This is chemistry lesson designed for the 2016 specification for the exam board AQA and topic 4.7 organic chemistry. This lesson covers content that is new to GCSE and was previously covered only in A level chemistry. The challenge with planning this is that students are greatly limited by what they learn at GCSE. For example they do not learn about terms such as 'arene', 'carbonyl', 'amine' and do not recognise that (CH2)6 = CH2CH2CH2CH2CH2CH2. The lesson recaps addition polymers then introduces condensation polymers as polymers that are found in nature as well being man-made. There is an exam of an easier A level past paper question on identifying the monomers. Most A level questions on this topic are far too challenging to be put into the 2016 GCSE specification. Students then compare the environmental impact of natural vs manmade polymers (RSC paper cups activity - link has been provided) and answer a 6 mark exam question. They then peer mark the exam question using a student friendly marking grid. There is the option of carrying out a bioplastics practical that I have created - note that the bioplastics take at least 2 days to dry out. Please rate these resources and leave feedback.

This is a thoroughly differentiated GSCE chemistry lesson on alcohols for the 2016 GCSE chemistry specification. It forms part of the AQA organic chemistry scheme of work, topic 4.7. The lesson starts with students recapping prior learning on molecular formulae. Students are then introduced to the idea that the substance in alcohol is ethanol and that there are 2 main ways of making ethanol. They write word and symbol equations for these 2 methods. More able students draw the displayed formula and dot and cross diagram of ethanol (2016 specification requirement) whilst weaker students complete the equations activity. Students then compare the advantages and disadvantages of the two methods of making ethanol. The lesson concludes with an exam question plenary. Please rate this resource and leave feedback.

This is a thoroughly differentiated GCSE chemistry lesson on differentiation that forms part of the AQA 2016 specification 4.7 organic chemistry scheme of work. The internet research homework should be set in advance so that students bring it to the lesson. A website is provided for them on the sheet. The match up starter checks their understanding from the fraction uses homework. This could be printed. For a very able class the fractional distillation mat could be used as the starter. The lesson then goes over what distillation is and then introduces fractional distillation. It is absolutely essential that students understand that distillation separates two substances based on their boiling points and that fractional distillation applies to two or miscible liquids (liquids that do not separate into layers and dissolve instead). They need to know that vaporisation and condensation are the two main steps of distillation. There are plenty of exam questions to demonstrate progress. A RSC practical is included. Please rate this resource and leave feedback.

This is a student friendly marking grid that was designed following a staff CPD session that I attended where an art teacher related how she provided students with specific pre-written assessment points that were numbered to reduce copying out. There are 6 marking points. I make the first 3 easier points for weaker students to meet and the last 3 more challenging points to stretch the students and provide evidence of progress. The grid can then be copied to a word document and printed two grids to one A4 page. An example lesson is provided (alternatives to fossil fuels) to see how this can be used in lesson. The students reply to their EBI in their books. Please rate this resource and leave feedback.

This is a lesson designed for the updated 2016 GCSE chemistry specification for AQA and was not previously included in additional science. Please rate this resource and leave feedback.

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This lesson forms part of the AQA 2016 specification organic chemistry scheme of work. Please rate this resource and leave feedback.

This is a thorough set of revision resources for GCSE chemistry revision on the fossil fuels topic - AQA topic 4.7 organic chemistry in the 2016 specification. Please rate this resource and leave feedback.

This is a lesson designed for the 2016 AQA GCSE chemistry specification. In my scheme of work it follows the topics of crude oil and properties of different fractions. Students are introduced to the terms 'homologous series' and 'functional group'. These terms are clearly mentioned in the specification. Students learn about these formulae: molecular, displayed and skeletal. Students make ethene using plastic molymods or they could use the paper molymods supplied. They will need paper fasteners to attach the atoms and the bonds. They then complete the formula worksheet then describe then explain the trend with reference to intermolecular forces. The lesson ends with an exam question plenary. Please rate this resource and leave feedback.

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This is a chemistry lesson designed for the 2016 specification for the exam board AQA. The updated specification specifically makes reference to chlorine and iodine and so the results of alkene tests with these halogens has been included. There is a practical that is based on a RSC practical. Instructions and safety advice for the practical are included in the lesson. Please only carry out the practical in a room with windows that is well ventilated. The lesson starts with a recap of cracking - this is taught previously in my scheme of work. It then moves on to alkene formulae. The students then carry out the alkenes and bromine water practical. They then write word and symbol equation for the tests. More able students can identify the functional groups in the molecules. The lesson finishes with a fun plenary using whiteboards. Please rate this resource and leave feedback.

This is a thoroughly differentiated chemistry lesson that has been designed for the new 2016 specification for AQA. This specification does not require students to know biodiesel but does require students to know hydrogen and combustion. The lesson starts with a hydrogen balloon demo. Please take when doing this. Students can ignite the balloon if they use a lit split on the end of a metre ruler and stand back. They put the lit splint underneath the balloon which explodes. There is an alternative settler wordsearch for hyperactive classes that need to calm down at the start of the lesson. Students then write a disadvantage and advantage of using hydrogen as an alternative to petrol on post it notes and stick these on the whiteboard (one student per bench can do this - collecting the others from their bench). Students then write down the advantages and disadvantages of different fuels and write an answer to a 6 mark exam question where they compare the fuels and justify which one is best. They peer mark their answers using a student friendly marking grid. Finally students balance combustion symbol equations. Please rate this resource and leave feedback.

