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 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. The lesson begins with an introduction to the elements found within Group 7 of the Periodic Table - the Halogens. Students will learn about some of the properties of these elements before each being given some information on the physical properties of one particular halogen. Students will then need to walk around the room and share information with each other in order to complete a summary table. This work can be self-assessed using the mark scheme provided. Students will now need to focus on identifying trends with the halogen group, students will be given the melting points and boiling points of the halogen elements. Using this data they will need to answer a set of questions, this task can then be self-assessed using the mark scheme provided. The next part of the lesson will focus on displacement reactions which occur amongst halogens, students will be shown a diagram which demonstrates how a more reactive halogen will displace a less reactive halogen. Students will now assess their knowledge of this topic by completing a set of word equations, this work can the be self-assessed using the mark scheme provided. The plenary activity requires students to ‘Pick a Plenary’ - either summarise what they have learned in three sentences or write a definition for a set of key words which were 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 '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 lesson begins with a task whereby pupils need to use their phones/laptops to research the dates in which different metals were discovered. They should complete the table in their books and then write a sentence to summarise the relationship between the date in which the metal was discovered and it’s reactivity. The first part of the lesson now focuses on extraction of copper from copper-rich ores, two methods are firstly introduced - smelting and extraction using sulfuric acid. Pupils will then be given a set of information on these processes and will need to answer a set of questions, once complete pupils can self-assess their work using the answers provided. The next part of the lesson will require pupils to undertake a practical investigation whereby they will extract copper from an ore called malachite, an ore which contains copper carbonate. Students will need to follow the instructions provided and will then need to note down their observations of the electrode at which the copper will collect. A summary and explanation of the results will then be provided via the PowerPoint presentation for pupils to check their work. Lastly, pupils will watch a video about low-grade copper ores and the processes of phytomining and bioleaching for the extraction of copper from such ores. Pupils will need to answer a set of questions whilst watching this video, this work can be self-assessed using the mark scheme provided. The plenary task is for pupils to write a list of key words from 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 email me at swift.education.uk 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 with a video on the greenhouse effect, pupils will be supplied with some questions to answer whilst watching the video. Once complete this task can then be self-assessed using the answers provided. Pupils will then need to be required to complete a diagram of the greenhouse effect by adding in statements to the correct boxes, this work can also be self-assessed using the mark scheme. Pupils will now think about the factors which have contributed to the rise in carbon dioxide in our atmosphere. Firstly they will need to ‘Think > Pair > Share’ their ideas of why there has been a sharp increase in CO2 over the last 100 years or so, pupils will then share their ideas with the class and some of the factors can be revaled via the PowerPoint presentation. Pupils will now be given some information on models of global warming, using this information they will need to complete a worksheet. This task can be self/peer assessed using the answers provided on the PowerPoint. The last task is an exam-style question on the topic of the greenhouse effect, again students can self assess their work using the mark scheme. The plenary task requires pupils to summarise what they have learned this lesson in three sentences. 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 lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Rates of Reaction’ 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 begins with an introduction to reversible reactions, including the example of thermal decomposition of ammonium chloride. Pupils will then conduct an investigation into the energy changes which occur during a reversible reaction, using the practical sheet provided students will carry out the experiment and record their results in the table provided. The reversible reaction from this investigation is then shown on the board, with an explanation of the energy changes that are taking place as the reaction moves in either the forward or reverse direction. Pupils will now watch a video on energy changes which take place during a reversible reaction, using this they will need to answer a set of questions. This work can be self-assessed using the answers provided on the PowerPoint presentation. Pupils will now need to complete a ‘Quick Check’ task which includes questions within the module of ‘Rates of Reaction’, students can then self-assess or peer-assess their work using the mark scheme provided. Finally, pupils can complete a crossword which summarizes definitions used within the ‘Rates of Reaction’ module, the answers for this are provided for self/peer assessment. The plenary task required pupils to complete an exit card listing 3 things they have learnt today, 5 key words and 1 question to test their peers knowledge of a subject. 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. 