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 The lessons starts with looking at the way in which we use models to represent the structure of different compounds, models include the 3D ball and stick model, 2D ball and stick model, dot and cross diagrams and displayed formula showing bonds. Pupils are reminded of the limitations of some of these models, this is something they should be able to recount. Pupils are now shown a diagram to show how intermolecular forces act between simple covalent molecules, pupils should be able to explain the difference between the strong covalent bonds between atoms but the weak intermolecular forces between molecules and how this relates to the the low melting and boiling points of simple covalent molecules. The next part of the lesson is going to focus on giant covalent structures, firstly pupils will watch a video and answer a set of questions. Their work can be self-assess using the answers provided on the PowerPoint presentation. Students are then introduced to the three main covalent structures - diamond, graphite and silicon dioxide. Students will be given a set of information on these structures which they will need to use to complete their worksheet on giant covalent structures. To assess their knowledge of this topic there is a set of ‘quick check’ questions, pupils of a higher ability may want to complete these questions in the back of their books without discussing with others. The work can be assessed using the mark scheme provided. The last part of the lesson focuses on fullerenes and graphene - two other giant covalent structures with unique properties. Students are firstly introduced to the structure and uses of these compounds before watching a video and answering questions about them. The work from this task can be self or peer assessed using the answers provided. The plenary task is for pupils to pretend they are a scientist researching the use of nanotubes, fullerenes and grapehene, they need to come up two ideas of how these materials can be used in future technologies. 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 The lesson on noble gases starts with identification of the position of these gases with the periodic table and a video to highlight some of the examples and properties of these gases. Once pupils have assessed their work from the questions asked during the video pupils will each be given a card with the name of a noble gas and a description of the everyday uses of this gas. Pupils will be given 15 minutes to complete a table to identify the name and uses of each of the noble gases by walking around the room/talking to each other in groups. Pupils will then complete an assessment task where they will need to identify the name of the alkali metal, halogen or noble gas based on the description. This work can be self-assessed once complete. The final activity is for pupils to follow success criteria to produce a poster which outlines the information they learnt about Group 1, Group 7 and Group 0 elements. To extend this task, you could ask pupils to present their posters or have pupils walk around the room and give WWW and EBI's for each poster. The plenary task is for pupils to summarise their work by writing down 3 facts, 2 key words and 1 question. 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 is a homeschool pack designed for the KS3 Year 8 Science course, specifically the ‘C2.2 Separation Techniques’ unit of work. For more lessons & homeschool packs designed for KS3 and KS4, please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This comprehensive pack contains four pages of information, to meet learning objectives within the Year 8 'Separation Techniques’ unit of work. This is followed by three pages of questions, differentiated to suit a range of abilities, as well as a detailed mark scheme for students/parents to mark and correct answers. The pack covers the following topics: Mixtures Solutions Solubility Filtration, evaporation & distillation Chromatography Thanks for looking :), if you have any questions please email me at swift.education.uk@gmail.com.

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the 'Using Our 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 starts with a Think > Pair > Share task for pupils to consider the properties of gold, pupils can list them down and then share their ideas with the class. The property of gold being very soft is not always useful, especially when it is being used to make jewelery and so it is often mixed with another metal (e.g. platinum) to make it stronger. The concept of an ‘alloy’ is then introduced, as well as a definition and an explanation as to why alloys are useful. Some useful properties of alloys are listed - malleable, durable, strong, flexible - pupils need to come up with a a definition for each of these properties. Once this task is complete students can self-assess their work using the mark scheme provided. The next task for pupils to complete is ‘Who’s right for the job?’ - students will be given information on the properties of different metals, as well as a list of alloys needed for different jobs - used in jewelery/used to make airplane bodies. Students need to select the correct metals to make the alloys required, their work can be self-assessed using the mark scheme provided. The next part of the lesson focuses on iron alloys specifically, firstly students will watch a video on iron alloys and will need to answer a set of questions - this work can then be self-assessed using the answers provided. The last task for pupils to complete is a table whereby students need summarise how carbon content affects steel and it’s properties, this work can also be self-assessed using the mark scheme provided. The plenary task requires pupils 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 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. This lesson begins with an introduction to the process of diffusion, spraying perfume particles in the air is used as an example. Students are shown, by way of a particle diagram, how particles spread from an area of higher concentration to a lower concentration. Students are now asked to ‘copy and complete’ a paragraph to define the process of diffusion, this task can be assessed using the answers provided. Next, students will need to sketch diagrams demonstrating the various stages of diffusion, and will need to match the correct statements to the correct diagrams. This work can be then be self or peer assessed using the mark scheme provided. The next part of the lesson looks at factors that affect diffusion, students are firstly asked to ‘Think > Pair > Share’ their ideas on the factors which might affect the rate of diffusion. After students have fed back into class discussion, the answers are revealed for students to note down in their books. They will then look more closely at the effect of temperature on the rate of diffusion by watching a video and then summarising what they have learned by completing a fill-in-the-blank task. Two other factors which affect the rate of diffusion are particle size and state of matter. Students are shown a diagram and given an explanation for how particle size affects the rate of diffusion - the heavier the particle the slower it is to diffuse. Students are then asked to consider whether particles will diffuse more quickly in the gaseous state, compared to liquid or solid state. Their answers can be discussed in pairs before feeding back to the class, the answers can then be revealed using the mark scheme provided. Lastly, students will need to explain, in terms of particles, why a solid is unable to undergo diffusion whereas a gas and a liquid are able to. The plenary activity requires students to write down 3 facts and 3 key words from the lesson and pose one question to test their peers on 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 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. This lesson begins with a video on the process of ‘boiling’, students will need to answer a set of questions whilst watching the video. Once complete students can self-assess their work using the mark scheme provided. Students are then shown a method they could use to measure the boiling point of a liquid, they are given tips for what to look out for - e.g. bubbles of gas forming in the liquid and also an increase in temperature which then plateaus at a certain point without increasing further. Next activity is a ‘progress check’, students are asked to copy and complete a set of sentences to outline the process of boiling. This task can then be marked using the mark scheme provided on the PowerPoint. The next part of the lesson focuses on an investigation, students are asked to firstly think about why salt might be added to a pan of boiling water when cooking pasta. After a short class discussion, students will need to come up with a prediction of how adding salt to water will affect the boiling point of water - will it make it higher or lower? After making the prediction, students will now conduct the experiment to investigate the effect of salt on the boiling point of water. Results should be written into a results table, followed by plotting a graph of their results and writing a conclusion. The last section of the lesson focuses on the usefulness of boiling points and melting points of substances for predicting the state they are in. Students are provided with the melting point and boiling point of magnesium and are asked to predict the state of the metal at certain temperatures. This work can be marked and corrected using the mark scheme provided. Lastly, students are given a set of questions based upon what they have learned so far this lesson, they should indicate the correct answers with either thumbs up, thumbs down or thumb in the middle. The plenary task requires students 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 ‘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 This lesson begins with a recap on the differences between solids, liquids and gases in terms of the arrangement and movement of particles in each of these states of matter. Pupils complete a card sort activity to assess their knowledge on this topic and they can then self-assess their work using the answers provided. The next part of the lesson focuses on the transitions between states of matter, pupils are firstly reminding of the definitions of melting point, boiling point and freezing point. They will then watch a video on the the transition between states of matter, they will need to answer a set of questions whilst watching the video. This work can be assessed using the answers provided in the PowerPoint presentation. Using the knowledge from this task pupils can then consider why different substances have different melting/boiling points and why adding impurities to a substance may affect the melting/boiling point of a substance. The next part of the lesson focuses on energy transfers transfers between states of matter, pupils will firstly label a graph with statements to demonstrate what is happening to a substance as it is heated up over time. Pupils then consider, in depth, what is happening to the particles over this period of time, they can think > pair > share their ideas before the answers are revealed within the PowerPoint presentation using diagrams to illustrate the point. Pupils will then complete a set of questions on energy transfers between states of matter to assess their knowledge on the subject. This work can then be either self or peer assessed using the answers provided. The last part of the lesson is a task where pupils need to consider the limitations of the particle model of matter, again pupils can discuss in their groups what ideas they have on limitations of the model before some examples are revealed at the end of the presentation. The plenary task is for pupils to write a twitter message about what they have learnt today, including as many keywords as possible. 