This lesson is designed for the NEW AQA Trilogy GCSE Chemistry, differentiated for most abilities. For more lessons to meet specification points for the new AQA Trilogy specification for Biology, Chemistry and Physics please see me TES shop: https://www.tes.com/teaching-resources/shop/MissBScienceResources Pupils learn what is meant by rate of reaction, look at the calculation (they revisit this i most lessons so is an introduction at this stage), complete a couple of experiments to look at rate of reaction and finish the lesson looking at tangents. Includes: slide animations, embedded videos with link in the notes (where a video is included), learning tasks/practice. This lesson meets the following specification point: 5.6.1 Rate of reaction 5.6.1.1 Calculating rates of reactions The rate of a chemical reaction can be found by measuring the quantity of a reactant used or the quantity of product formed over time: mean rate o f reaction = quantity o f reactant used time taken mean rate o f reaction = quantity o f product formed time taken The quantity of reactant or product can be measured by the mass in grams or by a volume in cm3. The units of rate of reaction may be given as g/s or cm3/s. For the Higher Tier, students are also required to use quantity of reactants in terms of moles and units for rate of reaction in mol/s. Students should be able to: • calculate the mean rate of a reaction from given information about the quantity of a reactant used or the quantity of a product formed and the time taken • draw, and interpret, graphs showing the quantity of product formed or quantity of reactant used up against time • draw tangents to the curves on these graphs and use the slope of the tangent as a measure of the rate of reaction • (HT only) calculate the gradient of a tangent to the curve on these graphs as a measure of rate of reaction at a specific time.

This lesson is designed for the NEW AQA Trilogy GCSE Chemistry, differentiated for most abilities. For more lessons to meet specification points for the new AQA Trilogy specification for Biology, Chemistry and Physics please see me TES shop: https://www.tes.com/teaching-resources/shop/MissBScienceResources Pupils retrieve knowledge of exothermic and endothermic reactions, learn about the energy transfers from exothermic and endothermic reactions, Includes: slide animations, embedded videos with link in the notes (where a video is included), learning tasks/practice. There are no answers for the scenario based questions as I used these as class discussions This lesson meets the following specification point: 5.5.1.1 Energy transfer during exothermic and endothermic reactions. Energy is conserved in chemical reactions. The amount of energy in the universe at the end of a chemical reaction is the same as before the reaction takes place. If a reaction transfers energy to the surroundings the product molecules must have less energy than the reactants, by the amount transferred. An exothermic reaction is one that transfers energy to the surroundings so the temperature of the surroundings increases. Exothermic reactions include combustion, many oxidation reactions and neutralisation. Everyday uses of exothermic reactions include self-heating cans and hand warmers. An endothermic reaction is one that takes in energy from the surroundings so the temperature of the surroundings decreases. Endothermic reactions include thermal decompositions and the reaction of citric acid and sodium hydrogencarbonate. Some sports injury packs are based on endothermic reactions. Students should be able to: • distinguish between exothermic and endothermic reactions on the basis of the temperature change of the surroundings • evaluate uses and applications of exothermic and endothermic reactions given appropriate information.

BTEC Applied Science unit 3 enzymes and diffusion summary sheets consisting of recall of key content, exam questions and summary boxes. Can be done as a revision lesson, given for homework or provided for pupils to use as part of their revision. This doesn’t include answers.

This lesson is designed for the NEW AQA Trilogy GCSE Chemistry, differentiated for most abilities. For more lessons to meet specification points for the new AQA Trilogy specification for Biology, Chemistry and Physics please see me TES shop: https://www.tes.com/teaching-resources/shop/MissBScienceResources Pupils retrieve knowledge of chemical reactions, learn about exothermic and endothermic reactions, this lesson includes a demo of chemical superglue (please see the notes section of the PowerPoint for more information). The lesson also includes a class practical but, this can be adapted to be a teacher demo or can be taken out the lesson. Includes: slide animations, embedded videos with link in the notes (where a video is included), learning tasks/practice This lesson meets the following specification point: 5.5.1.1 Energy transfer during exothermic and endothermic reactions. Students should be able to: • distinguish between exothermic and endothermic reactions on the basis of the temperature change of the surroundings • evaluate uses and applications of exothermic and endothermic reactions given appropriate information. Limited to measurement of temperature change. Calculation of energy changes or ΔH is not required.