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 an introduction to relative atomic mass, including an explanation of how we can use the periodic table to find the atomic masses of different elements. In order to assess their understanding of this topic pupils will then complete a table identifying the atomic number, mass number and the number of electrons/protons/neutrons found within atoms of specific elements. This task can then be assessed using the answers provided in the PowerPoint presentation. Pupils will now think about what the formula of a chemical compound tells us about the elements found in that compound. Using examples pupils will be taught about formulae, they will then be given a list of formulae for various different chemical compounds and will need to list the different elements found in that compound as well as the number of atoms of each of the elements. This task can then be assessed using the answers provided. The next part of the lesson will focus on relative formula mass, pupils will be taught, using a worked example, how to calculate the relative formula mass for a chemical compound. They will then need to complete tasks involving the calculations of relative formula mass, once complete pupils can self-assess their work using the answers provided. The last part of the lesson focuses on moles, the definition is first introduced to pupils which can be explained further using the link the video included in the PowerPoint. Pupils are then shown how to calculate the number of moles of a substance using the relative formula mass and actual mass of a substance. Pupils will be then need to complete a set of calculations to work out the moles of different substances, this task can be assessed using the answers provided. Pupils are lastly shown how to rearrange this calculation where needed, they can then apply this skill to a new set of problems. The answers to which are included in the PowerPoint presentation, pupils can use this to assess their work. 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, 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 begins with a description of an exothermic reaction, including examples such as the thermite reaction and the screaming jelly baby reaction. This includes link to videos to demonstrate the energy transfers which are taking place during these exothermic reactions. Pupils are then asked to think>pair>share ideas about what an endothermic reaction might be and to come up with any examples if they can. Once students have had chance to discuss in groups, they can feedback to the class for a brief class discussion before the answer and examples are revealed using the PowerPoint presentation. The next part of the lesson requires pupils to undertake an investigation into different reactions, they will identify whether three different chemical reactions are either endothermic or exothermic bu measuring the temperature change for each of them. Students should follow the instructions included and record their results in the table provided. Students are now introduced to energy level diagrams to explain what is happening during an endothermic and exothermic reaction, they can sketch an example of each in their books for future lessons on energy profiles. The next part of the lesson will be a progress check, students should answer in their books and the work can be self-assessed using the answers provided. The last part of the lesson is on uses of endothermic and exothermic reactions in products, students will each be given a card of information. They will need to share their information with others to complete a table in their books to describe each of the products, identify if it is an endothermic or exothermic reaction and evaluate the advantages and disadvantages. The plenary task is for pupils to come up with their own product which uses either an endothermic or exothermic reaction. Thank you, leave any questions in the comment section :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical calculations’ SoW and specifically designed for 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 starts with students learning how to calculate the concentration of a solution in mols/dm3 when you know the mass of the solute in the solution. Students learn the steps necessary to complete this calculation, they can then complete a set of problems. This work can be self-assessed using the answers provided in the PowerPoint presentation. Students are then asked to discuss how they might work out the mass of a solute in a solution when they know the volume and concentration of a solution. After a short class discussion, the PowerPoint reveals four steps students should work their way through when approaching a problem such as this one. Students are then given two further problems to have a go at, they should show their working at each step of the calculation. Answers to the questions, as well as working out, is included in the PowerPoint presentation. Students are then given a worksheet, including a worked example of how to use a titration to calculate the concentration of a unknown substance. Using the worked example as a guide, students should attempt to answer the questions on the worksheet. For lower ability students it will be worth going through the worked example on the board first, those very able students should be able to use the worked example as a guide when answering the other questions Once this task has been completed students should self-assess their work using the mark scheme provided. The last task is a titration practical, their is a worksheet included in the PowerPoint for students to use as guide when completing the practical - including an aim, equipment list, method and results table. Once they have completed the investigation they should be able to use the balanced symbol equation to calculate the concentration of sulfuric acid used in this titration. The plenary task is for pupils to write down 3 key words, 2 facts and a question to test their peers on what they have learned 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 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 first part of the lesson asks students to think > pair > share some of their answers to questions about pollution - where does it come from? How may we monitor it? Once pupils