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 KS3 Year 8 Science course, specifically the C2 1.1 unit on ‘The Periodic Table’ 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 the Periodic Table, students will be shown a diagram of the Periodic Table and will be asked to identify whether they think certain elements are metals or non-metals, or even semi-metals (metalloids). This task can the be checked and assessed against the answers provided on the PowerPoint. Next, students will be given part of a table of information on the properties of metals compared to non-metals. They will need to walk around the room and trade information with others in order to successfully complete their own table. Once this task has been completed, students can self-assess their work using the mark scheme provided. Students are now shown a diagram of an iron roof and a copper roof and how this can change over time, students are asked to think about what is happening in these picture & try to identify the chemical reaction. After a short class discussion, the answers to the questions will then be revealed. Students will then be told that non-metals react in a similar way with oxygen, they will then be shown 4 incomplete word equations for the reaction of different non-metals with oxygen. Students will need to complete this equation, this task can the self-assessed using the mark scheme provided. The last activity is a true or false activity, students will need to identify whether the statements about metals/non-metals are true or false. This task can the be marked using the mark scheme provided. The plenary task is an exit card, students will need to write down three key words, one fact and a question to test their peers on 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 Activate KS3 Science Course, specifically Year 7 C4 ’Acids & Alkalis’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson starts with a question for students to consider, two ideas are presented to them - one student suggests that we could taste the unknown contents of two beakers to determine if it’s an acid/alkali whereas the other students suggests this is dangerous and we should use a chemical indicator instead. Students should discuss their ideas about who is right and feedback to a class discussion. This leads into an introduction to chemical indicators such as litmus paper and universal indicator. Students will now watch a video on the use of litmus paper, whilst watching the video students will need to fill in the blanks on the table provided. This work can then be self-assessed using the mark scheme provided. Next, students will summarise what they have learned so far by completing a fill-in-the-blank task, this also can be marked and corrected using the answers provided on the PowerPoint. The next activity requires students to read a piece of information on indicators & pH, using this information students will need to answer a set of questions. This task can be marked using the mark scheme provided on the PowerPoint. Students can now complete an investigation, using universal indicator to determine the pH and acidity/alkalinity of different substances. Students can use the practical sheet to conduct this practical, recording their results in an appropriate table. The final task is a literacy check, students will need to link groups of words together in a sentence to summarise what they have learned this lesson. The plenary task requires students to write a Whatsapp message telling them 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 ‘Structure & Bonding’ 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 Students are firstly introduced to collision theory, outlining the conditions which need to be in place in order for a chemical reaction to occur. Next students are asked to ‘Think, Pair, Share’ factors which they think may affect the rate of a reaction, once students have had chance to discuss this they are introduced to the four main factors which they study within this topic. Firstly, the lesson will focus on surface area, this factor is explained using apple slices turning brown as an example, students are then introduced to the relationship between surface area to volume ratio and the rate of reaction. Students will then need to complete a worksheet of surface area to volume ration calculations, this can then be self-assessed using the mark scheme available. Students will now work through a set of levelled questions looking at data on the effect of surface area on the rate of reaction, this work can be self-assessed using the mark scheme provided in the PowerPoint presentation. The next part of the lesson will focus on the effect of temperature on the rate of reaction, students will firstly need to answer questions whilst watching a video, this work can then be self-assessed using the mark scheme. Next, students will carry out an investigation into the effect of temperature on the rate of reaction between sodium thisulphate and hydrochloric acid. Students will need to collect data and use this to work out the rate of reaction at different temperatures, a worksheet is provided for this task. The last task is for pupils to complete a ‘Quick Check’ set of questions in order to assess what they have learned this lesson, students can then either peer-assess or self-assess their work using the mark scheme provided. The plenary task is for pupils to write a twitter message about what they have learned this lesson, included a hashtag of key words. 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 student discussing the differences between atoms, compounds & mixtures and writing their ideas down, this is knowledge they should be able to recall from KS3. This is then explored further using an animation with questions that pupils are required to answer. After self-assessment of this task pupils are introduced to the definitions of each: atoms, elements, compounds and mixtures and will need to complete a fill-in-the-blank task to summarise. Pupils will then be given a selection of diagrams on the board, they will need to determine whether these diagrams are representing elements, compounds or mixtures. Once complete they can self-asses their work using the answers provided. The next part of the lesson introduces students to the idea of the periodic table, pupils will need to stick in a copy of it and then will be given a task sheet which can be completed using the names and symbols of the elements. The plenary task is a set of questions about what students have learnt that 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 Firstly, students are shown how to ammonia produced in the Haber process is reacted with different acids to form different ammonium compounds before being used in fertilisers. Firstly, students will investigate how to produce ammonium sulphate in the lab - they will be provided with a practical worksheet which they will need to work