This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the 'Earth’s 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 begins with a task whereby pupils need to use their phones/laptops to research the dates in which different metals were discovered. They should complete the table in their books and then write a sentence to summarise the relationship between the date in which the metal was discovered and it’s reactivity. The first part of the lesson now focuses on extraction of copper from copper-rich ores, two methods are firstly introduced - smelting and extraction using sulfuric acid. Pupils will then be given a set of information on these processes and will need to answer a set of questions, once complete pupils can self-assess their work using the answers provided. The next part of the lesson will require pupils to undertake a practical investigation whereby they will extract copper from an ore called malachite, an ore which contains copper carbonate. Students will need to follow the instructions provided and will then need to note down their observations of the electrode at which the copper will collect. A summary and explanation of the results will then be provided via the PowerPoint presentation for pupils to check their work. Lastly, pupils will watch a video about low-grade copper ores and the processes of phytomining and bioleaching for the extraction of copper from such ores. Pupils will need to answer a set of questions whilst watching this video, this work can be self-assessed using the mark scheme provided. The plenary task is for pupils to write a list of key words from what they have learned in the lesson today. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please email me at swift.education.uk 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 begins with a diagram to show how chemical cells/batteries work by relying upon the differing reactivity of metals. Students will then watch a video and will need to answer a set of questions using the information provided in the video, students can then self-assess their work using the mark scheme provided in the PowerPoint. Students will now need to complete an investigation into the potential difference produced by different chemical cells by following the instructions on the practical sheet provided. Pupils will need to record the results of their investigation and write a conclusion on the practical worksheet. The next task is a ‘Quick Check’ to assess students understanding of what they have learnt so far this lesson, pupils will need to complete a set of questions and they can then self-assess their work using the answers provided in the PowerPoint. The last part of the lesson will focus on fuel cells, students will watch a video and using the information provided they will need to ask a set of questions. The answers to these questions are included in the PowerPoint, so students can check their work once this task is complete. Finally, students will be given a set of information on hydrogen fuel cells which they can read in pairs. Using this information pupils will need to produce a table to sum the advantages and disadvantages of using hydrogen fuel cells as an energy source. Students can then check their work against answers provided in the PowerPoint. The plenary task is for pupils to summarise what they have learnt this lesson in three sentences, using key words from the list 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 NEW AQA Trilogy Chemistry GCSE, particularly the ‘Earth’s Atmosphere’ 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 begins by looking at the percentage of different gases in our atmosphere today compared to 3 billions years ago, this then follows into a task whereby pupils will need to walk around the room to read information posters on the evolution of our atmosphere. Using the information they will need to complete a set of questions, this work can be self-assessed using the mark scheme provided. The next part of the lesson focuses on theories of how life evolved on Earth, to begin with students need to ‘Think > Pair > Share’ their ideas about the conditions needed for life on Earth. Once this has been discussed as a class, some of the factors can be revealed on the PowerPoint presentation and one of the theories of how life evolved is outlined, using an animation. Pupils will now complete a mid-lesson progress check, this task can be self-assessed once complete. The next task requires pupils to construct a time-line of events outlining the history of the evolution of the Earth’s atmosphere and life on on Earth given the information they have learned so far this lesson. Pupils can self/peer assess their work using the mark scheme provided in the PowerPoint. The final task is for pupils to discuss their ideas about how carbon dioxide levels decreased so dramatically from being the majority of the Earth’s atmosphere to now only 0.04%. Pupils can mind map their ideas, before the answers are revealed using the PowerPoint. The plenary task is for pupils to complete a 3-2-1 of what they have learned during the lesson - 3 facts, 2 key words and 1 question. All resources are included within the PowerPoint presentation, if you have any questions please email me at swift.education.uk@gmail.com. Any feedback would be greatly appreciated :) Thanks!

