Separation technique recap worksheet.<br /> <br /> Good for summary lesson or H/W

Follow up worksheet to a resource I found on TES and used:<br /> https://www.tes.com/teaching-resource/friction-activities-leveled-against-blooms-6381144<br /> <br /> KS3 Physics- Forces- Friction<br /> <br /> Please leave feedback

Powerpoints with embedded activities for 6.2.1-6.2.3 OCR A-level; Amines, Amino acids, amides, chirality, polyesters &amp; polyamides

<p>Revision Session on 3.2.1 Enthalpy Changes<br /> H432- OCR Chemistry A<br /> Recap of key definitions<br /> Exothermic &amp; Endothermic in terms of bond energies<br /> Measuring enthalpy changes<br /> Calculation of enthalpy change of reaction (from bond energy and Hess’ Law- combustion &amp; formation)<br /> EXAM QUESTIONS of OCR exambuilder website</p>

The Sun &amp; Stars KS3 Activate<br /> <br /> ALL; state the sun is a star and name the stages in the lifecycle of the star<br /> MOST; describe what is in our solar system and the distances between the sun and the planets.<br /> SOME identify the different paths a star will take depending on its size.<br /> <br /> Keywords: Star, sun, light, planets, solar system<br /> S: Think, Pair &amp; Share. What do you know about sun (then what do you know about the stars) Or Space quick quiz AfL<br /> <br /> I: 5 min discussion on what is in the solar system.<br /> <br /> M:<br /> A1: The sun comprehension activity. (Literacy- 10 min) guided reading<br /> <br /> A2: Discussion about stars; why we don’t see them during the day and introduce the idea of constellations. (5 min)<br /> <br /> A3: The lifecycle of the star- relate to the lifecycle of humans (slide 16). Watch first 2-3 min of video on life cycle of star encourage pupils to write 5 point about the stars in star template.<br /> Use slides 17-25 along with stars AfL sheet to talk about start lifecycle (15-20 min)<br /> <br /> P: Write down 3 questions that you want to ask after today’s lesson?<br /> <br /> HW: could be to research one of these questions.

Slideshow for Alkanes <br /> OCR AS Chemistry H032<br /> Specification reference 4.1.2(a-g)

4C Photosynthesis &amp; Respiration- KS3 Activate Revision Lesson<br /> <br /> Differentiated Grid

6<br /> Ceramics &amp; Composite materials ceramic, clay, kiln, composite &amp; concrete<br /> <br /> ALL: identify what ceramics and composites are<br /> MOST: describe how ceramics are made and use of composites based on their properties <br /> SOME: distinguish between the properties of ceramics &amp; composites S: What is the link? CLAY<br /> <br /> I: What are ceramics?<br /> <br /> M:<br /> A1: How are mugs made? With LA show them video before getting them to create or order story board Slide 8 <br /> - Could do as card sort if you mix up the order.<br /> <br /> A2: Bricks and plant pots (idea of different properties you get when you heat moulded clay)<br /> <br /> A3: Introduce composite materials<br /> <br /> A4: Concrete and reinforced concrete.<br /> <br /> (A5 concrete practical)- could do HW activity in class<br /> <br /> H/W LA research a composite material or HA what materials would you use to design an object see <br /> <br /> Materials for concrete practical (VERY MESSY)

To be able to describe and explain how infrared radiation interacts with matter (4.2.2 a &amp; b)<br /> Use of IR spectrums of organic compounds to identify functional groups, be able to interpret or predict the IR spectrum for known or unknown substance and describe how IR can be used to monitor air pollution (4.2.2 c-e)<br /> <br /> Updated 16/03- Typo<br />

A class activity to get pupils to think more about how to approach a 6 mark question.<br /> <br /> Bonding and Structure- diamond and graphite.<br /> <br /> (2016- AQA 9-1 but imagine would be useful with any exam board)

Slides to support low ability set with Required Practical: Making Salts<br /> <br /> Preparation of a pure, dry sample of a soluble salt from an insoluble oxide or carbonate, using a Bunsen burner to heat dilute acid and a water bath or electric heater to evaporate the solution.<br /> <br /> AQA 2016: 9-1<br /> <br /> Chemistry 4.4.2.3<br /> <br /> Trilogy 5.4.2.3<br /> <br /> Synergy 4.7.3.2

