A simple to use resource targeted towards KS4 students (yrs 14-16). By the end of the lesson learners should be able to: State what happens to an electron during an ionic bond. Describe how ionic bonds form cations and anions. Explain why ionic structures form.

By the end of this lesson I will be able to: describe how materials are made up of particles use the particle model to explain why different materials have different properties. I will be working scientifically to: link explanations to models.

By the end of this lesson I will be able to: write the chemical names for some simple compounds write and interpret chemical formulae. I will be working scientifically to: understand and use official chemical names.

By the end of this lesson, I will be able to: state what a compound is explain why a compound has different properties to the elements in it. I will be working scientifically to: interpret observations to identify patterns and draw a conclusion.

By the end of this lesson I will be able to: state what atoms are compare the properties of one atom of an element to the properties of many atoms.

By the end of the lesson learners should be able to: Identify 3 different indicators. Describe the pH scale and what is measures. Justify which is the best indicator for identifying acids and alkalis.

By the end of the lesson learners should be able to: State what is meant by an acidic and alkaline solution. Describe how pH and concentration affects the acid / alkali. Explain why a low concentration of a strong acid can be as dangerous as a high concentration of a weaker acid.

By the end of the lessons learners should be able to: Identify the 4 bonding models. Describe the properties of each bonding model. Compare the features of each bonding model.

By the end of the lesson learners should be able to: Identify fullerenes, monomers and polymers. Describe the structure of fullerenes and polymers. Explain the properties of fullerenes and why polymers can have different properties.

By the end of this lesson I will be able to: describe changes of state involving gases I will be working scientifically to: ask questions and develop a line of enquiry.

By the end of this lesson I will be able to: use the particle model to explain changes involving solids, liquids and gases. interpret data about changing states. I will be working scientifically to: interpret my data.

A simple to follow resource aimed toward KS5 / A-level students (yrs 17-18) regarding s, p, d and f orbitals, the order in which they filled mentioning their spin and how electrons respond to quanta of energy. By the end of the lesson learners should be able to: Identify the different types of orbitals. Describe the order in which orbitals are filled. Explain why electrons promote to other orbitals.

A comprehensive lesson which teaches students about the noble gases and their chemical properties. There are links to KS4 included where students explain the reasoning for being non-reactive in relation to the electron shells. Learning objective: To explore the trends seen in group 0 and explain their reactivity. By the end of the lesson learners should be able to: Identify Noble gases. Describe the properties of Noble gases. Explain why Noble gases are used for double glazing and Neon Lights. Suitable for KS3 (yrs 11-14) and KS4 (yrs 14-16) Slides are marked. 10 slides are included in the powerpoint.

By the end of the lesson learners should be able to: Identify halogens. Describe the trend in reactivity in group 7. Explain why halogens can be displaced. Suitable for KS3 (yrs 11-14) and KS4 (yrs 15-16) slides are labelled.

By the end of the lesson learners should be able to: Identify the main components of the early and late atmosphere. Describe how the atmosphere changed over the years. Explain why scientists believe the atmosphere changed in this way.

By the end of the lesson learners should be able to: Recall the equation to calculate rate of reaction. Describe how to read a products made / time graph. Explain why the gradient of the line can change because of external factors. E.g. temperature rise.

By the end of the lesson learners should be able to: State what’s meant by an exothermic reaction. State what’s meant by an endothermic reaction. Describe what happens to the energy during an exothermic and endothermic reaction. Explain why exothermic and endothermic reactions are used

By the end of the lesson learners should be able to: Identify what’s meant by activation energy. Describe how catalysts affect a chemical reaction. Explain why companies should use catalysts.

By the end of the lesson learners should be able to: Identify 3 factors that increase the rate of reaction. Describe how these factors increase the rate of reaction. Explain why chemicals are best kept in a dark room at cold temperature and not moved often.

By the end of the lesson learners should be able to: Identify what is meant by the rate of a reaction. Describe how to measure the rate of reaction. Explain why the method of using a mark at the bottom of a beaker is not a perfect way of measuring reaction rate.