This covers LiAlH4, reaction mechanisms, relative reactivity of carbonyl compounds. Please rate this resource and leave feedback.

This is a rates of reaction exam keywords glossary for GCSE that supports AQA additional science chemistry C2.4. Learning and applying keywords such as these has a positive impact on exam performance. Please rate this resource and leave feedback.

I have created a laminated chemicals, elements and compounds cardsort that is colour coded and kept in A4 plastic wallets. Red = acid, blue = alkali / CO2 / water, grey = metals, non-metals = elemental colours where possible. I make 6 lots of these so that I have one set per table. They can be used to: (1) make word equations (and by extension symbol equations), (2) sort metals from non-metals, (3) sort acids from bases (4) sort elemental metals from alloys. Many other uses also. Feedback to my TES inbox please.

This is designed to be a laminated class set of photos and information on 12 rocks. On the reverse of each photo is a 'Did you know&' section which can be used to stimulate interest.

This is a thoroughly planned lesson on the iodoform reaction that may should take a total of approximately 2 hours (2 lessons). This forms part of a scheme of work on carbonyl compounds. The RSC practical that is included works well. Please carefully read through the safety advice provided by the RSC and take care when disposing of the products. The starter recaps previous learning where students match up different carbonyl compound tests with their observations and the species being tested for. The lesson then moves into a discussion of what the iodoform reaction tests for and students identify compounds that would test positively. Whiteboards could be used for assessment for learning. The students might then carry out the RSC practical in pairs. 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 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 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 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 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 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.

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 GCSE chemistry lesson has been designed for the 2016 specification for AQA. The lesson begins with a recap of addition and condensation polymers. It then moves on to covering the key biochemical points that students need to know for GCSE chemistry and deliberately leaves out GCSE biology content. The lesson then moves on to students comparing the strength of their own bioplastics from the previous lesson with nylon. If students make the bioplastics in this lesson then allow at least 2 days for the bioplastic to dry before testing it. The lesson concludes with students analysing their data. Please rate this resource leave feedback.

This is an engaging AS Chemistry lesson on the group 1 and 2 nitrate and carbonate decompositions and has grades C to A. The starter is fire writing using sodium nitrate solution. Please read CLEAPPS safety and Royal Society of Chemistry advice on this compound and the practical. For grade C students describe the reactions. For grade B students explain the decompositions and for grade A they evaluate their answers. An extra activity such a diamond 4 could be included for students to rank their answers. 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.

Please rate this resource and leave feedback.

This is a lesson designed as part of the Edexcel A2 unit 4 scheme of work on carbonyl compounds. In this lesson students can carry out a practical (grade C) to compare the oxidation of primary, secondary and tertiary alcohols. The oxidation and distillation of a primary alcohol is demonstrated. Students then develop their understanding (grade B) by considering which type of oxidant would be best to oxidise geraniol (rose scent) to germinal (lemon scent). Geraniol could be used in the demo. The grade A task is writing organic redox half equations. Please rate this resource and leave feedback.

This is an AS Chemistry lesson on advanced titration calculations for a very able class. Though this has grades C to A the concepts in back titration and the grade A zeolite research task together make this a fast paced lesson designed to challenge very bright students. An easier more differentiated version of this lesson will be uploaded to TES later in the year that will be accessed by weaker students. Please rate this resource and leave feedback.