Covers all of Chem4 These google forms are designed to allow you to either print or mail direct to you students and they can self assess what they know against the required specification. When completed either within the email or in an internet browser (works perfectly on mobile devices) the evaluation from the class is sent directly back to you where a breakdown of the responses is built into the form. (responses - summary of responses). **UPDATE** Digital gforms are linked to in the word document only Each form only takes pupils a few minutes to fill out and are much quicker than traditional Red/amber/green self assessments. Ideally complete after the lesson is taught, at the beginning of any revision period and at the end of a revision session.

Covers all of Chem1 These forms are designed to allow you to print for your students so they can self assess what they know against the required specification. **UPDATE** interactive form versions included in the link so you can edit and send the forms to your pupils digitally. Each form only takes pupils a few minutes to fill out and are much quicker than traditional Red/amber/green self assessments. Ideally complete after the lesson is taught, at the beginning of any revision period and at the end of a revision session.assessments. Ideally complete after the lesson is taught, at the beginning of any revision period and at the end of a revision session.

Be able to use the celsius scale to describe temperatures. (including relating to the MP and BP of water) Be able to convert to the Kelvin scale and define the meaning of Absolute zero. Be able to convert to Fahrenheit and visa versa

To understand that the rate of heat transfer rely on several things;, temperature difference, area of surface and surface type To be able to define U value as the property of a surface to transfer heat. Calculate energy used using U values

A learning opportunity and satire based on the hugely popular social networking phenomenon, this is atom book, a resource to allow elements of various masses and numbers to communicate. You can either; use the resource yourself to generate staters, plenary or interesting discussion points around the content of your lesson. use the included atom pages to generate discussion or - give the template to the pupils and have them create their own discussions between the elements or molecules you have learned about in the lesson.

Main 1: Show pupils how to draw the structure of the Earth. Pupils produce a version in their books. Main 2: Question pupils about the states of the layers and how they know this. AFL: 4 Mark Question: Describe the Earth’s layers explain with examples how they're properties are based on their state. With a WAGOLL (examples of medium and higher answers are in the ppt). Homework: Possibly ask pupils to produce a 3d model of their diagram.

Learning Objectives State that volcanoes occur at tectonic plate boundaries. Explain why do people live near volcanoes? Contrast volcanoes predictability with those of earthquakes. Settler: What are volcanoes? Pictures and video Starter: Pupils draw and label main parts of a volcano. Demonstration: Candlewax volcano Search for this on youtube or RSC website. Practical: Main 1: Where do volcanoes occur? Main 2: AFL: Practice questions in ppt Homework Homework: IN PAIRS Produce a model of a volcano. You can use your imagination, with whatever materials you have to hand. If you want your volcano to react there are lots of videos to show you how. If you are stuck for ideas you can use the if Doha had a volcano model template on the website.

Learning Objectives Investigate how speed of cooling affects the crystal size of minerals. Link the properties of igneous rocks with where they cooled. Use particle diagrams to explain the difference between intrusive and extrusive Settler: Revision of intrusive and extrusive from previous lesson. Starter: Pupil write their own hypothesis for the practical – discuss what makes a good hypothesis. Fter pupils have done theirs they can asses themselves based on the WAGOLL in the ppt. Demonstration: Practical:/ Main 1: Pupils carry out the salol/lead iodide or stearic acid cooling practical. Main 2: Pupils write an analysis for this experiment, using the mark scheme. Pupils can then peer assess using the markscheme and the WAGOLL. AFL: Ask pupils at the end how giants causeway was made and importantly where? Photographs in ppt.

