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Mass spectrometry principle A level Chemistry, including mass spectrometry problems and solutions, and mass spectrometry Save My Exams examples and diatomic molecules. All the slides in this lesson are fully animated and include answers to every mini plenary question and exam question. The breakdown of the slides is as follows: Slide 1 - Title and 5-minute starter. The starter is a grid of four questions entitled ‘last week, last lesson, today’s learning and future learning’. Use this generic slide for all of your lessons by simply changing the questions and the answers each time. Slide 2 - Lesson objectives (see above) Slide 3 explanation of the term ‘relative atomic mass’ by means of a picture (dual coding) Slides 4 – written definitions of both relative atomic mass and relative isotopic mass Slide 5 – introduction to the mass spectrometer Slide 6 – photo of an actual mass spectrometer Slide 7 – short, embedded video, explaining the principle of the mass spectrometer Slide 8 – labelled diagram of a mass spectrometer which closely resembles what a student might see in an exam Slides 9 – 12 – outline of how a mass spectrometer works, from ionisation, acceleration, deflection and detection Slides 13 - 15 – mass spectrometry of an element, with worked examples and mini plenary questions on calculating relative atomic mass from a mass spectrum with answers Slide 16 – 19 – this section deals with mass spectrometry of diatomic molecules, namely chlorine. Students are introduced to the concept of the unfragmented molecular ion and explanation of how this produces the peaks at 70, 72 and 74 are offered. The math behind the ratios (9:6:1) is also explained Slides 20 – 22 – this last section of teaching covers mass spectrometry of polyatomic molecules. For the Edexcel specification, students only need to be aware of the significance of the M as the relative molecular mass and the M+1 peak being caused by C-13. Slide 22 has an image of the mass spectrum of pentane, showing clearly the M peak. Slide 23 – Exam questions slide Slides 24 – 28 – mark scheme answer for each question as you click! If you have a positive experience with the resource please leave a positive review!

Contraception GCSE Science lesson with questions and answers. Includes hormonal and non-hormonal methods of contraception and evaluating the use of contraceptives. Lesson covers all the specification points forAQA Combined Science/Biology 4.5.3.5. The slides are fully animated and include answers to every mini plenary question and exam question.

Potable water GCSE Chemistry lesson AQA combined science, including difference between potable water and pure water, treatment of sea water and freshwater to produce potable water, with questions and answers throughout. The lesson objectives are as follows: Distinguish between potable water and pure water, describe the differences in treatment of ground water and salty water and** justify** the steps used to produce potable water. The slides are fully animated and include answers to every mini plenary question and exam question. The breakdown of the slides is as follows: Slide 1 - Title and 5-minute starter. The starter is a grid of four questions entitled ‘last week, last lesson, today’s learning and future learning’. Use this generic slide for all of your lessons by simply changing the questions and the answers each time. Slide 2 - Lesson objectives (see above) Slide 3 - Introduction to the importance of water and what constitutes safe, drinking water Slide 4 - Definition of potable water presented Slide 5 - Concept of pure water introduced (Pure water contains water molecules and no other dissolved substances). A photo of a bottle of Evian water is used as the discussion point: Is this bottle of mineral water pure? Answer animates onto screen: No, as it contains other dissolved ions, e.g. potassium, nitrates and sodium Slide 6 - Mini plenary. 3 questions testing pupils’ understanding of the difference between potable water and pure water. Answers animate onto the screen Slide 7 - This slide introduces the question: How is potable water produced in the UK? Slide 8 - Steps involved to produce potable water from freshwater, including selection of appropriate source of freshwater, definition of freshwater, filter beds and sterilising with chlorine, ozone or UV Slide 9 - Parched photo of Sahara desert to introduce the question: How is potable water obtained in countries like Saudi Arabia where there are no rivers or lakes? Slide 10 - Steps involved to produce potable water from seawater, including desalination, distillation and reverse osmosis. Slide 11 - Mini plenary. 4 questions testing pupils’ understanding of the steps involved in producing potable water from freshwater and seawater. Answers animate onto the screen Slide 12-16 - Exam questions on potable water with answers animating onto the screen from the mark scheme. The last question is worth four marks, which could be useful for extended writing Follow me on Twitter https://twitter.com/MC_Afrique If you have a positive experience with this resource please leave a positive review!