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical changes, electrolysis and energy changes’ 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 Pupils will firstly need to brainstorm ideas about the uses of aluminium, they can discuss their ideas with their partners and complete a mind map in their books. Some examples can then be revealed using the PowerPoint slide and pupils can check how many they got right, filling in any they may have missed. Pupils will then watch a video on the extraction of aluminium, students will need to answer a set of questions using the information provided in the video. Their work can be self-assessed using the answers provided. Students will then need to summarise what they have learnt so far by completing a fill-in-the-blank task, students can check their work agaisnt the mark scheme provided. Next, students will be given a diagram of the electrolysis of aluminium oxide, pupils will need to complete this diagram by selecting the correct captions from a list provided on the board. Students can then check their work against the answers provided in the PowerPoint. The next task is a progress check, students will need to answer questions to assess their knowledge of what they have learnt so far this lesson. Pupils can then self or peer-assess their work using the answers provided. The plenary task is a 3-2-1 task, pupils will need to write 3 facts, 2 key words and one question to assess their peers knowledge of the topics covered 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 'Earth’s Atmosphere’ 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 begins with an outline of why nitrogen so important to plants and how farming can disrupt the balance of nitrate ions in the soil, hence the need for efficient fertilisers. Firstly, pupils will watch a video on the Haber process - a way of turning nitrogen in the air into ammonia, the ammonia can then be used to produce fertilisers. Whilst students are watching the video they should be answering a set of questions which will be provided to them, this work can then be self-assessed using the mark scheme provided. Next, pupils are given a diagram of the Haber process as well as some jumbled up statements describing each step - they will need to arrange the statements in the correct order - assigned to the correct part of the diagram. This work can be self-assessed using the mark scheme provided. The next part of the lesson focuses on the reaction that takes place and the controlled conditions of the reaction vessel which ensures that the optimum temperature and pressure are maintained for the optimum yield of ammonia - without expending more energy than needed! The last part of the lesson is a set of exam-style questions, pupils will need to answer these in their books and they can then either peer or self-assess their work using the answers provided. The plenary task is for pupils 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 'Earth’s Atmosphere’ 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 Pupils will firstly come up with a mind map of ideas about why water is such an important resource, they can discuss with their partner and write their ideas in their books. Some of the reasons can then be revealed via the PowerPoint presentation and pupils can assess their work - making corrections where necessary. Pupils are then shown a quick recap of the stages involved in the water cycle, before beginning to look at the treatment of fresh water and purification of salt water. Students will be given a worksheet of questions, around the room will be information sheet on how fresh water is turned into potable, drinking water and how sea water is purified. Pupils will need to read the information posters to answer their questions, this work can then be self-assessed using the mark scheme provided. The next part of the lesson will focus on waste water treatment, pupils will watch a video on the steps involved with sewage treatment. Pupils will answer a set of questions whilst watching the video, this work can then be self-assessed using the answers provided. The final task is for pupils to complete an exam-style question on this topic, they can answer in their books and either self or peer assess using the mark scheme provided. Finally, pupils will be given a set of answers, they will need to come up with questions which match these answers. 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 calculations’ 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 begins with an introduction to relative atomic mass, including an explanation of how we can use the periodic table to find the atomic masses of different elements. In order to assess their understanding of this topic pupils will then complete a table identifying the atomic number, mass number and the number of electrons/protons/neutrons found within atoms of specific elements. This task can then be assessed using the answers provided in the PowerPoint presentation. Pupils will now think about what the formula of a chemical compound tells us about the elements found in that compound. Using examples pupils will be taught about formulae, they will then be given a list of formulae for various different chemical compounds and will need to list the different elements found in that compound as well as the number of atoms of each of the elements. This task can then be assessed using the answers provided. The next part of the lesson will focus on relative formula mass, pupils will be taught, using a worked example, how to calculate the relative formula mass for a chemical compound. They will then need to complete tasks involving the calculations of relative formula mass, once complete pupils can self-assess their work using the answers provided. The last part of the lesson focuses on moles, the definition is first introduced to pupils which can be explained further using the link the video included in the PowerPoint. Pupils are then shown how to calculate the number of moles of a substance using the relative formula mass and actual mass of a substance. Pupils will be then need to complete a set of calculations to work out the moles of different substances, this task can be assessed using the answers provided. Pupils are lastly shown how to rearrange this calculation where needed, they can then apply this skill to a new set of problems. The answers to which are included in the PowerPoint presentation, pupils can use this to assess their work. 