Describe how to safely manipulate apparatus and accurately measure melting points
This lesson should be taught as a practical lesson
Declaimer: Please refrain from purchasing this popular resource for an interview lesson or a formal observation. This is because planning your own lessons, including using your own lesson PowerPoints, is a fundamental skill of a qualified/unqualified teacher that will be assessed during the scenarios outlined above
A well structured lesson including starter activity and lesson slides on mass changes when gases are in reactions. Suitable for AQA GCSE Chemistry and combined science (higher and foundation)
The lesson begins with a short starter task (DO NOW) on gases in reactions
Then by the end of this lesson KS4 students should be able to:
To relate mass, volume and concentration
To calculate the mass of solute in solution
To relate concentration in mol/dm3 to mass and volume
The teacher will be able to check students have met these learning objectives through mini AfL tasks for students to complete
All tasks have worked out answers, which will allow students to self assess their work during the lesson
Declaimer: Please refrain from purchasing this popular resource for an interview lesson or a formal observation. This is because planning your own lessons, including using your own lesson PowerPoints, is a fundamental skill of a qualified/unqualified teacher that will be assessed during the scenarios outlined above
Lesson 3 of 3 on Redox Reactions in AS Chemistry. This lesson focuses on FORMING REDOX EQUATIONS. This lesson includes starter activity, mini AfL work tasks with answers, main work tasks with answers (NOTE: Lesson 1, 2 and 3 are available as a bundle resource). This topic is also likely to be recapped in Year 13 when students are introduced to redox reactions and electrode potentials
By the end of the lesson students should be able to:
Identify what substance has been reduced or oxidised in a redox reaction
Construct balanced half equations by adding H+ and H2O
Construct full ionic redox equations from half equations
Students will be able to take rich notes on this topic
The teacher will be able to quickly assess students’ understanding of forming redox equations by carrying our mini AfL tasks either on mini white boards or in students’ books
Declaimer: Please refrain from purchasing this popular resource for an interview lesson or a formal observation. This is because planning your own lessons, including using your own lesson PowerPoints, is a fundamental skill of a qualified/unqualified teacher that will be assessed during the scenarios outlined above
A structured KS5 lesson including starter activity on initial rates and clock reactions
By the end of this lesson KS5 students should be able to:
To determine the rate constant for a first order reaction from the gradient of a rate- concentration graph
To understand how rate-concentration graphs are created
To explain how clock reactions are used to determine initial rates of reactions
Declaimer: Please refrain from purchasing this popular resource for an interview lesson or a formal observation. This is because planning your own lessons, including using your own lesson PowerPoints, is a fundamental skill of a qualified/unqualified teacher that will be assessed during the scenarios outlined above
A structured KS5 lesson (Part 1 of 2) including starter activity, AfL work tasks and practice questions with answers on Group 2 Elements
By the end of this lesson KS5 students should be able to:
Know group 2 elements lose their outer shell s2 electrons to form +2 ions
State and explain the trend in first and second ionisation energies of group 2 elements and how this links to their relative reactivities with oxygen, water and dilute acids
Construct half equations of redox reactions of group 2 elements with oxygen, water and dilute acids and to identify what species have been oxidised and reduced using oxidation numbers
Declaimer: Please refrain from purchasing this popular resource for an interview lesson or a formal observation. This is because planning your own lessons, including using your own lesson PowerPoints, is a fundamental skill of a qualified/unqualified teacher that will be assessed during the scenarios outlined above
A structured KS5 lesson (lesson 1 of 2) including starter activity, AfL work tasks and practice questions with answers on Redox Reactions. Suitable for Year 13 OCR A Level Chemistry
**By the end of this lesson KS5 students should be able to:
LO1: To identify the oxidation numbers of elements in ions and compounds
LO2: To construct half-equations from redox equations
LO3: To explain and use the terms oxidising agent and reducing agent
The teacher will be able to check students have met these learning objectives through mini AfL tasks for students to complete