have gathered together their ideas as groups, a class discussion can highlight some of the important ideas & the next slide details the answers. The next task focuses on sulfur dioxide pollution and it’s contribution to the formation of acid rain. Pupils will be given some information in pairs about this pollutant and will be required to answer questions about this information in their books. Once completed pupils are able to self-assess their work using the answers provided in the PowerPoint. Pupils will now watch a video on complete vs. incomplete combustion to think about the gases released into the atmosphere via these two processes. They will need to answer a set of questions whilst watching this video, they can then self-assess their work using the answers provided. Two further atmospheric pollutants are now introduced to the class - nitrogen oxides and also solid particulates released by diesel engines. Pupils will now complete a fill-in-the-blank task to summarise what they have learned to far this lesson, this task can then be self-assessed using the answers provided. This is followed by a quick check ‘True or False’ activity, pupils will need to identify whether a list of statements are true or false. The next part of the lesson focuses on how scientists can monitor pollution, pupils are given a set of results from particle collector pads which have been left in certain locations around the UK. Pupils need to record their results in a table, draw a graph to represent the results and write a conclusion about their results. The plenary task is for pupils to either summarise what they have learned today in three sentences or write a definition of a list of key words from today’s 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 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 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. Students will firstly watch a video on the changes of state, this outlines processes students have covered in previous lessons as well as new processes such as evaporation, condensation and sublimation. Whilst watching the video, students will need to answer a set of questions, this work can then be self-assessed using the mark scheme provided. Students will now need to copy and complete a diagram to demonstrate the changes of state which occur between solids, liquids and gases. This work can be assessed using the mark scheme provided once it is complete. Students are now given an explanation of evaporation using the particle model, students can take notes on this process - including a particle diagram to depict the process. After this students are given a set of statements which either describe the process of boiling or the process of evaporation, students should sort these statements into the correct columns. The answers for this task are included on the PowerPoint for students to assess their work. Students will now be asked to ‘Think > Pair > Share’ their ideas on the factors which could affect the rate of evaporation. Once students have had a chance to discuss their thoughts, they should feed back to the class before the answers are revealed. Lastly is a ‘true or false’ assessment task, students need to read the statements and decide whether they are true or false. This work can be assessed using the mark scheme provided. The plenary requires students to spend a minute talking to the person next to them about 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 Activate KS3 Science Course, specifically Year 7 C4 ’Acids & Alkalis’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson starts with a question for students to consider, two ideas are presented to them - one student suggests that we could taste the unknown contents of two beakers to determine if it’s an acid/alkali whereas the other students suggests this is dangerous and we should use a chemical indicator instead. Students should discuss their ideas about who is right and feedback to a class discussion. This leads into an introduction to chemical indicators such as litmus paper and universal indicator. Students will now watch a video on the use of litmus paper, whilst watching the video students will need to fill in the blanks on the table provided. This work can then be self-assessed using the mark scheme provided. Next, students will summarise what they have learned so far by completing a fill-in-the-blank task, this also can be marked and corrected using the answers provided on the PowerPoint. The next activity requires students to read a piece of information on indicators & pH, using this information students will need to answer a set of questions. This task can be marked using the mark scheme provided on the PowerPoint. Students can now complete an investigation, using universal indicator to determine the pH and acidity/alkalinity of different substances. Students can use the practical sheet to conduct this practical, recording their results in an appropriate table. The final task is a literacy check, students will need to link groups of words together in a sentence to summarise what they have learned this lesson. The plenary task requires students to write a Whatsapp message telling them what they have learned 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 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 Students are firstly introduced to collision theory, outlining the conditions which need to be in place in order for a chemical reaction to occur. Next students are asked to ‘Think, Pair, Share’ factors which they think may affect the rate of a reaction, once students have had chance to discuss this they are introduced to the four main factors which they study within this topic. Firstly, the lesson will focus on surface area, this factor is explained using apple slices turning brown as an example, students are then introduced to the relationship between surface area to volume ratio and the rate of reaction. Students will then need to complete a worksheet of surface area to volume ration calculations, this can then be self-assessed using the mark scheme available. Students will now work through a set of levelled questions