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 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 The lesson starts with students completing a ‘Think > Pair > Share’ activity whereby they need to consider some of the useful properties of metals Some example answers can be revealed using the PowerPoint presentation, some key word definitions are included for properties such as ‘malleable’ and ‘ductile’. The next task for pupils to complete is to decide which properties would be most suitable for a range of metal items - e.g. necklace, copper pipes. Pupils will now either observe alkali metals being dropped into water as a demo or watch a video demonstrating this practical. During which students should record their observations in a table. Students are now asked to predict what will happen if rubidium and caesium are dropped into water. A video can be played to reveal what happens when these two alkali metals react with water so that students can check their answers. Next, students are shown the general word equation for a reaction between a metal and water and will need to copy and complete for the reaction between potassium & water and lithium & water. Students can mark their work using the answers provided on the PowerPoint presentation. Pupils will now be shown four groups of metals and will need to match each group to the statement correctly describing the reactivity of those metals with water, their answers can be checked against the answers provided. The next activity is for pupils to carry out a practical to observe the reactions between different types of metal and dilute hydrochloric acid. Students can draw their results table in their books and then follow the procedure to carry out the investigation, using the results they can decide upon an order of reactivity of the metals they have observed. They can also carry out an evaluation for the practical procedure that they followed. The last part of the lesson focuses on the general word equation for when a metal reacts with an acid, students can use the example to complete the word equations for 5 more reactions between metals and dilute hydrochloric acid. Students can check their work against the answers provided on the PowerPoint presentation. The last task is a past-paper exam question, pupils can assess their work using the mark scheme provided. 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 1.2 unit on ‘Metals & Other Materials’. 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 a demonstration of magnesium being burned in air. Students should write down their observations and try to write the complete word equation for magnesium + oxygen, the answer can then be revealed to the class using the PowerPoint. Students will now complete an investigation into how different metals react when burned with oxygen in air. Students should follow the practical worksheet, filling in the table provided with their observations, using their observations they will be asked to place the metals in order of reactivity. This task can be checked against the answers provided on the PowerPoint presentation when completed. Students will now compete a task whereby they will write a set of word equations into their books, making sure they fill in the blanks as they go. The mark scheme for this task is included in the PowerPoint so students can assess their work once it is complete. Students will then be shown how to include state symbols for balanced chemical equations, using this knowledge students will now need to write out the balanced symbol equations (including state symbols) for a set of metal + oxygen reactions. Students can self-assess their work once this is complete. The last task is a role-play, students will each be given either an element or a compound card. Music will be played and students can move/dance around the room, when the music stops they need to get together and line up to form a ‘metal + oxygen -> metal oxide’ word equation. The teacher can check that students have got together and lined up in the correct order! The plenary task requires students to write a twitter message about what they have learned this lesson, they should include #keywords. 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 1.2 unit on ‘Metals & Other Materials’. 