This lesson explains how to calculate the number of protons, neutrons and electrons in atoms and ions when given the atomic and mass numbers. The PowerPoint and accompanying resources are part of the second lesson in a series of 3 lessons which have been designed to cover the content of specification points 1.1.4, 1.1.5 & 1.1.6 of the AQA GCSE Chemistry and Combined Science specifications. The lesson begins by challenging the students to put the chemical symbols for astatine, oxygen, iodine and carbon together to form the word atomic. Time is taken to explain the meaning of the atomic number and to emphasise how the number of protons in the nucleus is unique to atoms of that element. The students will learn that as the number of electrons is always the same as the number of protons in an atom, the atomic number can be used to calculate the numbers of both of these particles. Moving forwards, the mass number is considered and having been given the number of neutrons in a lithium atom, the students are challenged to articulate how the mass number and atomic number were used in this calculation. A series of worked examples are done as a class before the students are given the opportunity to challenge their understanding The remainder of the lesson focuses on ions and how the number of protons, neutrons and electrons are calculated in these substances. Initially, the students are challenged to use their knowledge of the charge of an atom to deduce that ions must have differing numbers of protons and electrons. The standard annotation for ions are introduced and explained and a series of exam questions are then used to check understanding. Mark schemes for each of these final questions is embedded into the PowerPoint and the worksheet has been differentiated two ways

This REVISION resource has been written with the aim of motivating the students whilst they are challenged on their knowledge of the content in Chemistry TOPIC 2 (States of matter and mixtures) of the Edexcel GCSE Combined Science specification. The resource contains an engaging and detailed PowerPoint (65 slides) and accompanying worksheets, most of which are differentiated to allow a range of abilities to access the work. The wide range of activities, which include exam questions and quiz competitions, have been designed to cover as much of topic 2 as possible but the following sub-topics have been given a particular focus: Pure substances in Science Using melting and boiling points to distinguish between pure and impure Separating mixtures using simple and fractional distillation Determining a state of matter using data Physical changes Crystallisation The mobile and stationary phases of paper chromatography Calculating the retention factor The treatment of water to make potable water This resource is suitable for use at the end of topic 2, in the lead up to mocks or in the preparation for the final GCSE exams.

This is a fully-resourced lesson which uses exam-style questions, quiz competitions, quick tasks and discussion points to challenge students on their understanding of topics C1 - C5, that will assessed on PAPER 3. It has been specifically designed for students on the AQA GCSE Combined Science course who will be taking the FOUNDATION TIER examinations but is also suitable for students taking the higher tier who need to ensure that the fundamentals are known and understood. The lesson has been written to cover as many sub-topics as possible, but the following have been given particular attention: The relative mass and charge of protons, electrons and neutrons Using the Periodic table to calculate numbers of the sub-atomic particles Writing elements and compounds in chemical symbol equations Covalent structures Drawing dot and cross diagrams for covalent and ionic compounds The transfer of electrons during the formation of an ionic bond Properties of metals and non-metals States of matter Conservation of mass and balancing symbol equations Calculating the relative formula mass Electrolysis of molten salts and aqueous solutions Extraction of metals In order to maintain challenge whilst ensuring that all abilities can access the questions, the majority of the tasks have been differentiated and students can ask for extra support when they are unable to begin a question. Step-by-step guides have also been written into the lesson to walk students through some of the more difficult concepts such as drawing dot and cross diagrams and writing chemical formulae. Due to the extensiveness of this revision lesson, it is estimated that it will take in excess of 3/4 teaching hours to complete the tasks and therefore this can be used at different points throughout the course as well as acting as a final revision before the PAPER 3 exam.

