The naughty elves have stolen the Christmas decorations from the "chemistree" in the classroom (oh no!) Students follow the PowerPoint steps to copper plate a piece of aluminium to make a Christmas decoration they can take home (or decorate your chemistree). -Students identify equipment and risks -Remove the aluminium oxide layer using acid -Use a simple electrolysis to plate the aluminium in copper. This makes a great science club activity (focussing on the procedure and practical element) as well as a relevant end of term treat for KS4. Merry Christmas!

In the first lesson students use the hook of Ramesses II and carbon dating to introduce the idea of isotopes. Following the PowerPoint, students test their knowledge with a series of questions. In the second lesson students use sodium as an example to explore the idea of relative atomic mass. Students run through calculating relative atomic masses from isotope abundances and use their knowledge to answer the questions.

Students remind themselves of what are common indicators of a chemical reaction and watch the video link of Professor McG transfiguring into a cat from the first Harry Potter movie. Students then watch a demonstration of Lead nitrate + Potassium Chloride --> Lead chloride and Potassium nitrate. Students then calculate the masses of the reactants and products. After watching a clip of Antone Lavoisiuer of proving the conservation of mass, students use their knowledge to complete a series of questions

Students complete a 6 mark question related to outlining the clinical symptoms of anorexia nervosa and compare it to a model answer. Divide an A3 piece of paper into three and pass it to three groups in the class. Students use the textbook to write brief descriptions about relative theories and studies. After running through the PowerPoint students complete an applied question related to the genetic factors and compare it to a model answer.

A nice way to finish off the Year for Year 12 students. A range of topics including: Psychologists in the Sun (disguised psychologists in which students need to identify) Disney disorders (characters and their possible mental health issues) Localisation of the brain (match) Peer question round As well as traditional: Food and drink (multiple choice) Summer knowledge (multiple choice) Music round (resource was made in 2017!)

Can be glued in the back of students books to help them construct the formulae of different acids and bases using the ion charges.

Students complete a six mark question to remind themselves about ionic bonds, inter-molecular forces and molecules. Students are introduced to the common acids and base formulae. Students run through a range of word equation and formula equation tasks using the worksheet and sorting cards. The formula crib sheet supplements this resource.

Students complete reminder questions related to the definition of acids by joining the lines to the correct definition. Students complete an experiment by dissolving magnesium ribbon in different concentrations of acid and timing the rate of reaction. This is related to the idea of concentration of hydrogen ions present.

Students complete reminder questions related to KS3 Acids and Alkali unit. students are introduced to acids as substances that donate hydrogen ions in solution (as per the new spec). This is demonstrated with some PowerPoint animations. Students complete a range of questions to demonstrate their understanding.

-Students attempt two short answer exam questions before looking at model answers and ways to improve. -student watch a clip from Pixel inside out and explain why it might be a good representation of LTM. Students sort cards into categories and justify their choice. From this three definitions of LTM are formed. PowerPoint includes details of relevant studies and a worksheet to take notes on before completing two more relevant exam questions.

Students use a multi-store car park a model to demonstrate their understanding of outlining the model. Students are reminded of what skills can be demonstrated in outline and evaluate questions. A quick summary of supporting and refuting evidence as well as some of the key limitations of the model. Students use the summary essay sheet to write a model answer in class.

Students are introduced for the need of ratios in chemical reactions before running through a worked example on the PowerPoint. Students complete the famous magnesium oxide crucible experiment before completing a range of calculations.

Students are introduced to the acid bath murderer of Crawley. After watching a quick clip students see the reaction between concentrated sulfuric acid (20ml) and sugar (50ml). Students use the PowerPoint slides to gain an understanding of concentration and practice a few calculations. Students follow a series of instructions to make a standard solution of calcium sulfate.

Students are introduced to the idea that moles are an amount of things similar to pairs and dozen. Using the PowerPoint student are introduced to Avogadro's constant and that a relative atomic mass in grams equals one mole of an atom. Students complete a experiment in which the rotate around the room to weigh different amounts of substances in beakers to calculate how many moles are present. Students use the mass of the beaker and the symbol formula (written on the side) to calculate the mass/mmr. Students practice rearranging the calculation.

Students watch the teacher demonstrate lead nitrate reacting with Potassium Iodide, Copper reacting with oxygen and Magnesium reacting with hydrochloric acid to demonstrate conservation of mass in a closed and enclosed system. Students learn how to calculate reacting masses using a worked demo Students practice their knowledge by answering a series of questions Based upon page 74-75 of the Edexcel new specification

-Students remind themselves of the indicators of a chemical reactions. -The powerpoint runs through the definitions of reactants, products, and the conservation of mass. -Teacher demos magnesium ribbon burning in oxygen to form magnesium oxide, using this to remind students of word equations. -Combustion is used as an example to explain balancing symbol equations. Students could use moli-mods at this point. -Teacher uses the risk assessment/instruction sheet to make a methane (below is a link to my twitter account demonstrated the rocket) rocket before students complete some more questions from the PowerPoint below is a link to my twitter account demonstrating the rocket in a science club https://quik.gopro.com/v/oxR1vLo0Dz/ https://twitter.com/neatguy_watson?lang=en

students organise themselves into teams and write two questions using the three topics they have learnt so far (gender, eating behaviour and aggression) to use in the peer question round. Each team takes it in turns to choose a round. 1_ Peer question 2) Christmas knowledge 3) Ding dong slurp slurp (remembering studies to names) 4) Give us some figgy pudding (Christmas related eating behaviour questions) 5) Christmas music round 6) Christmas food and drink 7) 12.00 days of christmas (12 days of christmas and research method questions) 8) Santa and his elves (Psychology explanations round) 9) TV and movies 10) Bearded psychologists (Psychologists disguised with festive beards) Merry christmas!

-Students discuss particular issues Santa may have on his Christmas eve journey (E.g. Military airspace...) -Teacher runs through a range of slides that considers, mass, air resistance, calories consumed, alcohol limits, speed, and amount of time needed. -Students are introduced to the question "How many carrots are needed to feed the reindeer during the journey" -Students complete a simple burning food experiment to test dried carrots (available at most good retailers) and other foods such as crisps, and bread to test which produce the most energy. -Higher students can try extrapolating up to find out how many carrots are needed. HINT it is over 900,000.... but remember they are magical. insert carrotometer joke where appropriate.

Students recap key definitions from last lesson before attempting two short exam questions. Students look through model answers to make improvements and discuss possible marks. Teacher runs through evaluative points for determinism based on page 47. Students complete a summary evaluation table Students demonstrate their knowledge by completing the structured essay sheet.