looking at data on the effect of surface area on the rate of reaction, this work can be self-assessed using the mark scheme provided in the PowerPoint presentation. The next part of the lesson will focus on the effect of temperature on the rate of reaction, students will firstly need to answer questions whilst watching a video, this work can then be self-assessed using the mark scheme. Next, students will carry out an investigation into the effect of temperature on the rate of reaction between sodium thisulphate and hydrochloric acid. Students will need to collect data and use this to work out the rate of reaction at different temperatures, a worksheet is provided for this task. The last task is for pupils to complete a ‘Quick Check’ set of questions in order to assess what they have learned this lesson, students can then either peer-assess or self-assess their work using the mark scheme provided. The plenary task is for pupils to write a twitter message about what they have learned this lesson, included a hashtag of key words. 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 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 This lesson begins with student discussing the differences between atoms, compounds & mixtures and writing their ideas down, this is knowledge they should be able to recall from KS3. This is then explored further using an animation with questions that pupils are required to answer. After self-assessment of this task pupils are introduced to the definitions of each: atoms, elements, compounds and mixtures and will need to complete a fill-in-the-blank task to summarise. Pupils will then be given a selection of diagrams on the board, they will need to determine whether these diagrams are representing elements, compounds or mixtures. Once complete they can self-asses their work using the answers provided. The next part of the lesson introduces students to the idea of the periodic table, pupils will need to stick in a copy of it and then will be given a task sheet which can be completed using the names and symbols of the elements. The plenary task is a set of questions about what students have learnt that 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 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 with an outline of why nitrogen so important to plants and how farming can disrupt the balance of nitrate ions in the soil, hence the need for efficient fertilisers. Firstly, pupils will watch a video on the Haber process - a way of turning nitrogen in the air into ammonia, the ammonia can then be used to produce fertilisers. Whilst students are watching the video they should be answering a set of questions which will be provided to them, this work can then be self-assessed using the mark scheme provided. Next, pupils are given a diagram of the Haber process as well as some jumbled up statements describing each step - they will need to arrange the statements in the correct order - assigned to the correct part of the diagram. This work can be self-assessed using the mark scheme provided. The next part of the lesson focuses on the reaction that takes place and the controlled conditions of the reaction vessel which ensures that the optimum temperature and pressure are maintained for the optimum yield of ammonia - without expending more energy than needed! The last part of the lesson is a set of exam-style questions, pupils will need to answer these in their books and they can then either peer or self-assess their work using the answers provided. The plenary task is for pupils to write a list of key words from 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 '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 Firstly, students are shown how to ammonia produced in the Haber process is reacted with different acids to form different ammonium compounds before being used in fertilisers. Firstly, students will investigate how to produce ammonium sulphate in the lab - they will be provided with a practical worksheet which they will need to work their way through in pairs. This involves a titration, which they should have carried out before, their results can be recorded in the table provided on the worksheet. Next, pupils will watch a video on the production and use of fertilisers - using the information provided int he video a set of questions needs to be answered. This work can then be self-assessed using the mark scheme provided. Lastly, pupils will be given a set of information about how fertilisers are made in the lab compared to being made by chemical industry. Using this information students will need to complete a comparison table which focuses on starting materials, equipment, safety, yield and running costs. This work can be self-assessed using the mark scheme provided. The plenary task requires pupils to write three quiz questions to test their peers knowledge on 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 ‘Organic Chemistry’ SoW. Pupils are firstly required to ‘THink > Pair > Share’ their ideas on the definition of a set of key words, once they have shared with each other and the class the definitions can be revealed, pupils can check whether their answers were correct. Pupils can now watch a video on fractional distillation, they will need to answer a set of questions whilst they are watching the video, their answers to this can be assessed using the mark scheme provided. Students will now be given a worksheet of levelled questions, placed around the room are information sheets which students will need to read and use to answer the questions on their worksheet. Once this task is complete students can peer/self assess their work using the answers provided on the worksheet. The final task, students will watch a video and will need to note down a use for each of the crude oil fractions listed, again this work can be checked and marked against the answers provided in the PowerPoint. The plenary task requires pupils to complete an ‘Exit Card’ - stating 3 facts, 2 key words and 1 question to test their peers knowledge of what they have learnt 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 :)