<p>5.2.1 Lattice Enthalpy &amp; 5.2.2 Enthalpy and Entropy<br /> H432- OCR Chemistry A<br /> Recap of key definitions<br /> Born- Haber cycles for simple ionic solids &amp; enthalpy change of solution<br /> Effect of ionic radius on lattice enthalpy &amp; enthalpy change of hydration<br /> Entropy<br /> Free Energy<br /> EXAM QUESTIONS of OCR exambuilder website</p>

Forces- Revision Grid KS3 Activate Syllabus 2016 (1B)<br /> <br /> Differentiated revision grid with challenge activities. Can set different pupils different targets.<br /> <br /> Revision grid template (credit to CS)

Slides to support low ability set with Required Practical: Temperature Changes<br /> <br /> Investigate the variables that affect temperature change in reacting solutions.<br /> <br /> AQA 2016: 9-1<br /> <br /> Chemistry 4.5.1.1<br /> <br /> Trilogy 5.5.1.1<br /> <br /> Synergy 4.7.3.3

Eclipses <br /> <br /> ALL describe what lunar and solar eclipses are <br /> <br /> MOST explain why and when solar and lunar eclipses occur<br /> <br /> SOME create a model to illustrate solar and lunar eclipses<br /> <br /> Keywords: eclipse, lunar, solar, umbra, penumbra, sun earth &amp; moon S: A-Z of space<br /> <br /> I: Think Pair share what is an eclipse <br /> <br /> M: Introduce solar and lunar eclipse activities for pupils to do using PowerPoint and annotating slide. (10-15 min)<br /> <br /> LA: ordering activity for solar eclipse<br /> <br /> HA: create a model to show a solar of a lunar eclipse<br /> <br /> P: LA recap all you have done on the moon<br /> <br /> HA peer assessment of models. HA equipment to make models of eclipses, plasticine, lollipop stick, A3 paper, toilet role etc.

Day &amp; Seasons<br /> <br /> ALL define key words<br /> MOST describe why we have day, night and season.<br /> SOME explain why we have day, night and season.<br /> <br /> Keywords: day, year, summer, winter, autumn, spring<br /> Hook: What is 4.5 billion years old and travels at 1,038 miles per hour……?<br /> <br /> S: What do you know about says and seasons? Hints for LA class<br /> I; make sure pupils know how long a day and a year are and recap idea of orbits.<br /> <br /> M:<br /> A1. Introduce idea of day and night (demo with globe and torch- in dark room). Pupils to copy key information and draw a diagram to show this.<br /> <br /> Extension why pupils are drawing diagram GMT maths activity slide 9.<br /> <br /> A2 Introduce idea of northern and southern hemisphere and the axis which we are tilted on. Key information in grey boxes. Show Bill Nye the science guy video.<br /> https://www.youtube.com/watch?v=KUU7IyfR34o<br /> <br /> A3. Suns height in the sky. LA slide 15 and Slide 16 HA<br /> <br /> A4. Exploring science sheet. 7Lc1 (LA) and 7Lc2 (HA)<br /> <br /> P:<br /> True or false<br /> Seasons<br /> HA: Red hot Christmas.<br /> <br /> HW: graph drawing 7Lc3 or HA activity 7Lc4<br /> <br /> (Worksheet reference= exploring science)

Calculating the rate of a reaction using a graph<br /> <br /> Keywords: rate of reaction, mean, tangent, gradient<br /> <br /> ALL: recall mean<br /> <br /> MOST: calculate mean rate of reaction from a graph<br /> <br /> SOME: calculate the rate of a reaction at a certain point using the tangent on a curve<br /> <br /> S; Rates summary (cut &amp; stick TES).<br /> I: Describe that graph<br /> Pupils to sit back to back. Pupil A describe the graph to pupil B who draws in on their whiteboard. Swap after each graph (differentiated- more challenging ones are graph 3 &amp; 4)<br /> <br /> <br /> M:<br /> A1: Rate of reaction: car analogy units/equation<br /> <br /> A2: Interpreting rate graph<br /> <br /> A3: Rates graph W/S LA or Calculating rates questions (TES)<br /> <br /> P:True &amp; false on rate of reaction or Rate then find a date<br /> <br /> H/W could be further activities/revision.

4A. Energy &amp; Heat<br /> 4B. Metals &amp; Reactivity<br /> 4C. Photosyntheis &amp; Respiration<br /> 5A. Material every day<br /> 5B Diet &amp; Health<br /> 5C. Waves<br /> <br /> For each topic there is a quick question activity &amp; a grid for pupil to work on individually.

