Edexcel Core Chemistry Chemistry in our Modern World Topic 1 Lesson 3 and 4 Students use their scientific skills to plan, implement and evaluate a simple experiment that proves the composition of oxygen in the modern day atmosphere. The first hour is spent planning a procedure, discussing methods to control certain variables and to design a table to collect data that is in concordance to the edexcel controlled assessment. The second hour is used to collect the data and to form a conclusion. This conclusion is then compared to a pie chart to see how accurate the experiment was.

Students are introduced to Democritus and his ideas of divisibility. Building on KS2 knowledge, students use plasticine to build models of solids, liquids and gases in groups. Using the idea that syringes of water and sand cannot be compressed, students rework their models to demonstrate the density of liquids. Teacher uses a simple demonstration of: floating and sinking, compression and shape to reinforce the idea of the "particle model". Students complete their findings independently.

Students are introduced to metal ores and a brief explanation of how their extraction differs due to reactivity. Students watch a teacher demonstration of each of the metals in reactivity with water, hydrochloric acid or heated hydrochloric acid. As a class students rank their reactivity and note any observations. Students continue the lesson by testing the gases produced when a metal is added to a acid. Students complete they squeaky pop test to discover it is hydrogen.

These activities should last for three weeks and is designed for Year 7 and 8. sessions 1 introduces the very spectacular Methane oxygen rocker. Risk assessment and instructions are given. Session 2: Acid base rockets using vinegar and baking powder Session 3: Students use their acid base rockets to investigate how the amount of fuel, type of acid and concentration effect rocket height. After each session I make a video on the free replay app and add it to our school twitter page. they should give you a good idea of the activities. https://quik.gopro.com/v/oxR1vLo0Dz/ https://quik.gopro.com/v/om1c0F5cxN/ I use these sessions at the beginning of the year as students enjoy them a lot. I'll continue adding resources for the rest of the activities present on the SOW.

As part of the last week of term I let my Year 8 and 9's choose what they learn about. This one came up... It was very successful! -Students list as many types of surgery they know from their own knowledge before being introduced to a range of surgical techniques. -Students complete a diamond nine activity to introduce the idea that often patients undergo surgery for a range of different reasons and can often be very beneficial to their well being and quality of life. -Students discuss odd examples of cosmetic surgery that seem "abnormal" to us -Poster swap activity discussing techniques, cost, and risks -Student choose from a range of animated videos to finish of the lesson related to the techniques above.

Psychology AQA A -Students are introduced to the levelled mark scheme. -discuss command words to questions and sort an essay card sort into points, evidence and evaluation. Students reassemble the cards into an essay (Outline and evaluate the role of learning for food preference). Higher students will realise the flexibility they have in forming paragraphs. -Students are given an example section from "Discuss the evolutionary theory to food preference" and are then asked to finish the evaluative points. -Students peer mark using levelled mark scheme. Homework: Students use all the rules to write "Outline and evaluate the role of neural and hormonal mechanisms in eating behaviour.

Two PowerPoints that run through the AO1 and AO3 aspects of the biological explanation of Anorexia. Students use the information and Cat textbook edition 4 to complete an evaluative table for the first lesson and follow the PowerPoint and complete the essay sheet for the second lesson.

Students consider the factors which can increase the unpleasant experience of flatulence... Using the starter and a demonstration of perfume students learn the idea that the random movement of particles can lead to the spreading of substances. Students move into small groups and decide on how they can role play the scientific concept to the class. After students watch each other's sixty second role plays they evaluate them and complete a levelled worksheet. Students are

Students are introduced to the shocking symptoms of AIDs and are briefly introduced to the HIV virus. Students are introduced to the concept of a market place activity in which students will design resources, promote and explain what they have done and learn from each other to allow them to complete a set of questions. Students focus on: -Symptoms -Transmission -Managment I designed this lesson to accompany my micro-organism unit and dispel the use of my students using the word "AIDs" lightly. They had a lot of questions after the lesson and seemed to enjoy it.

Lesson 3 of the edexcel new spec for chemistry Students are introduced to an usual hook into the lesson whereas the remains of Ramasis II stomach was found to contain trace compounds of Cannabis. was this because ancient Egyptians smoke cannabis or was it contamination? Students draw the structure of a carbon atom before discussing the definition of isotope and C-14. discussing carbon dating is optional to answer the starter whereby the cannabis and remains both contain the same amount of C-14. Students complete questions related to relativity and isotopes using the Edexcel Chemistry textbook

students are reminded of the evolutionary approach and are asked to explain three odd behaviours or biological phenotypes e.g. why do peacocks have large tails? Why do we sneeze? Why do hostages develop strong positive feelings for their capturer? Students then take part in a class blind folded taste test: Sugar, honey, chilli, salt, PTC, crisps ensuring there are no allergies. this should provoke discussion. Students use their text book, carousel work sheets and the PowerPoint to fill in their evaluation sheet. The end of the lesson should be used to discuss what they have found out.

PowerPoint runs through the definition of obesity, evidence supporting each theory and evaluative points. Students become experts on one theory and share their knowledge to the class.

Students are introduced to a few panels related to Superman to get them talking whether Superman can change charcoal into diamond after which they watch a small clip from the movie exerting pressure. Students are introduced to the idea of alltropes before looking at a range of moli-models (diamond, graphite, amorphous carbon and buckminsterfullerene) and information sheets to fill in a summary table. Students complete a range of questions to demonstrate their knowledge.

Students are asked a quick quiz in relation to andro-centrism, alpha and beta bias, and examples to support those ideas. Students attempt two exam questions related to gender bias focusing on the different expectation within a 2 mark explanation and a 3 mark explanation Students are introduced to the evaluative points related to gender bias. Students complete the A3 essay sheet which has a basic structure (AO1 points already written) students evaluate to demonstrate their understanding.

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 are introduced to a Chief fireman who is struggling to put out a burning building. Students discuss their ideas while they watch the video and share their ideas to the class. Students are introduced to the fire triangle and the word equation for combustion. Students complete a practical in which they build three types of fire extinguishers (sand, water and carbon dioxide foam) to put out a controlled fire made from splints. Students decide on which extinguisher is the most effective and how it relates to the fire triangle. Students finish the lesson through the introduction of a chip pan fire to demonstrate how certain fires have specific requirements to extinguish them safely.

-Students watch a clip from the Big bang Theory where Sheldon dresses as the "Doppler effect". -Students are introduced to the concept through the PowerPoint and demonstrate the effect outside through a "controlled scream drive-by". -Students complete a series of questions related to the concept to demonstrate understanding. The lesson finishes through applying their new knowledge to Sonic-booms.

Some resources for three lessons designed to introduce Edexcel C3 topic 2. Lesson 1 Students describe a graph regarding the amount of soap that is used across the country and interpret what it could mean. -Students are introduced to water hardness, both permanent and temporary. -concentration with practice questions -Ion exchange by using the textbook lesson 2 Students are reminded of concentration and are introduced to the mole! -what is a mole -concentration in terms of mol/volume -practice questions -students are introduced to the procedure of producing a soluble salt and are asked to read the textbook for homework Lesson 3 Students prepare copper sulphate crystals from an acid base reaction.

Students are given a picture of biological systems and asked to consider the range of factors the body regulates e.g. pH of blood, sugar levels, temperature etc Students are re-introduced to homoeostasis and negative feedback before completing a diagram related to the negative feedback loop of hunger and satiation. Students use the cat book edition 4 to consider evaluative points and complete A3 summary sheet