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 This lesson begins with a reminder of what a mixture is and a list of key words related to this topics, pupils are asked to think > pair > share ideas about the definition of these key words. After a class discussion pupils are asked to link these terms, with examples, to the correct definition. Once finished they can self-assess this work. Pupils will then watch a video about different separation techniques and will be required to answer questions whilst watching, after this work is self-assess pupils will explore these methods further by completing a table of information using posters around the room. The final activity is a practical to show how chromatography works, pupils will complete this practical (should only take 10-15 minutes) and then will be introduced to Rf values, they can use this calculation to work out the Rf values of the dyes they have separated during the practical. The plenary task is for pupils to summarise what they have learnt during the lesson by using as many key words from the key word list 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 Firstly, students are introduced to the term ‘Electrolysis’ including a description of the process, a list of key words associated with the process and a diagram. Students will now watch a video about the process, using which students will need to answer a set of questions. After they have completed this task they will be able to self-assess their work using the mark scheme provided. Students will now complete a fill-in-the-blank task to summarise what they have learnt so far, this can be assessed using the answers provided. Pupils are now shown a diagram to demonstrate what is happening at the anode and cathode during the electrolysis of lead bromide, pupils will need to use the list of key words provided to complete captions to describe what is happening at each electrode. Students can check their work against the example answers provided in the PowerPoint. Next, pupils are shown the ionic half-equations for the reactions occurring at the anode and cathode during the electrolysis of lead bromide. Pupils will then need to identify the products at each electrode, as well as complete the ionic half-equations, for the electrolysis of a set of ionic compounds: lihtium oxide, sodium chloride and magnesium chloride. Once complete, pupils can self-assess their work using the answers provided. The next part of the lesson focuses on the products formed at each electrode when the ionic compound is within an aqueous solution. Students will be shown what will happen at the anode and at the cathode, using this information they will need to predict the products formed at the anode/cathode during the electroysis of set of solutions. Students can self-assess their using using the answers provided. The final task focuses on the electrolysis of brine, students will watch a video and will need to answer a set of questions using the information provided in the video. After completing this task, pupils will need to self-assess their work using the answers provided. The plenary task requires pupils to write a ‘Whatsapp’ message to a friend to explain what they have learnt 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 Module on ‘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 particles, describing the differences between materials which are made up of just one type of particle - a substance - and those that are made up of different particles - a mixture. Students are also introduced to the idea of properties of a substance as a description of the way in which a substance looks like and behaves. Students will then carry out a ‘Copy and Complete’ task where they will fill in the blanks to outline what they have learned about particles so far this lesson. This task can be self-assessed using the mark scheme provided on the PowerPoint presentation. Students are now introduced to the three states of matter - solid, liquid and gas. Students will firstly watch a video, using which they will need answer a set of questions about the arrangement of particles in a solid, liquid and a gas. The answers to this task are included in the PowerPoint for students to self-assess their work once it is complete. Next, students will draw a summary table into their books and will be given a card sort, students will need to sort the statements into the correct part of their table to describe the properties of solids/liquids/gases. The mark scheme for this task is included on the PowerPoint presentation, it can be used for pupils to self-assess their work. Lastly, students are given another set of statements describing the properties of solids/liquids/gases. Students need to draw a Venn diagram into their books and will need to sort the statements into the Venn diagram, this task can be marked and corrected once complete. The plenary task requires students to unscramble a set of anagrams, each anagram is a key word learned from 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 calculations’ SoW and specifically designed for the higher tier GCSE chemistry students. 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 begins with students learning how to calculate the number of moles of a gas when you know the molar gas volume. Students will then work their way through a set of questions using this calculation, for latter questions students will need to rearrange the equation. This work can then be assessed using the answers provided in the PowerPoint presentation. The next part of the lesson focuses on calculating the masses of gaseous reactants and products, firstly students are shown a worked example. The next task is for pupils to watch a video, using which they should answer a set of questions. Once this task has been completed students shoudl mark their work using the answers provided. Using the formula they have learnt whilst watching the video, they should now complete a set of questions on a specific chemical reaction - this required students to calculate the volume of gases produced or the mass of a reactant needed to produce a certain amount of a gas product. This work can be self-assessed using the answers provided in the PowerPoint presentation. The next task is a further set of problems requiring students to calculate the volume of gaseous reactants or products given a balanced symbol equation for a chemical reaction. The last task requires pupils to come up with 4 exam questions on the topic of gas volumes, they should also include a mark scheme for each of the questions. Once they have competed their questions they should swap with the person next to them and complete their partners questions, these can be self or peer-assessed using the mark schemes they have written. The plenary task is for pupils to write a WhatsApp message to their friends to tell them what they have learnt about 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 ‘Rates of Reaction’ 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 ‘Think, Pair, Share’ task to get students thinking about what the rate of a reaction tells us about that chemical reaction. After a short partner and class discussion, the answer can be revealed to the class via the PowerPoint slide. This is followed by a task whereby students need to place a mixture of chemical reactions in order of their speed, getting students to think about which of these reactions might have the fastest rate of reaction. Students are then introduced to the two ways in which scientists can measure the rate of reaction - how much product formed/how much reactant is used up over a given time. Students will be asked to read some information about this topic and then answer questions on it, this work can be self-assessed using the answers provided in the PowerPoint. Students will then watch a video on how to calculate the rate of a reaction using a graph, students can self-assess their answers using those provided in the PowerPoint presentation. Students will then practice these skills by plotting a graph using a set of data, which they will then need to use to answer a set of questions, this can be self-assessed using the mark scheme provided. The next video outlines how students can use a graph to a work out the rate of a reaction at a fixed point, students will answer questions whilst watching the video and then self-assess their work using the answers provided. Lastly, students will again practice this skill by plotting a graph using data provided and then will need to use the graph to work