their way through in pairs. This involves a titration, which they should have carried out before, their results can be recorded in the table provided on the worksheet. Next, pupils will watch a video on the production and use of fertilisers - using the information provided int he video a set of questions needs to be answered. This work can then be self-assessed using the mark scheme provided. Lastly, pupils will be given a set of information about how fertilisers are made in the lab compared to being made by chemical industry. Using this information students will need to complete a comparison table which focuses on starting materials, equipment, safety, yield and running costs. This work can be self-assessed using the mark scheme provided. The plenary task requires pupils to write three quiz questions to test their peers knowledge on what they have learned during 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 ‘Organic Chemistry’ SoW. Pupils are firstly required to ‘THink > Pair > Share’ their ideas on the definition of a set of key words, once they have shared with each other and the class the definitions can be revealed, pupils can check whether their answers were correct. Pupils can now watch a video on fractional distillation, they will need to answer a set of questions whilst they are watching the video, their answers to this can be assessed using the mark scheme provided. Students will now be given a worksheet of levelled questions, placed around the room are information sheets which students will need to read and use to answer the questions on their worksheet. Once this task is complete students can peer/self assess their work using the answers provided on the worksheet. The final task, students will watch a video and will need to note down a use for each of the crude oil fractions listed, again this work can be checked and marked against the answers provided in the PowerPoint. The plenary task requires pupils to complete an ‘Exit Card’ - stating 3 facts, 2 key words and 1 question to test their peers knowledge of what they have learnt today. 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 starts with a video about the developments in the atomic model starting from Greek philosophers to 20th Century scientists. Pupils are given a set of questions to answer whilst watching the video, this work can be self-assess using answers provided. Next, pupils are given a set of cards with bits of information about different scientists involved in the development of the model of the atom. Pupils should put these cards in order and then use the information on the cards to formulate a timeline in their books, they should use the information on the cards to add labels describing the work of each of the scientists. Once this work has been marked, pupils are then introduced to the idea of isotopes and ions. Pupils will then watch a video and will need to answer questions whilst watching and also complete a fill-in-the-blank summary sentence about what they have learnt. This work can be assessed using the answers 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 Activate KS3 Science Course, specifically Year 7 C3 ’Reactions’ module. 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 chemical reactions, students will read a paragraph of information on chemical reactions. Using the information students will answer a set of questions, this task can then be self-assessed using the mark scheme provided once complete. Students will now watch a video about chemical reactions, they will need to write down as many things you might see/hear/feel during a chemical reaction. This work can the be self-assessed using the mark scheme provided on the PowerPoint presentation. Students will now summarise what they have learned so far by completing a ‘fill-in-the-blank’ task, this work can also be marked and corrected using the anwers provided Students will now consider whether chemical reactions are useful or now, they will be given a list of different chemical reactions and they will need to sort these into two columns - useful or not useful. Students can then self-assess this task when it is complete. Next, students will watch a video on the differences between chemical and physical changes. Whilst watching the video students will need to answer a set of questions, this work can self-assessed using the mark scheme provided. The last task requires students to determine whether a set of examples are demonstrating a chemical or a physical change. They could complete this task as a class, using mini whiteboards. The plenary task requires students to write three sentences to summarise 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 ‘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 students introduced to the idea of concentration in terms of no. of particles per cm3. Students will then need to ‘Think > Pair > Share’ their ideas of how an increase in concentration may affect the rate of a reaction. Students can use their ideas from this first task to make a prediction for the investigation into the rate of reaction between sodium thiosulphate and different concentrations of HCl. Students will need to conduct this investigation using the practical sheet provided, record their results, plot a graph of their results and complete a conclusion. Students can assess their explanation of the results they collected using the answer provided in the PowerPoint presentation. The next part of the lesson will focus on the effect of pressure on the rate of a reaction. Students will firstly be introduced to the idea of an increasing pressure leading to an increase in the number of particles per cm3, using this information and the diagrams provided pupils can ‘Think > Pair > Share’ their ideas about how an increase in pressure would affect the rate of a reaction. Their answer to this question can self-assessed using the answers provided. Next, students need to work through a set of levelled questions on the effect of pressure on the rate of a reaction. This work can be self-assessed using the answers provided on the PowerPoint. The last task is for pupils to plot a set of results onto graph paper, using these data they can calculate the initial rate of reactions for two concentrations of HCl. Students can assess their work using the mark scheme provided on the PowerPoint. The plenary task is for pupils to write down three quiz questions (and the answers!) to test their peers knowledge of 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 KS3 Year 8 Science course, specifically the C2 1.4 unit on ‘The Earth’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with a mind map task, students are given a definition for recycling and are asked to come up with a mind map of different materials which are able to be recycled. Students can discuss this in pairs and complete the mind map in their books, this work can then be self-assessed using the mark scheme