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.

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

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This is a fun activity that be used as a lesson starter or for revision. Students replace element names with symbols to find the names of film characters (easier) or use the clues to work out the symbols (challenging). Please rate this resource and leave feedback.

This is a set of resources for one or two lessons (depending on the length of the lesson) on MRI and fMRI. This forms part of a scheme of work that includes NMR. The lesson starts with an ethical question of whether criminals are responsible for their actions - whether they are born criminals. The name of the criminal can be changed to suit local news reports or film characters. The lesson then considers the famous story of the railway worker Phineas Gage whose behaviour changed suddenly after an accident that damaged his pre-frontal cortex. Thus this brain region has been discovered to be responsible for higher level thinking and control. The lesson then considers how the brain can be imaged - beginning with anatomy then considering MRI and fMRI. Students then watch a 5 minute YouTube video on MRI and make their own notes. There is then a loop game plenary to check understanding. The second half of the lesson considers fMRI and its application in the law courts. Students consider the case of the murderer Brian Dugan who used fMRI scans as part of his defense to show diminished responsibility - he showed a lack of activity in some brain regions associated with emotion. They produce a presentation and then present this to the class. A markscheme for the presentation is included. Please rate this resource and leave feedback.

This is a lesson for A level chemistry on electrochemical cells. It starts with students constructing a fruit cell and combing four of these cells to make a battery that powers a light bulb . These are made from a whole lemon, piece of clean copper, piece of clean zinc, electrical wires, crocodile clips and light bulb. This could be shown as a demo if there is not much time. Students offer explanations as to how this works. They are introduced to the theory behind how batteries work, what a half cell is and notation for writing half cells and E-cell. The hydrogen / H+ / platinum reference electrode is then introduced as a standard that is used to compare the voltage different half cells. Reinforce the idea that platinum is used because it a very unreactive electrical conductor. Students then use the electrode potentials table (go through this) to write the voltage and reactions for different combinations of half cells. This could be set as homework instead. The lesson finishes with an exam question plenary. Please rate this resource and leave feedback.

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This is a lesson for A level chemistry on fuel cells. It begins with getting students to consider whether hydrogen would be a good source of energy to power cars for the future. Required learning from previous lessons is electrode potentials and half cells. The hydrogen balloon demo could be shown at the start to get students to appreciate that a lot of energy is released in a short amount of time from a small amount of fuel. Hydrogen produces the most amount of energy per gram for any chemical fuel. Students then draw a diagram to show how the standard electrode potential of an oxygen half cell could be determined - i.e. use a H+ reference electrode in one beaker and connect using a salt bridge to another beaker with O2- ions and O2 gas being bubbled through and using platinum as the electrode. Students then learn that O2 gas is reduced in the presence of H2O (i.e. bubbled through water) to OH- ions not O2- ions. This forms the basis of the hydrogen fuel cell where oxygen is bubbled in to one beaker with a platinum (or carbon) electrode, hydrogen is bubbled into another beaker with a platinum (or carbon) electrode and a salt bridge is attached between the beakers. Students could carry out this practical in pairs by using balloons filled with hydrogen and oxygen and allowing the gases to escape under water in the 250ml beakers. Filter paper soaked in sodium hydroxide could act as the salt bridge. Students then compare different types of fuel cell and write overall equations. There is a 5 mark exam question that can be used as an end of lesson plenary or homework. Please rate this resource and leave feedback.

This table can be printed and handout to students. Please rate this resource and leave feedback.

These cards provide information about 4 fictional plants and provide information about the height of the plant, length of root hair cell, number of chloroplasts in each leaf cell, time to grow, yield and other information such as drought tolerance. Students can use in a variety of plants lessons. Please rate this resource and leave feedback.

This is a lesson that is designed to develop higher level thinking on photosynthesis. This could be used at KS3 or GCSE and would fit into a scheme of work where the students have previously covered photosynthesis. In this lesson students are introduced to the thoughts of Thomas Malthus who said that resources (e.g. food) limit the growth of the population. Students are then given a task where they need to compare four plants and decide which plant they would recommend to farmers to grow. They need to justify their choice by referring to data from the sheets - such as saying that plants with longer root hairs will absorb more water and minerals or that plants with a greater density of chloroplasts would photosynthesis at a greater rate (assuming that CO2 etc are not limiting). Please rate this resource and leave feedback.