This is a fully-resourced lesson which uses exam-style questions, quiz competitions, quick tasks and discussion points to challenge students on their understanding of the content in topics C1 - C4, that will assessed on PAPER 3. It has been specifically designed for students on the Edexcel GCSE Combined Science course who will be taking the FOUNDATION TIER examinations but is also suitable for students taking the higher tier who need to ensure that the fundamentals are known and understood. The lesson has been written to cover as many sub-topics as possible, but the following have been given particular attention: The relative mass and charge of protons, electrons and neutrons Using the Periodic table to calculate numbers of the sub-atomic particles Writing elements and compounds in chemical symbol equations Simple and giant covalent structures Explaining the difference in conductivity of graphite and diamond Drawing dot and cross diagrams for ionic compounds The transfer of electrons during the formation of an ionic bond Writing chemical formulae for ionic compounds Conservation of mass and balancing symbol equations Calculating the relative formula mass Electrolysis of molten salts and aqueous solutions Extraction of metals In order to maintain challenge whilst ensuring that all abilities can access the questions, the majority of the tasks have been differentiated and students can ask for extra support when they are unable to begin a question. Step-by-step guides have also been written into the lesson to walk students through some of the more difficult concepts such as drawing dot and cross diagrams, diamond and graphite and writing chemical formulae. Due to the extensiveness of this revision lesson, it is estimated that it will take in excess of 3/4 teaching hours to complete the tasks and therefore this can be used at different points throughout the duration of the course as well as acting as a final revision before the PAPER 3 exam.

This fully-resourced lesson with differentiated resources has been written to prepare students for the range of mathematical-based questions they may face on the two Edexcel GCSE Chemistry papers. The lesson has been designed to contain a wide range of activities which includes 8 quiz competition rounds spread across the duration of the lesson to maintain engagement whilst the students assess their understanding. The mathematical skills covered in this lesson include: Calculating the number of sub-atomic particles in atoms and ions Writing chemical formulae for ionic compounds Identifying isotopes Calculating the relative atomic mass using isotope mass and abundance Using Avogadro’s constant to calculate the number of particles Calculating the relative formula mass Calculating amount in moles using the mass and the relative formula mass Balancing chemical symbol equations Calculating reacting masses Gas calculations using molar volume Calculating concentration of solutions Titration calculations Deducing the empirical formula Calculating energy changes in reactions Most of the resources have been differentiated two ways to allow students of differing abilities to access the work whilst still being challenged. In addition, step by step guides are used to demonstrate how to carry out some of the more difficult calculations such as the harder mole calculations and calculating masses in reactions This lesson could be used with higher ability students on the Edexcel GCSE Combined Science course by taking out the sections which are not applicable.

This fully-resourced lesson has been written to prepare students for the range of mathematical-based questions that they may face on the two OCR GCSE Chemistry papers. The lesson has been designed to contain a wide range of activities which includes 8 quiz competition rounds spread across the duration of the lesson to maintain engagement whilst the students assess their understanding. The mathematical skills covered in this lesson include: Calculating the number of sub-atomic particles in atoms and ions Writing chemical formulae for ionic compounds Identifying isotopes Using Avogadro’s constant to calculate the number of particles Calculating the relative formula mass Calculating amount in moles using the mass and the relative formula mass Balancing chemical symbol equations Calculating reacting masses Gas calculations using molar volume Calculating concentration of solutions Titration calculations Deducing the empirical formula Calculating energy changes in reactions Most of the resources have been differentiated two ways to allow students of differing abilities to access the work whilst still being challenged. In addition, step by step guides are used to demonstrate how to carry out some of the more difficult calculations such as the harder mole calculations and calculating masses in reactions This lesson could be used with higher ability students on the OCR GCSE Combined Science course by taking out the sections which are not applicable.

This lesson describes an ion as an atom with a positive or negative charge, and explains how cations and anions are formed in ionic compounds. The lesson PowerPoint and accompanying worksheet have been designed to cover points 1.22 - 1.24 of the Edexcel GCSE Chemistry specification and also covers the same points on the Combined Science course. The first part of the lesson focuses on atoms and specifically on getting students to recall that they contain the same number of protons and electrons and this is why they have no overall charge. By ensuring that they are confident with this fact, they will be able to understand why ions have a charge. Students will learn that ions have full outer shells of electrons and this change in the number of this sub-atomic particle leads to the charge. They are shown examples with aluminium and oxide ions and then are challenged to apply this new-found knowledge to a task where they have to explain how group 1, 2, 5 and 7 atoms become ions. The final part of the lesson looks at how ion knowledge can be assessed in a question as they have to recognise the electron configuration of one and describe how many sub-atomic particles are found in different examples. There are regular progress checks throughout the lesson to allow the students to check on their understanding. This lesson has been written for GCSE students but could be used with higher ability KS3 students who are looking to extend their knowledge past basic atomic structure