Elastic potential energy lesson with questions and answers. Lesson objectives are: State what the limit of proportionality is, describe what elastic potential energy is and explain what extension is and apply the equation for elastic potential energy. The slides are fully animated and include answers to every mini plenary question and exam question. The breakdown of the slides is as follows: Slide 1 - Title and 5-minute starter. The starter is a grid of four questions entitled ‘last week, last lesson, today’s learning and future learning’. Use this generic slide for all of your lessons by simply changing the questions and the answers each time. Slide 2 - Lesson objectives (see above) Slide 3 - Introduction to elasticity and its meaning Slide 4 - Definition of limit of proportionality Slide 5 - Mini plenary. Random name animation used to test pupils’ recall of limit of proportionality definition Slide 6 - Definition of elastic potential energy Slide 7 - Mini plenary. Pupils are asked to describe scientifically what an image is showing (a sling shot being pulled back and launching a stone). Answer animates onto screen - elastic potential energy being transferred to kinetic energy Slide 8 - Introduction to elastic potential energy equation with units Slide 9 - Explanation of what extension is and how to calculate it (some questions do not state the extension in an obvious way) Slide 10 - Elastic potential energy worked example 1 (answer animates onto screen in stages) Slide 11 - Elastic potential energy worked example 2 (answer animates onto screen in stages) Slide 12 - ALT (Applied learning time). Differentiated elastic potential energy calculation questions (9 in total). Gold, silver and bronze levels of difficulty (Silver and gold require pupils to rearrange the equation) Slide 13 - ALT review - all answers animate onto screen Slide 14 - Plenary. Elastic potential energy GCSE exam calculation. Answer animates onto the screen in stages Follow me on Twitter https://twitter.com/MC_Afrique If you have a positive experience with the resource please leave a positive review!

IGCSE Edexcel Chemistry solubility curves and solubility practical. Solubility definition and units of solubility, with solubility exam questions. Lesson objectives: Define key terms relating to solubility, Define solubility and Investigate the solubility of a solid in water at a specific temperature. All the slides in this lesson are fully animated and include answers to every mini plenary question and exam question. The breakdown of the slides is as follows: Slide 1 - Title and 5-minute starter. The starter is a grid of four questions entitled ‘last week, last lesson, today’s learning and future learning’. Use this generic slide for all of your lessons by simply changing the questions and the answers each time. Slide 2 - Lesson objectives (see above) Slide 3 – matching activity for the key terms linking to solubility, e.g. solvent, solute, solubility, etc. Slides 4 – 5 – printable copies of slide 3 for students Slide 6 – diagram introduction to practical Slide 7 – method for practical (step-by-step) Slide 8 – results grid where students will record their data Slide 9 – introduction to solubility curves Slide 10 - If you had 180 g of KNO3 at 80℃, it would look like the first photo. However, if you cool the solution down to 40℃, it would look like the second photo, as the mass of salt which cannot dissolve at the lower temperature crystallises out of solution Slides 11 – 13 – series of worked examples of solubility curve problems. Answers animate on to the screen as you click (don’t worry!) Slide 14 – data for students to draw their own solubility curve (graph paper not provided) Slide 15 - WAGOLL Slide 16 – ALT (Applied learning time). Questions that require students to interpret the solubility they have drawn to answer. If they were not able to draw it, print slide 15 for them and have them use it to answer the questions. Slide 17 – Answers Slide 18 – Exam question slide Slide 19 – mark scheme If you have a positive experience with the resource please leave a positive review!