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This is a lesson for A level chemistry where students are introduced to Hess Law through the topic of vectors that they would have learned at GCSE. The lesson starts with a GCSE recap on vectors then moves into discussing that some enthalpy changes reactions cannot be calculated or are difficult to calculate and so alternative reactions are used. Students then learn that the exams require them to use a few types of enthalpy change to calculate an unknown enthalpy change. These are bond enthalpies, enthalpy of combustion and enthalpy of formation. Students are told how to draw the arrows. Please note that this a very difficult topic for all students and do not assume that the lesson can be rushed for the brightest students. Please rate this resource and leave feedback.

This is a lesson in the third lesson in a scheme of work on energetics for the first year of A level chemistry. Students use bond enthalpy data (required learning) to predict the enthalpy of combustion of methanol, ethanol and propan-1-ol. Please check that you have these chemicals available for practical use. Students carry out a calorimetry practical and then calculate the enthalpy change of combustion (covered in a lesson on Q = mc delta T - see my other resources). It is suggested that each pair of students use a different chemical and carry out repeat experiments in order to work out an average value. Different groups then share their results. Students compare their theoretical values with actual values and come up with reasons as to why these values differ. Praise may given to groups that take care to reduce error in their experimentation and produce actual values that are close to the predicted values. There are homework questions that can be e-mailed to the students as a PowerPoint. Please rate this resource and leave feedback.

This is the second lesson in a an Energetics scheme of work for the first year of A level chemistry. The starter is an enthalpy change definitions match up activity and therefore knowledge of different types of enthalpy change is required learning. The lesson then moves into writing symbol equations for different enthalpy changes. There are various demo practicals that could be shown at this point in the the lesson - such as the hydrogen balloon or the ethanol rocket. There are then tips given about using the formula q = mc delta T with two worked examples. Students then answer three questions. Please rate this resource and leave feedback.

This is a lesson on the greenhouse effect for the 2016 AQA specification. The lesson starter is a matchup activity that is printed and handed to students as they enter the classroom. Required learning for this activity is knowing the percentage of gases in the atmosphere and an overview what the greenhouse effect is from KS3 science or geography. More able students will know for the starter that UV is produced from the Sun and the earth emits IR. The lesson then discusses what IR radiation is using an exam of hair curlers. Students then use PHET simulation laminates to compare how greenhouse gases affect the amount of IR being 'trapped' (absorbed by greenhouse gases and re-emitted back to space and the surface of the Earth). They count the number of yellow dots (representing photons of UV light) and red dots (representing photons of IR light). The laminates could be colour printed and laminated in A4 with each table (4 to 6 students) receiving one complete set of laminates. The amount of UV photons remains fairly constant but the amount of IR photons increases as the amount of greenhouse gases increases. Please rate this resource and leave feedback.

This is a comprehensive set of differentiated lesson resources that cover polar covalent bonding. Within the lesson are Pauling electronegativity values that can be used to determine the extent of covalent bonding between two atoms. The lesson begins with a recap of ionic and covalent bonding definitions from GCSE. There is then a discussion on electronegativity differences between atoms. Students then carry out the kinesthetic task where put different comments about bonding on a scale from pure covalent to pure ionic. This scale can be printed on A3 paper. The comments can be printed on A4 paper. There is then a peer editing question task and plenary exam questions with markschemes. Please rate this resource and leave feedback.

This is an independent learning lesson on alloys for GCSE chemistry. It is designed to promote independent learning and higher level thinking through role play, designing an aeroplane and justifying the choice of metals used by using data from a data table. The lesson starts by getting students to think about what three properties metals used to make the worlds fastest jet engined plane (SR-71 Blackbird) would need. Students could be shown a short video from YouTube to prompt their thinking and write their answers on post-it notes. They they then discuss what alloys are and could be asked identify the alloys in the metal trump cards pack (this would need to be printed in advance). They are then introduced to the 4 person role play task where they design an aeroplane. Limit their on this task to around 20 minutes. At the end they could either present their work or answer the 6 mark exam question at the end of the lesson. There is a student-friendly marking grid provided. The lesson menu is available for weaker students. Please look carefully at each of the resources provided before the lesson and decide which ones would best suit your group and length of lesson. Please rate this resource and leave feedback.