This lesson explains how to use the endings -ide and -ate when naming compounds. The lesson PowerPoint and accomapnying worksheet have been designed to cover point 1.25 of the Edexcel GCSE Chemistry specification and also covers that point in the Chemistry section of the Combined Science course The lesson begins with some simple multiple choice questions to check that students can spot the chemical symbol and definition of an element, but more importantly pick out the formula for a compound. Time is taken to go through the explanation of why substances are elements or compounds and specific examples given. A quick understanding check, in the form of a competition called “To COM or NOT TO COM”,is used to check that students can identify elements or compounds from a name or given formula. The remainder of the lesson focuses on naming compounds. Students are challenged to spot a pattern when presented with the names of two compounds, which contain 2 elements only. For both compounds that contain 2 elements or 3 or more, the rules to naming are introduced before examples are shown so that students can visualise how to construct their answer. They are then given an opportunity to apply this to a number of questions in the set tasks. The last part of the lesson moves this forward by looking at how these same rules can be applied when the chemical formula of a compound is given and this is related to another topic as they are challenged to write a word equation containing a range of compounds when presented with the symbol equation. Progress checks are written into the lesson at regular intervals so that students can constantly assess their understanding. Although this is written for Edexcel GCSE students, it is perfectly suitable for use with younger students who are learning about elements, compounds and mixtures and the teacher wants to push them onwards

This lesson describes the differing properties of metals and non-metals and also relates this to their position in the Periodic Table. The lesson PowerPoint has been designed to cover points 1.18, 1.40 & 1.42 of the Edexcel GCSE Chemistry specification and this also covers those same points on the Combined Science course. The lesson contains a range of tasks including guided discussion points and quick quiz competitions which will engage and motivate the students whilst introducing key properties such as malleability and the ability to conduct electricity. Time is also taken to consider where the metallic and non-metallic elements are found in the Periodic Table and a series of progress checks will challenge the students to link together properties with position.

This fully-resourced lesson describes how to calculate the concentration of solution in grams per decimetres cubed and mol per decimetre cubed. The lesson PowerPoint and accompanying questions which are differentiated have been designed to cover points 1.49 & 5.8 of the Edexcel GCSE Chemistry specification. The lesson begins by introducing students to volumes in decimetres cubed and time is taken to ensure that students are able to convert to this measurement from volumes in centimetres cubed. Moving forwards, students are shown how to calculate the concentration in both units through the use of worked examples and then they are challenged to apply this to a series of exam-style questions which have been differentiated so students of differing abilities can access the work

This lesson describes how the empirical formula of a compound can be deduced from the masses of the different parts. The PowerPoint and accompanying resources have been designed to cover points 1.44 & 1.45 of the Edexcel GCSE Chemistry specification and also covers those points in the Chemistry section of the Combined Science course. This lesson uses a step-by-step guide to walk students through the method involved in calculating the empirical formula. Students are given a template to use as they are introduced to the questions and then encouraged to work without it as the lesson progresses. The students are shown how empirical formula questions can be made more difficult and hints are given so that students are able to tackle them and access all of the marks available.

This lesson explains the properties of typical covalent simple molecular compounds and introduces diamond and graphite as giant substances. The lesson PowerPoint and accompanying resource have been primarily designed to cover point 1.34 of the Edexcel GCSE Chemistry & Combined Science specifications but also links to points 1.35 - 1.37 where the structure and uses of the giant covalent substances are described. The lesson begins with a quick recap task where students have to recognise a covalent bond from a description and fill the missing part. Moving forwards, they are introduced to the fact that covalent molecules can be simple or giant. They are then presented with a table showing some properties of covalent molecules and having to group them as simple or giant in the short space of time that the table remains displayed on the board. This task challenges their observational skills, something which will again be tested later in the lesson as they study the structure of graphite and diamond. Time is taken to ensure that key details such as the strong covalent bonds in both sets of molecules is understood and that it is the weak intermolecular forces which are actually responsible for the low melting and boiling points. The last part of the lesson introduces diamond and graphite as allotropes of carbon and students will briefly learn why one of these conducts electricity whilst the other doesn’t. If you want a lesson about these allotropes in more detail, then please look for “Diamond and Graphite”. Progress checks have been written into the lesson at regular intervals so that students are constantly assessing their understanding and so misconceptions are quickly identified.