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 a recap on the reactivity series, students will be asked a seris a questions about certain metals found within the series. Students should be able to identify the metals based upon knowledge learned in previous lessons, once complete this task can be self-assessed using the mark scheme provided. Students will now be introduced to the idea of a ‘displacement reaction’ as a reaction where a more reactive metal found in the reactivity series will displace a less reactive metal. An example is shown - aluminium oxide + iron -> aluminium oxide + iron. Students will then be give a set of reactions, without the products written in, they will need to decide whether a displacement reaction will take place or not. This work can then be marked and corrected using the mark scheme provided. Students will now complete an investigation ‘Competition in Metals’. Students will follow the steps provided on the investigation worksheet to identify whether a displacement reaction has occurred between a number of metals + metal solutions. Students will fill in a results table as they go, noting down any observations as well as identifying if a reaction took place or not. Students can check their answers against the example results table found in the PowerPoint presentation. Lastly, students will complete a ‘True or False’ task, they will be given a set of statements and will need to identify whether they are true or false. This work can be peer or self assessed using the mark scheme provided. The plenary task requires students to complete a sentence starter, from the choice provided, in order to summarise 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 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 The lesson starts with a video on ionic bonding, students need to watch the video and answer a set of questions, once complete pupils can self-assess their work. Pupils are then asked to think > pair > share how the group number relates to the charge on the ions formed from that group. Using the PowerPoint presentation you can then demonstrate the link between group number and number of electrons lost/gained by a specific atom, students can use these rules to help work out the charges on ions formed. To assess their knowledge of this, pupils will be asked to copy and complete a table to identify the number of protons, electron, the electronic configuration of an atom and of the ion of that atom, as well as the ion’s charge. Pupils can self or peer assess their work using the answers provided in the PowerPoint presentation. The next part of the lesson is for pupils to consider the ionic bond formed in calcium chloride, students will first need to draw the electronic configuration of a calcium and chlorine atom and then looking at the structure try and work out how an ionic bond might form between them. Once pupils have had a go you can reveal the answers using the diagrams and descriptions provided in the PowerPoint presentation, for those pupils who were unable to work it out it may be best for them to copy down the diagram in their books. Pupils will now be asked to draw diagrams to demonstrate the ionic bonds formed between a set of elements - calcium and oxygen, potassium and chlorine, sodium and oxygen, magnesium and chlorine. Once complete they can assess and correct their work using the answers provided in the PowerPoint presentation. The last activity is an exam-style question which pupils can complete in silence, and at the back of their books if it is a higher ability class. When complete the work can be red-pen assessed using the mark scheme provided. The plenary activity is for pupils to summarise what they have learnt in the lesson in three sentences, using as many of the key words provided as possible. 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 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. This lesson starts with a video animation on melting and freezing, along with written definitions that students could use to take notes down in their books. This leads into a task whereby students need to explain what is happening to the particle arrangement of a solid as it melts in a liquid, and of a liquid as it turns back into a solid during freezing. Students will watch a video first, then will have a go at coming up with their written explanations. Their answers can then be checked against the ones included in the PowerPoint presentation, students can mark and correct their work. Next, students are introduced to the idea of pure and impure substances are an explanation of how this affects the melting point of a substance is included. Students can investigate the melting point of stearic acid by carrying out a practical investigation, the equipment list and method for this investigation is included on the PowerPoint for students to follow. Their results should be recorded in a suitable table and can be plotted onto graph paper as an extension task. Next, students are given a diagram of the changes of state and are asked to draw a particle diagram for each of the states of matter, to show the transition between the states. This work can be self-assessed using the answers provided. Lastly, students will be asked to complete a ‘Progress Check’ task to assess what they have learned so far this lesson. The mark scheme for this task is included on the PowerPoint. The plenary is a ‘pick a plenary’ task, students can either summarise what they have learned so far this lesson in three sentences or write definitions for a set 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 Activate KS3 Science Course, specifically Year 7 C3 ’Reactions’. 