Creation of a 0.1M sodium carbonate solution, complete with moles calculations and calibration of a balance. This is the first out of four experiments within Assignment 2A, and the first out of three experiments for the required titrations. This practical is a requirement within the new Pearson BTEC Level 3 specification (Unit 2 - Assignment A).

Titration of 0.4M hydrochloric acid against 0.2 sodium hydroxide, complete with moles calculations. This is the third out of four experiments within Assignment 2A, and the third out of three experiments for the required titrations. This practical is a requirement within the new Pearson BTEC Level 3 specification (Unit 2 - Assignment A).

Skills checklist for students for the new Pearson BTEC Level 3 specification (Unit 2 – Assignment 2A and 2D). These are not in place of the witness statements required by Pearson. Students found these helpful as reminders whilst completing the practical and for generating evidence for Assignment 2D. Included skills checklist for standard solution, titrations and colorimetry.

Colorimetry of hydrated copper sulfate, including making up a 1.0M standard solution. This is the fourth out of four experiments within Assignment 2A. This practical is a requirement within the new Pearson BTEC Level 3 specification (Unit 2 - Assignment A).

Scaffolded worksheet to help students with Assignment 2D from the new Pearson BTEC Level 3 specification (Unit 2). This can be given to students electronically and is most effective when given from the first experiment (some of my students had difficulty remembering the experiments they had completed weeks prior). The student checklists also helped to jog memories.

Audit booklet for students to self-assess and help focus their revision. Individual topic sheets can be given for pre- and post-topic assessment. If learners audit in different colours on each revisit, they can visually see progress over time.

Questions for students to consolidate learning as they progress through the course, or as a nice revision summary. Format is based on the AQA Biology A Level Year 1 Student Book by Glenn Toole and Susan Toole (Oxford University Press - ISBN: 978-0-19-835176-4). Associated suggested markscheme included.

Students were asked to create a model of the digestive system (done on sugar paper, however, it could also work as a prompt for other models). Includes some keywords for the AQA A-Level.

Student Help sheets for the new Pearson BTEC Level 3 specification (Unit 2 – Assignment 2B and 2D). Students found these helped to structure their experimental write ups. Help sheets included for cooling curves of steric acid and paraffin wax.

Skills checklist for students for the new Pearson BTEC Level 3 specification (Unit 2 – Assignment 2B and 2D). These are not in place of the witness statements required by Pearson. Students found these helpful as reminders whilst completing the practical and for generating evidence for Assignment 2D. Included skills checklist for cooling curves.

Titration of 0.1M sodium carbonate against 0.4M hydrochloric acid, complete with moles calculations and calibration of a pH probe and volumetric pipette. This is the second out of four experiments within Assignment 2A, and the second out of three experiments for the required titrations. This practical is a requirement within the new Pearson BTEC Level 3 specification (Unit 2 - Assignment A).

Student Help sheets for the new Pearson BTEC Level 3 specification (Unit 2 – Assignment 2C and 2D). Students found these helped to structure their experimental write ups. Help sheets included for chlorophyll (paper and TLC) and amino acids (paper).

Skills checklist for students for the new Pearson BTEC Level 3 specification (Unit 2 – Assignment 2C and 2D). These are not in place of the witness statements required by Pearson. Students found these helpful as reminders whilst completing the practical and for generating evidence for Assignment 2D. Included skills checklist for chlorophyll (paper and TLC) and amino acids (paper).

Resource created for Science Week 2016. Our school theme was Material Science, so this worksheet explores the uses of coronary stents. It includes extracts of scientific papers, giving students a chance to read one and and try to pick out the main themes (good prep for university). ~ Paszenda, Z. (2010). Use of coronary stents – material and biophysical conditions. Journal of Achievements in Materials and Manufacturing Engineering 43(1):125-135. Son, D., Lee, J., Lee, D. J., Ghaffari, R., Yun, S., Kim, S. J., Lee, J. E., Cho, H. R., Yoon, S., Yang, S., Lee, S., Qiao, S., Ling, D., Shin, S., Song, J. K., Kim, J., Kim, T., Lee, H., Kim, J., Soh, M., Lee, N., Hwang, C. S., Nam, S., Lu, N., Hyeon, T., Choi, S. H. and Kim, D. H. (2015). Bioresorbable Electronic Stent Integrated with Therapeutic Nanoparticles for Endovascular Diseases. ACS Nano 9(6):5937-5946. DOI: 10.1021/acsnano.5b00651 Mount Sinai Medical Center. (2013, September 17). Fully dissolvable, temporary stent for opening heart artery blockages now being tested at the Mount Sinai Medical Center. [Press Release]

Worksheet for students to record results of experiments completed in spotting dimple tiles (3 x 4).

Used to get students thinking about classification. Students are asked to group the animals, however they see fit. They then have to justify their groupings. *** Images are not my own. They were obtained from the internet through a commonly used search engine. ***