This lesson describes the reactants and products of the Haber Process and then explores and explains why the specific conditions are chosen for this reaction. The PowerPoint and accompanying worksheets have been designed to cover specification point 10.4.1 of the AQA GCSE Chemistry specification. The summary passage which is completed at the end of the lesson has been differentiated two ways. The lesson begins by challenging the students to use a description of the reaction to complete the balanced symbol equation. A quiz competition involving both Chemistry and Maths skills is used to reveal the temperature and pressure which are chosen for this reaction. Students will learn that this only produces a yield of 30% and therefore are encouraged to question why these conditions are chosen. In doing so, they are made to wear two “hats”, so that they consider it from both a Science angle but also a business angle. Their knowledge of reversible reactions and the effect of changing either the temperature or the pressure on the position of the equilibrium are constantly challenged and then checked through a range of progress check questions. As a result of this lesson, students will understand that these conditions are a compromise and be able to explain why.

This lesson describes the meaning of an isotope and explains how to calculate the relative atomic mass using the relative masses and abundance of its isotopes. The PowerPoint and accompanying resources have been designed to cover the detail of points 1.9, 1.11 & 1.12 of the Edexcel GCSE Chemistry & Combined Science specifications. The early topic 1 lessons covered the meaning of the atomic and mass number and the calculation of the number of subatomic particles, and this lesson begins by challenging the recall of this key information. Moving forwards, a quick quiz competition is used to introduce the term “isotope” and then the students have to calculate the number of subatomic particles in K-39, K-40 and K-41 before using their answers to complete a definition about these types of substances. Time is taken to explain how isotopes are represented in standard annotation and the importance of the mass number is emphasised. A series of application questions are used to challenge them to apply their understanding and knowledge and mark schemes are embedded into the PowerPoint to allow the students to self-mark. The remainder of the lesson explains how the existence of isotopes results in some elements having relative atomic masses that are not whole numbers and then explains how these masses can be calculated. Once an example is demonstrated, the students are again given the chance to apply their understanding to a series of questions, and this exam question worksheet has been differentiated two ways

This is a fully-resourced lesson that looks at the meaning of a limiting reactant in a chemical reaction and guides students through how to apply this to a number of calculations. Step by step guides are used to go through worked examples so students are able to visualise how to set out their work. The lesson begins with a fun analogy involving sausages and potatoes so that students can identify that the potatoes limited the sale of food. Alongside this, students will learn the key term excess. Some time is then taken to ensure that students can spot the limiting reactant and the one in excess in actual chemical reactions and method descriptions. Moving forwards, students will be guided through two calculations that involve limiting reactants - those to calculate the theoretical yield and the other to calculate a balanced symbol equation. Other skills involved in these calculations such as calculating the relative formula mass are recalled and a few examples given to ensure they are confident. The question worksheet has been differentiated two ways so that any students who need extra assistance can still access the learning. This lesson has been written for GCSE students.

This lesson has been written with the aim of engaging students in the topic of simple and giant covalent molecules, as this is a topic which is often considered to be boring or is brushed over. A variety of tasks have been used to maintain the interest whilst ensuring that they key details and Science are known and understood. The lesson begins with a quick recap task where students have to recognise a covalent bond from a description and fill the missing part. Moving forwards, they are introduced to the fact that covalent molecules can be simple or giant. They are then presented with a table showing some properties of covalent molecules and having to group them as simple or giant in the short space of time that the table remains displayed on the board. This task challenges their observational skills, something which will again be tested later in the lesson as they study the structure of graphite and diamond. Time is taken to ensure that key details such as the strong covalent bonds in both sets of molecules is understood and that it is the weak intermolecular forces which are actually responsible for the low melting and boiling points. The last part of the lesson introduces diamond and graphite as allotropes of carbon and students will briefly learn why one of these conducts electricity whilst the other doesn’t. If you want a lesson about these allotropes in more detail, then please look for “Diamond and Graphite”. Progress checks have been written into the lesson at regular intervals so that students are constantly assessing their understanding and so misconceptions are quickly identified. This lesson has been written for GCSE students (14 - 16 years of age in the UK)