out the rate of reaction at different fixed points. This work can be self-assessed using the answers provided. The plenary task is is for pupils to complete one of a choice of sentences starters, which would summarize 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 Analysis’ SoW. The lesson starts with an introduction to chromatography, pupils are told the importance of the process along with an example of a chromatogram. Pupils will then watch a video on the steps involved with a chromatography experiment and they will need to arrange a set of statements in the correct order to put together a suitable method. This task can be self-assessed using the mark scheme provided on the PowerPoint. Pupils will now use these steps to conduct their own chromatography experiment, once they have completed this task they can stick their chromatogram in their books and complete a conclusion and evaluation. Next, pupils will watch another video which goes into more detail of the chromatography method, pupils will be provided with a set of questions which they will need to answer using the information provided in the video. The answers to these questions can then be self-assessed using the mark scheme provided. The next part of the lesson focuses on how to identify unknown substances using chromatography, pupils will firstly be shown a worked example of how to calculate Rf values. They will then be given a worksheet of chromatograms, for each one they will need to calculate the Rf value of each of the substances and will need to answer a set of questions also. This work can be self-assessed using the mark scheme provided. The plenary task requires pupils to write three facts, three key words and question on what they have learned during 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 Analysis’ SoW. Students are introduced to the idea that scientists are able to conduct quick and simple tests to identify a number of gases - oxygen, carbon dioxide, hydrogen, chlorine. Pupils will now complete a circus of activities, moving around the room to conduct tests for the presence of oxygen, hydrogen and carbon dioxide, recording their results in a table in their books. Pupils will need to watch a teacher demonstration for the test for chlorine, they can also record their observations of this demo in their table of results. Pupils will then be shown a video outlining each of the gas tests, they can watch this to self-assess their answers from the investigations they carried out. Students will now be given a card sort, for each gas - oxygen, carbon dioxide, hydrogen and chlorine - they will need to identify the correct method and correct positive results. They should do this with their books closed so they don’t rely upon the results collected from the last task! Their work can then be self-assessed using the mark scheme provided. The next task is a ‘Quick Check’ activity whereby pupils need to answer a set of questions based upon what they have learned this lesson, the answers to this task is provided in the PowerPoint so students can either self-assess or peer-assess their work. The plenary task is ‘Take a minute’ where students need to spend a minute talking to the person next to them about what they have learned in 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 ‘Rates of Reaction’ 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 begins with a ‘Think > Pair > Share’ task whereby students need to consider what it means for a reaction to be in ‘equilibrium’ . After a class discussion, the definition of a reversible reaction (in a closed system) to be at equilibrium is revealed to the class, which they can note down in their books. This is further explained using a set of diagrams to depict what happens to the concentration of reactants and products during the course of a reversible reaction. Students can sketch a graph into their book to show how the equilibrium of a reversible reaction is reached. The next task focuses on ‘Le Chatelier’s Principle’, students are firstly introduced to the idea that the equilibrium of a reversible reaction can be altered by changing the conditions of that reaction, i.e. an increase in temperature. Students will then be shown a set of demonstrations (video links included) for each they will need to note down their observations, identify the conditions which are changing and match the correct reaction to the correct word equation. Pupils will complete a worksheet for this task, which will be assessed using the mark scheme provided. For the next part of the lesson, students will watch a video on the effect of pressure on equilibrium and answer a set of questions. These questions can be self-assessed using the answers provided on the PowerPoint. Students will now ‘Think > Pair > Share’ the effect of an increase in temperature on the equilibrium of a reversible reaction, the answer is then revealed to pupils using an example. Pupils will now complete a ‘Quick Check’ task where they will be required to answer a set of questions about the reversible reactions and the effect of altering conditions on dynamic equilibrium. Pupils can self-assess their work using the answers provided on the PowerPoint. Finally, students will need to complete a summary sheet on the effect of pressure and temperature on the equilibrium of a reversible reactions, students can self assess their work using the answers provided. The plenary task requires pupils to write down three sentences to summarise what they have learnt in today’s 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 homework activity is designed for the KS3 Science Course, specifically Year 8 B2.1 Module on ‘Reactions with Metals’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This activity contains a set of differentiated questions, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension/revision activity in class. I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know @swift_science_education or swift.education.uk@gmail.com, any feedback would be appreciated :)

This task is designed for the NEW AQA GSCE Chemistry. Included in this resource is a ‘revision placemat’ for Atomic Structure and the Periodic Table, including defining an element, drawing electronic structures, organising the periodic table and the structure of the atom. Pupils will also revise the mass and atomic number as well as properties of alkali metals, noble gasses, and word/balanced equations including a word equation for displacement in halogens. There are 12 revision questions in total. Pupils may use their books if necessary but should test their knowledge by attempting to answer all questions from memory first. The solution for this activity is also included so you can check their answers, or they may self-assess. Thanks for looking, if you have any questions, please let me know in the comments section and any feedback would be appreciated :) For more resources designed to meet specification points for the NEW AQA A-Level specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience

This task is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the 'Rates of Reaction’ SoW. For more resources 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 activity contains a set of differentiated questions worth 20 marks in total, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension or revision activity in class. I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work against their target grades, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)