Learning Objectives ✤ State the adverse effect of Carbon Monoxide on health and discuss why this pollutant is of global concern. ✤ Explain why carbon monoxide detectors are used. Settler: Starter: Demonstration: https://www.youtube.com/watch?v=lMnaLKlVXxo Practical: Main 1: See worksheet. Main 2: Balancing equations activity in ppt. AFL: Homework Produce a warning poster on the dangers of improper use of gas fires in the home. A good poster will meet the learning objectives above and include explanation of any keywords used.. - examples on website

Learning Objectives ✤ Understand that liquids can be separated by distillation according to their boiling points. ✤ Describe the separation of oxygen and nitrogen from liquid air by fractional distillation Settler: Starter: Demonstration: Can show the oxygen in the jar demo with the water rising then ask the kids to explain why this demo does not show that the air is 20% oxygen as they are often taught but is due to pressure differences instead. Practical: Main 1: Use ppt. Main 2: AFL: Most pupils will struggle with the concept but can be used as an introduction to year 10 - use questions from year 10 textbook to assess. Homework

Learning Objectives ✤ State the adverse effect of Global Dimming and discuss why these pollutants are of global concern ✤ Relate this to particle theory and light diffraction/reflection. Settler: Starter: https://quizlet.com/57699307/aqa-c143-hydrocarbon-fuels-flash-cards/ Demonstration: Practical: Main 1: See ppt. Main 2: AFL: Homework Exploratorium activity on website. https://www.youtube.com/watch?v=2JmrmwIyhAE

A selection of data sheets for environmental chemistry for iGCSE.

To explain radiation using the particle model. To explain in detail how energy is transferred by radiation linking ideas from particle model and energy i.e. kinetic energy of particles. To relate the radiation properties of shiny, matt, dark light surfaces.

Explain how heat is lost from the home or how heat enters the home when we don’t want it to. State ways we can reduce heat transfer in the home. Explain how cavity walls and double glazing reduce heat transfer

Covers all of Chem2 These forms are designed to allow you to print for your students so they can self assess what they know against the required specification. **UPDATE** interactive form versions included in the link so you can edit and send the forms to your pupils digitally. Each form only takes pupils a few minutes to fill out and are much quicker than traditional Red/amber/green self assessments. Ideally complete after the lesson is taught, at the beginning of any revision period and at the end of a revision session.assessments. Ideally complete after the lesson is taught, at the beginning of any revision period and at the end of a revision session.

Whole scheme of work for microbes year 8 biology.

Learning Objectives State that earthquakes are most frequent at tectonic plate boundaries. Explain what causes earthquakes suddenly. Explain why people might not evacuate overtime there is an earthquake warning. Settler: Think pair share Are all earthquakes the same? Which Earthquakes are more dangerous? https://www.youtube.com/watch?v=6pwlMHpeOto Do they occur everywhere? Starter: Demonstration: https://www.youtube.com/watch?v=gFB-qpiKccs https://www.youtube.com/watch?v=XOCxNVDiOnE Practical: Main 1: Why might Earthquakes be difficult to predict? Why are the effects of the Earthquake on people who live there? If earthquakes are so destructive why don’t people evacuate everyone there is a mild tremor? Main 2: AFL: Homework What is your own experience with earthquakes? Has someone in your family experienced a earthquake? Write a diary entry for the day when the earthquake happened (fact or fiction), include any warning you had about the earthquake if you had them and what your response was, wether you thought the earthquake was dangerous and what happened afterwards. Ever wondered why some old buildings survive earthquakes and some don't - turns out the secret is retrofitting.

Learning Objectives ✤ State the adverse effect of these common pollutants on buildings and why these pollutants are of global concern ✤ Relate the effects of acid rain to sedimentary rocks.

Learning Objectives ✤ State the adverse effect of Global Warming and discuss why these pollutants are of global concern ✤ State that carbon dioxide is a greenhouse gases and explain how it may contribute to climate change. Settler: Starter: Demonstration:

Learning Objectives ✤ Name the common pollutants in the air ✤ State the source of each of these pollutants. ✤ Describe and explain the presence of oxides of nitrogen in car engines and their catalytic removal. Settler: Some great combustion videos: The essential element Starter: Demonstration: https://www.youtube.com/watch?v=Ubop-51dJjg Practical: Main 1: Main 2: AFL: Have pupils take poll on the website and discuss Homework Read "A students guide to Global Climate Change" Think about this question.. Is carbon dioxide always a bad thing?