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 video on decomposition reactions, students will be given a set of questions which they will need to answer whilst watching the video. The mark scheme to this task is included in the PowerPoint, so students can self-assess their work once it is complete. Students now know what a decomposition reaction is, they are now asked to consider what they think a thermal decomposition reaction might be. Students ‘Think > Pair > Share’ their ideas, eventually feeding their ideas back to a class discussion and the answer can be revealed using the PowerPoint so students can check their answers. Next, students will complete an investigation to determine which metal carbonate will decompose the quickest. Students will be given a practical worksheet, they can work their way through the steps and write their results in the results table provided. Once students have collected their results, they are asked which type of graph would be most suitable to present their results. Students can discuss their ideas before feeding back into a class discussion, the answer is then revealed as a bar chart as we are dealing with discrete data. Students can then plot their results onto a graph. The plenary task is a ‘pick a plenary’ activity - students will either summarise what they have learned in three sentences or they can write a definition for a list of key words from the last few lessons. 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 ‘Pure substances and mixtures’ SoW. This lesson starts with a ‘Think > Pair > Share’ task on the differences between an element, compound and a mixture. Pupils will share their ideas as a class before definitions and a diagram for each is revealed on the PowerPoint presentation. The next task requires pupils to ‘Think > Pair > Share’ their ideas about what it means for a substance to be ‘pure’. Again, their ideas can be shared with the class before a definition of purity is revealed. Next, pupils will complete an investigation into the purity of water - they will be provided with three unknown liquids and conducting a range of tests they will need to determine which one is pure water, which is sea water and which is mineral water. They will record their results in a table and then present their findings to the class. Next, students are shown how chemists are able to analyse substances and determine whether they are pure or whether they are a mixture by determining their melting/boiling points, to see if it is at a fixed point or not. Pupils will then watch a video on this topic and will need to answer a set of questions, they can mark this work using the answers provided. Pupils will then be shown two examples of common formulations - paint and cleaning product. Lastly, pupils will then complete a ‘Quick Check’ task - answering a set of questions on what they have learned this lesson. They will then mark their work using the answers provided. The plenary task is for pupils to complete one of the sentence starters provided to summarise 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 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. This lesson begins with an introduction to the elements found within Group 1 of the Periodic Table - The Alkali Metals. Students will also learn some of the properties of the Alkali Metals which make them similar to other metals. Students will now focus on the reaction of alkali metals with water, students will learn what happens with lithium is placed in water - including the word equation for this reactions. After learning this, students will then need to copy and complete the word equations of other alkali metal reactions with water. This task can then self-assessed using the mark scheme provided. Students will now draw a table in their books before watching a video on the different reactions of Group 1 metals with water. Students will need to note down observations whilst watching the video. After completing this task, students are asked to ‘Think > Pair > Share’ their ideas about how they think rubidium and caesium will react with water. After this task, students can assess their work and also watch a another video to find out if their predictions about rubidium and caesium were correct. The next activity requires students to read a paragraph of information about the alkali metals, students will then need to answer a set of questions using this information. Once complete students can self-assess their work using the answers provided on the PowerPoint. The last activity is a ‘True or False’ activity, students will need to decide whether the statements are correct or not. The answers are provided for this task so students can check their work. The plenary activity requires students to write down three facts, three key words and one question to test their peers on 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 NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical calculation’ 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 will firstly be introduced to the concept of a limiting reactant, using the example of hydrochloric acid and magnesium. Pupils will then be shown the steps to take to work out the limiting reactant of a reaction, using a worked example. Using this example students can then complete a set of questions on limiting reactants, the answers these questions are provided in the PowerPoint presentation. Next pupils will watch a video on percentage yield, they will need to answer a set of questions using the video. Once complete pupils can self-assess their answers against the answers provided. Pupils will then be provided with a set of steps to help them work out the percentage yield of a chemical reaction, pupils can check they have completed this task correctly using the answers on the PowerPoint. The last task is a worksheet of percentage yield problems, pupils will need to show their working for each question. The answers are again provided on the PowerPoint presentation for pupils to self-assess their work. The plenary task is for pupils is a key word and Ar bingo task, pupils should choose 6 keys words/relative atomic masses from th board. The teacher will then read out clues, if students think that they have the word/Ar they can cross it out, first to cross all 6 our shouts bingo! 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 :)