provided. The next part of the lesson focuses on how aluminum is recycled, students will watch a video on the steps involved in the recycling of aluminum. They will then be given a set of jumbled statements, students will need to place the statements in the correct order to describe the method of aluminum recycling. This task can then be marked and corrected using the mark scheme provided. The next learning objective students will achieve is the ability to discuss the advantages and disadvantages of recycling. Students will need be given a card sort of statements, students will be requires to sort these statements into the correct columns - advantages/disadvantages. This task can the be self or peer assessed. Lastly, students will consider the limits to recycling, they will be shown a short video and will be required to answer a set of questions whilst watching. The mark scheme for this task is included in the PowerPoint so students can self-assess their work using the mark scheme provided. The plenary task requires students to spend a minute talking to the person next to them about 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 ‘Organic Chemistry’ SoW. The lesson begins with pupils watching a video on the differences between complete and incomplete combustion, whilst watching the video students will need to answer a set of questions. This work can be self-assessed using the mark scheme provided. The next task requires pupils to complete an investigation which demonstrates the products of complete combustion, following the steps provided pupils should identify that limewater turns cloudy due to carbon dioxide and anhydrous copper sulphate turns blue in the presence of water. Next, students will focus on writing word and balanced symbol equations for the complete combustion of a set alkanes. Students can self-assess their work using the mark scheme provided. Students will then be a shown a worked example of a calculation used to work out the maximum amount of carbon dioxide released when a known mass of an alkane is burnt in a plentiful supply of air. Pupils will then need to complete a set of questions to practice this maths skill, the answers to these questions are provided in the PowerPoint so students can self-assess their work once it is complete. The final activity is a ‘Quick Check’ task for pupils to answer a set of questions which summarises what they have learnt this lesson, again the answers are provided in the PowerPoint. The plenary task will require pupils to write three sentences to sum up 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 NEW AQA Trilogy Chemistry GCSE, particularly the ‘Structure & Bonding’ 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 recap on the differences between solids, liquids and gases in terms of the arrangement and movement of particles in each of these states of matter. Pupils complete a card sort activity to assess their knowledge on this topic and they can then self-assess their work using the answers provided. The next part of the lesson focuses on the transitions between states of matter, pupils are firstly reminding of the definitions of melting point, boiling point and freezing point. They will then watch a video on the the transition between states of matter, they will need to answer a set of questions whilst watching the video. This work can be assessed using the answers provided in the PowerPoint presentation. Using the knowledge from this task pupils can then consider why different substances have different melting/boiling points and why adding impurities to a substance may affect the melting/boiling point of a substance. The next part of the lesson focuses on energy transfers transfers between states of matter, pupils will firstly label a graph with statements to demonstrate what is happening to a substance as it is heated up over time. Pupils then consider, in depth, what is happening to the particles over this period of time, they can think > pair > share their ideas before the answers are revealed within the PowerPoint presentation using diagrams to illustrate the point. Pupils will then complete a set of questions on energy transfers between states of matter to assess their knowledge on the subject. This work can then be either self or peer assessed using the answers provided. The last part of the lesson is a task where pupils need to consider the limitations of the particle model of matter, again pupils can discuss in their groups what ideas they have on limitations of the model before some examples are revealed at the end of the presentation. The plenary task is for pupils to write a twitter message about what they have learnt today, including as many keywords 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 The lesson starts with students completing a ‘Think > Pair > Share’ activity whereby they need to consider some of the useful properties of metals Some example answers can be revealed using the PowerPoint presentation, some key word definitions are included for properties such as ‘malleable’ and ‘ductile’. The next task for pupils to complete is to decide which properties would be most suitable for a range of metal items - e.g. necklace, copper pipes. Pupils will now either observe alkali metals being dropped into water as a demo or watch a video demonstrating this practical. During which students should record their observations in a table. Students are now asked to predict what will happen if rubidium and caesium are dropped into water. A video can be played to reveal what happens when these two alkali metals react with water so that students can check their answers. Next, students are shown the general word equation for a reaction between a metal and water and will need to copy and complete for the reaction between potassium & water and lithium & water. Students can mark their work using the answers provided on the PowerPoint presentation. Pupils will now be shown four groups of metals and will need to match each group to the statement correctly describing the reactivity of those metals with water, their answers can be checked against the answers provided. The next activity is for pupils to carry out a practical to observe the reactions between different types of metal and dilute hydrochloric acid. Students can draw their results table in their books and then follow the procedure to carry out the investigation, using the results they can decide upon an order of reactivity of the metals they have observed. They can also carry out an evaluation for the practical procedure that they followed. The last part of the lesson focuses on the general word equation for when a metal reacts with an acid, students can use the example to complete the word equations for 5 more reactions between metals and dilute hydrochloric acid. Students can check their work against the answers provided on the PowerPoint presentation. The last task is a past-paper exam question, pupils