This lesson forms the second lesson in the AQA 2016 specification 4.7 organic chemistry scheme of work and comes after lesson 1 crude oil. The lesson is designed to develop independent practical skills - something that is often developed at Key Stage 3 when there is more curriculum time but is missed out at GCSE in order to cover all of the subject content needed for the exams. The lesson begins with considering the properties that a good fuel should have. It is worth pointing out to students that these are the main properties of hydrocarbons. Alkanes and alkenes are covered later in this scheme of work so reference is not made to them in this lesson. Students then read two sources and choose one of them to write a summary on their method sheet. They then carry out a risk assessment of the method that they have chosen. The practical that they do is using a pipette with a small hole in the side - these need to be prepared in advance by the technicians. Students put the pipette in the oil and then cover the hole as they lift up the pipette. They then open the hole (move the finger of the way) and time how long it takes for the oil to move from 3m to 1ml. The lesson finishes with an exam plenary question (markscheme is provided). It is suggested that water baths are used to heat the jars or beakers of vegetable oil. Please rate this resource and leave feedback.

This GCSE chemistry lesson forms the first lesson in 4.7 organic chemistry in the updated 2016 specification for the exam board AQA. It can also be used with other GCSE exam boards. The lesson starts with students considering whether they agree or disagree with 3 statements about the future use of petrol. The students are then introduced to how crude oil is made and evaluate the advantages and disadvantages of using crude oil. The students could cut the statements out and sort them or colour code them. The final task is where students calculate the temperature increase of water when it is heated by different fuels using data that is provided. More able students are given a formula that is used to calculate the energy increase in Joules then divide by the number of grams of fuel used to calculate the energy increase in Joules per gram. Please rate this resource and leave feedback.

This is a set of blank and completed glossaries for the higher and foundation papers. They are designed to cover the 2016 specification. Please rate this resource and leave feedback.

This is a giant crossword with answers for the AQA GCSE 2016 chemistry specification (topic 4.1 atomic structure). There are 14 questions that cover subatomic particles, ions and the periodic table. This complements my lesson resources on atomic structure. Please rate this resource and leave feedback.

This is a lesson written for the AQA 2016 chemistry specification that covers the following: the three types of bonding, the reaction of sodium chlorine demo, how to work out the charge on an ion by comparing the number of protons and electrons, why ions form (stable octet) and how to work out the formula on an ionic compound using a method that I have created called 'WiSC'. The lesson concludes with a differentiated plenary. Please take the time to carefully look through this presentation before the lesson as there a lot of animations that carefully sequence different concepts. Please rate this resource and leave feedback.

This GCSE chemistry lesson on transitions metals has been designed to meet the AQA 2016 specification and is part of the 4.1 atomic structure scheme of work. The lesson starts with a recap of the order of the reactivity series and asks students to put lithium and rubidium in this series using prior knowledge from reactions of the alkali metals (required prior learning). Students are then introduced to the key question for the lesson - this is revisited at the end. Students then watch a 4 minute video about the SR71 Blackbird (YouTube link is on the slide). This is the worlds fastest jet powered plane that is no longer used by the American military and flew at speeds of up to mach 3.2. Students then write on post it notes three properties that metals used to make this plane should have. If they struggle they could choose 3 properties from the data sheet. These are put on the whiteboard with their names on the notes and one student comes to the front to read out 3 post it notes. The teacher could compare the reactivity of iron filings and potassium with water (RSC practical link is included and can also be found online). Students then answer a few questions that require analysis of the data sheet. This is an important exam skill. They then use these answers to write an extended 6 mark question and then peer mark this using the student friendly marking grid. There is an optional 4 person role play task included in a separate PowerPoint for longer lessons or classes that are good with group work. The lesson menu can be printed and used with weaker students. Please rate this resource and leave feedback.

This lesson has been designed for the 2016 GCSE AQA specification for the 4.1 atomic structure scheme of work. The lesson is thoroughly differentiated for higher and lower ability and includes a fun sodium reacting with chlorine demo. It is recommended that the Royal Society of Chemistry practical guidelines are followed - a link to these are included in the PowerPoint. The demo MUST be carried out in a fume cupboard as chlorine gas is extremely toxic. It is suggested that the sodium is heated on a brick rather than a deflagrating spoon then an inverted bell jar of chlorine gas is placed on top. This is because the chlorine gas reacts with the iron from the deflagrating spoon. The lesson starts with a recap of atomic structure (required prior learning) then moves on to the demo and then a discussion of how atoms react to form ions. Students then consider the properties of the halogens and carry out a task where they predict the properties of astatine using line graphs that they draw then present their work. A student friendly assessment grid is provided for students to peer mark their work. Please rate this resource and leave feedback.