All tasks have worked out answers, which will allow students to self assess their work during the lesson
Declaimer: Please refrain from purchasing this popular resource for an interview lesson or a formal observation. This is because planning your own lessons, including using your own lesson PowerPoints, is a fundamental skill of a qualified/unqualified teacher that will be assessed during the scenarios outlined above
A structured KS5 lesson including starter activity, AfL work tasks and practice questions with answers on Gibbs Free Energy (Part 1)
By the end of this lesson KS5 students should be able:
To explain that the feasibility of a process depends upon ΔG being negative which in turn depends upon ΔS, ΔH and the T of the system
To recall the Gibbs’ Equation and calculate ΔG, ΔH, ΔS or T
To calculate ΔG, ΔH, ΔS or T using the Gibbs’ Equation
The teacher will be able to check students have met these learning objectives through mini AfL tasks for students to complete
Declaimer: Please refrain from purchasing this popular resource for an interview lesson or a formal observation. This is because planning your own lessons, including using your own lesson PowerPoints, is a fundamental skill of a qualified/unqualified teacher that will be assessed during the scenarios outlined above
6 Full Lesson Bundle covering the first 6 chapters in the OCR A Level Chemistry Chapter on Energy
Lesson 1: Lattice Enthalpy
**By the end of the lesson students will:
Explain the term lattice enthalpy
Understand the factors that determine the size of lattice enthalpy
Explain the terms standard enthalpy change of formation and first ionisation energy**
Lesson 2: Born-Haber Cycles
**By the end of the lesson students will:
**1. Construct Born Haber Cycle diagrams for ionic compounds from enthalpy change values
**2. Calculate the value for lattice enthalpy from Born Haber Cycle diagrams
**3. Calculate other enthalpy change values from Born Haber Cycle diagrams
Lesson 3: Enthalpy Changes of Solution & Hydration
**By the end of the lesson students will:
**1. Define the terms enthalpy change of solution and hydration
**2. Construct enthalpy cycles using the enthalpy change of solution of a simple ionic solid
3. Qualitatively explain the effect of ionic charge and ionic radius on the exothermic value of lattice enthalpy and enthalpy change of hydration
Lesson 4: Entropy
**By the end of lesson students will:
**1. Know that entropy is a measure of the dispersal of energy in a system, which is greater the more disordered a system
**2. Explain the difference in entropy of solids, liquids and gases
**3. Calculate the entropy change of a reactant based on the entropies provided for the reactants and products
Lesson 5: Gibbs Free Energy (Part 1)
**By the end of the lesson students will:
**1. Explain that the feasibility of a process depends upon ΔG being negative which in turn depends upon ΔS, ΔH and the T of the system
**2. Recall the Gibbs’ Equation and calculate ΔG, ΔH, ΔS or T
**3.Calculate ΔG, ΔH, ΔS or T using the Gibbs’ Equation
Lesson 6: Gibbs Free Energy (Part 2)
By the end of the lessons students will:
1. Explain that the feasibility of a process depends upon ΔG being negative which in turn depends upon ΔS, ΔH and the T of the system
2. Recall the Gibbs’ Equation and calculate ΔG, ΔH, ΔS or 3. Calculate ΔG, ΔH, ΔS or T using the Gibbs’ Equation
The teacher will be able to check students have met these learning objectives through starter activities, discussion questions, mini AfL tasks and practice questions for students to complete
Declaimer: Please refrain from purchasing this popular resource for an interview lesson or a formal observation. This is because planning your own lessons, including using your own lesson PowerPoints, is a fundamental skill of a qualified/unqualified teacher that will be assessed during the scenarios outlined above
Well structured KS5 Lesson on Benzene and its structure. The lesson contains starter activities, discussion questions and mini AfL quizzes and practice questions, all with answers included
By the end of the lesson students should:
To describe the Kekulé model of benzene
To describe the delocalised model of benzene in terms of P orbital overlap forming a delocalised π system
To compare the Kekulé model of benzene and the delocalised model of benzene
4.To explain the experimental evidence which supports the delocalised model of benzene in terms of bond lengths, enthalpy change of hydrogenation and resistance to reaction
Declaimer: Please refrain from purchasing this popular resource for an interview lesson or a formal observation. This is because planning your own lessons, including using your own lesson PowerPoints, is a fundamental skill of a qualified/unqualified teacher that will be assessed during the scenarios outlined above