AQA Combined science paper 2 chemistry revision booklet. It includes knowledge questions and exam questions, with answers.

An equipment help sheet that can be used for pupils to understand the equipment they need for their practicals. You can print them off and write down how many pieces of each equipment they need, how many times they will repeat the experiment and where they can record their results. This works really well for low ability groups as it helps them process the equipment needed. Can also be used as a recall sheet for pupils to identify the equipment they may need. This has been made with AQA Biology Required Practicals in mind but it can be used for other exam boards as it covers most Biology science equipment.

These are summary sheets that cover ‘Transport into the plant’, ‘Water Transport’, ‘Translocation’, ‘Plant Adaptations in Xerophytes and Hydrophytes’. Can either be used as a research lesson for pupils, for them to complete as homework or for a cover lesson. They are fully editable and come with answers for the first few. Xerophytes and Hydrophytes do not have answers as this is a nice discussion based self assessment.

Knowledge organiser covering all apsects needed for AQA C6 Electrolysis topic. Preview has blanked some boxes out to avoid copyright My pupils found this really handy as it has all the key points of information in one place, summarised. They found it useful when answering questions. Contains both diagrams and writing, can be adapted to suit any class. Could also be changed to a revision mat for pupils to complete as part of a revision lesson for C6. Preview has blanked some boxes out to avoid copyright

Resources to undertake a crime scene investigation. Includes introduction powerpoint with help sheets to analyse different pieces of evidence and a real-life crime scene investigation book written by a forensic scientist. Fully editable resources as word docs and ppt docs. This was used with a year 8 low ability class and a high ability class but can be adapted to suit any class, age or ability. Used for science week running over 4 lessons but can be reduced or made longer.

KS3 chemistry knowledge organiser for chemistry topics. Linked to analytical chemist career. Can be used as a support document, as a revision resource or for pupils to consolidate their knowledge. Links to Activate KS3 chemistry.

This lesson is designed for the NEW AQA Trilogy GCSE Chemistry, differentiated for most abilities. For more lessons to meet specification points for the new AQA Trilogy specification for Biology, Chemistry and Physics please see me TES shop: https://www.tes.com/teaching-resources/shop/MissBScienceResources Pupils retrieve knowledge of exothermic and endothermic reactions, learn about the reaction profiles of exothermic and endothermic reactions, Includes: slide animations, embedded videos with link in the notes (where a video is included), learning tasks/practice. This lesson meets the following specification point: 5.5.1.2 Reaction profiles: Chemical reactions can occur only when reacting particles collide with each other and with sufficient energy. The minimum amount of energy that particles must have to react is called the activation energy. Reaction profiles can be used to show the relative energies of reactants and products, the activation energy and the overall energy change of a reaction. Students should be able to: • draw simple reaction profiles (energy level diagrams) for exothermic and endothermic reactions showing the relative energies of reactants and products, the activation energy and the overall energy change, with a curved line to show the energy as the reaction proceeds • use reaction profiles to identify reactions as exothermic or endothermic • explain that the activation energy is the energy needed for a reaction to occur.

This revision lesson covers the AQA combined science chemical analysis topic. Included in this lesson is key content from the topic with a 6 mark question on the chromatography required practical, quick recall questions and a couple of exam questions. This revision lesson covers the following area of the specification: 5.8.1.1 Pure substances 5.8.1.2 Formulations 5.8.1.3 Chromatography 5.8.2.1 Test for hydrogen 5.8.2.2 Test for oxygen 5.8.2.3 Test for carbon dioxide 5.8.2.4 Test for chlorine