Static electricity, transfer, attract &amp; repel<br /> <br /> LO: to be able to describe &amp; explain static electricity and link this knowledge to real life examples<br /> <br /> ALL: define static electricity<br /> MOST: describe what is happens in static electricity terms of electron transfer <br /> SOME: explain why charges is transferred?<br /> CHALENGE: link knowledge of static electricity to real life examples<br /> S: Use whiteboards to find out what pupils know about electricity<br /> <br /> I: Show diagrams of static electricity to find out what pupils know about this- get pupils to write down what they thin static electricity is in their books<br /> <br /> M<br /> A1: recall the structure of the atom &amp; define electricity<br /> <br /> A2: Perspex rod demo- pupils to draw a story board.<br /> <br /> A3: VdG generator demo- pupils to draw a diagram to show one of the demonstrations shown<br /> <br /> A4: attraction and repulsion with balloons can be done as class activity or as individual practical<br /> <br /> P: write actual definition of static electricity &amp; watch Mr Bean clip<br /> <br /> H/W could use static electricity summary sheet. <br /> <br /> Whiteboards, Perspex rod, VdG and demo equipment, balloons and strings (2 balloons per group)

Bond breaking and Bond making &amp; Energy Level diagrams<br /> <br /> ALL: state weather bond breaking and bond making is exothermic or endothermic &amp; define activation energy<br /> <br /> MOST: calculate energy changes in a chemical reaction and draw a simple reaction profile <br /> <br /> SOME: identify if a reaction is exothermic or endothermic<br /> S: recap exothermic and endothermic.<br /> <br /> I: bond breaking and bond making<br /> <br /> M:<br /> A1: energy profile diagrams (sheet for LA)<br /> <br /> A2: introduce activation energy in terms of energy profile diagrams.<br /> <br /> A3: Bond energy calculations<br /> <br /> P: Which picture most matches your learning today and why?

13 Reversible reactions &amp; Equilibrium <br /> H/W before this lesson could be to research the work of Le Chatelier of the life of Fritz Haber (could lead to a discussion about Fritz Haber)<br /> <br /> Hook/Starter: Can a reaction go backwards?<br /> Pour the copper sulfate solution into the conical flask. Slowly add the acid down the side of the flask and swirl vigorously. Carefully add the ammonia in the same way but initially without swirling. Wait and show the students the colour change. Continue to add the ammonia with gentle swirling as the colour eventually changes to dark blue. Reverse the reaction by adding acid in a similar fashion to the ammonia. <br /> I: What is a reversible reaction.<br /> M: A1- Equilibrium. LA word fill. For HA print image on slide 5or6.<br /> A2- position of equilibrium + introduce the idea of the factors which effect equilibrium<br /> A3- Exothermic and Endothermic reversible reactions<br /> A4- Show Haber process video which introduces the idea of Le Chatelier’s principle (with questions)<br /> For HA could have a debate in class about Fritz Haber- should he have gotten a Nobel prize<br /> P: Keyword Guru. In pairs, produce a list of key words and definitions which link to today’s lesson.<br /> Then, jumble them up and challenge another pair to match the correct word to the correct definition. 2 L conical flask<br /> 100 mL 0.2 copper sulfate<br /> 250 mL concentrated ammonia solution<br /> 250 concentrated hydrochloric acid<br /> Fume hood<br /> <br /> Anhydrous and hydrous copper sulfate.<br /> <br /> 14 Le Chatelier’s principle and shifting equilibrium<br /> <br /> Keywords: reversible, equilibrium, reactants, products, concentration, temperature and pressure<br /> ALL: define Le Chatelier’s principle<br /> MOST: describe the effect of changing concentration, temperature and pressure<br /> SOME: interpret data and predict or suggest the best conditions<br /> S: Watch Le Chatelier’s video part 1- What do pupil think Le Chatelier’s ideas are from this video?<br /> <br /> I: define Le Chatelier’s principle (could model with cones from PE or coins)<br /> <br /> Main<br /> A1: recall the factor which effect equilibrium AfL and discuss in more detail (word fill for LA)<br /> <br /> A2:Show video part 2 to recap<br /> <br /> A3: Review questions (whiteboards)<br /> <br /> P: Monster sentence challenge (reinforces key definitions for equilibrium) https://www.tes.com/teaching-resource/equilibrium-6025570 (FREE on TES)