can assess their work using the mark scheme 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 KS3 Year 8 Science course, specifically the C2 1.2 unit on ‘Metals & Other Materials’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with a demonstration of magnesium being burned in air. Students should write down their observations and try to write the complete word equation for magnesium + oxygen, the answer can then be revealed to the class using the PowerPoint. Students will now complete an investigation into how different metals react when burned with oxygen in air. Students should follow the practical worksheet, filling in the table provided with their observations, using their observations they will be asked to place the metals in order of reactivity. This task can be checked against the answers provided on the PowerPoint presentation when completed. Students will now compete a task whereby they will write a set of word equations into their books, making sure they fill in the blanks as they go. The mark scheme for this task is included in the PowerPoint so students can assess their work once it is complete. Students will then be shown how to include state symbols for balanced chemical equations, using this knowledge students will now need to write out the balanced symbol equations (including state symbols) for a set of metal + oxygen reactions. Students can self-assess their work once this is complete. The last task is a role-play, students will each be given either an element or a compound card. Music will be played and students can move/dance around the room, when the music stops they need to get together and line up to form a ‘metal + oxygen -> metal oxide’ word equation. The teacher can check that students have got together and lined up in the correct order! The plenary task requires students to write a twitter message about what they have learned this lesson, they should include #keywords. 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 KS3 Year 8 Science course, specifically the C2 1.2 unit on ‘Metals & Other Materials’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with a recap on the reactivity series, students will be asked a seris a questions about certain metals found within the series. Students should be able to identify the metals based upon knowledge learned in previous lessons, once complete this task can be self-assessed using the mark scheme provided. Students will now be introduced to the idea of a ‘displacement reaction’ as a reaction where a more reactive metal found in the reactivity series will displace a less reactive metal. An example is shown - aluminium oxide + iron -> aluminium oxide + iron. Students will then be give a set of reactions, without the products written in, they will need to decide whether a displacement reaction will take place or not. This work can then be marked and corrected using the mark scheme provided. Students will now complete an investigation ‘Competition in Metals’. Students will follow the steps provided on the investigation worksheet to identify whether a displacement reaction has occurred between a number of metals + metal solutions. Students will fill in a results table as they go, noting down any observations as well as identifying if a reaction took place or not. Students can check their answers against the example results table found in the PowerPoint presentation. Lastly, students will complete a ‘True or False’ task, they will be given a set of statements and will need to identify whether they are true or false. This work can be peer or self assessed using the mark scheme provided. The plenary task requires students to complete a sentence starter, from the choice provided, in order to summarise 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 KS3 Year 8 Science course, specifically the C2 1.3 unit on ‘Separation Techniques. More Biology, Chemistry and Physics resources can be found in my TES Shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with a recap of particle arrangements in an element, compound and a mixture. Students will be asked to ‘Think > Pair > Share’ their ideas, drawing a diagram of the particle arrangement in each as an extra challenge. After a short discussion, the answers will be revealed so students can check their work. The next task requires students to organise a set of statements into two columns - those statements describing a mixture or describing a compound. This task can then be self-assessed using the mark scheme provided once complete. Students are now asked to ‘Think > Pair > Share’ their ideas about what the term ‘pure’ means. After a short class discussion, the definitions (along with examples) for pure and impure substances are provided. Students will now complete an investigation to test three different water samples for purity. Using a pH test and an evaporation test students need to decide which of the samples are pure and which are impure. Students will have the chance to report their findings to the rest of the classroom, explaining their thoughts on which samples were pure/impure. Lastly, students will watch a video on chemical tests used to check the purity of a substance. Students will need to answer a set of questions whilst watching this video, the answers to which are included in the PowerPoint so students can self-assess their work once it is complete. The plenary task requires students to spend a minute talking to the person next to them about 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 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 of concentration, students learn the definitions of key words such as solute, concentration, solvent and dilute and look at the difference between concentrated and dilute solutions. Students will then be shown a selection of diagrams and students will need to which shows the most concentrated and the most dilute solutions. Pupils will now be introduced to the calculation for concentration, students will need to use this calculation to work out a set of problems. Students can self-assess their work using the answers provided. The next set of problems will require pupils to rearrange the equation and also convert units of measurements, again pupils should show all of their working for each of these problems. The answers for these problems are included in the PowerPoint presentation, students can now use this to self-assess their work. The next part of the lesson focuses on titration, firstly students will answer a set of questions whilst watching a video. This work can be assessed using the mark scheme provided. Students will then be given a card sort, they will need to rearrange the cards into the correct order to describe the steps taken during a titration, which can then be assessed using the answers provided. The plenary task is for pupils to spend a minute talking to the person next to them about 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 :)