Specific heat capacity lesson, including equation of specific heat capacity definition with calculation questions and answers, plus internal energy definition physics. The lesson objectives are as follows: Define internal energy and how it is affected by heat, state the factors that affect the change in thermal energy of a system and apply the equation and the concept of specific heat capacity to problems. The slides are fully animated and include answers to every mini plenary question and exam question. The breakdown of the slides is as follows: Slide 1 - Title and 5-minute starter. The starter is a grid of four questions entitled ‘last week, last lesson, today’s learning and future learning’. Use this generic slide for all of your lessons by simply changing the questions and the answers each time. Slide 2 - Lesson objectives (see above) Slide 3 - Recap of definition of system and introduction to definition of internal energy Slide 4 - Explanation of what happens to the internal energy when heat is applied to the system Slide 5 - Mini plenary. 4 questions of increasing difficulty that test definitions and explanations that students have just learnt. Answers animate onto the screen Slide 6 - Introduction to the factors that affect the change in thermal energy of a system Slide 7 - Mini plenary. Random name animation used to test pupils’ recall of the factors that affect the change in thermal energy in a system Slide 8 - Introduction to specific heat capacity equation with the units. All parts animate onto the screen at your leisure Slide 9 - Worked example 1 SHC calcuation with step-by-step answer animation Slide 10 - Worked example 2 SHC calcuation with step-by-step answer animation Slide 11 - Mini plenary. SHC calculation 3-mark exam question with mark scheme answer animating onto screen. Slide 12 - Explanation of why specific heat capacity is important, linking to its definition, i.e. useful to know as it can help people decide the best materials to use for buildings or cooking utensils Slide 13 - Comparison of SHC of iron and SHC of wood. Iron’s SHC is much lower - what does this actually mean? All explained on this slide, which will help students frame their knowledge in a relevant context. Slide 14 - Mini plenary to test last lesson objective (apply the concept of specific heat capacity to problems) Slide 15 - ALT (Applied learning time). 6 mark synthesis exam question: “A student investigated the specific heat capacity of metals. Describe an experiment the student could do to measure the specific heat capacity of a metal.” Guidance animates onto the screen and then disappears, such as the need for a joulemeter. Slide 16 - Plenary. Short 3-mark SHC calculation question Follow me on Twitter https://twitter.com/MC_Afrique If you have a positive experience with the resource please leave a positive review!

Development of the model of the atom GCSE Physics lesson including J.J Thomson, Ernest Rutherford, plum pudding model, nuclear model, alpha particle scattering experiment (gold foil experiment), with questions and answers throughout the lesson. The lesson objectives are as follows: Explain why the discovery of the electron led to a new model for the atom and describe this new model, explain why the new evidence from the scattering experiment led to a change in the atomic model and explain the difference between the plum pudding model of the atom and the nuclear model of the atom. The slides are fully animated and include answers to every mini plenary question and exam question. The breakdown of the slides is as follows: Slide 1 - Title and 5-minute starter. The starter is a grid of four questions entitled ‘last week, last lesson, today’s learning and future learning’. Use this generic slide for all of your lessons by simply changing the questions and the answers each time. Slide 2 - Lesson objectives (see above) Slide 3 – Open question: what does an atom look like? John Dalton’s atomic model is mentioned here Slide 4 – Introduction to J.J. Thomson and new experimental evidence may lead to an existing model being changed or replaced Slide 5 – Explanation of the plum pudding model Slide 6 – Mention of Hantaro Nagaoka, a Japanese scientist who disagreed with Thomson’s plum pudding model. Inclusion of Nagaoka provides an opportunity to diversify the curriculum. Slide 7 - Mini plenary. Three questions of increasing difficulty. Answers animate onto the screen Slide 8 – Information about Ernest Rutherford and description of gold foil experiment Slide 9 – Explanation of Rutherford’s results Slide 10 - Mini plenary. 4-mark exam question with answer that animates on to the screen. Slide 11 – Small additions to the nuclear model, e.g. Niels Bohr, James Chadwick and discovery of the proton. Slide 12 - Applied learning time (ALT). 6-mark exam question with answer. Slide 13 - Plenary. Quick fire questions with names of random students in the class. Alternatively, you can use the No hands app random name generator If you have a positive experience with the resource please leave a positive review!

ammonium chloride ring demonstration and potassium permanganate dilution. Particle theory lesson with questions and answers for IGCSE Chemistry, arrangement, movement and energy of the particles. Lesson objectives: Describe the movement, arrangement and energy of the particles in solids, liquids and gases, State the names of the interconversions between solids, liquids and gases and Explain how these interconversions are achieved and how they change the arrangement, movement and energy. All the slides in this lesson are fully animated and include answers to every mini plenary question and exam question. The breakdown of the slides is as follows: Slide 1 - Title and 5-minute starter. The starter is a grid of four questions entitled ‘last week, last lesson, today’s learning and future learning’. Use this generic slide for all of your lessons by simply changing the questions and the answers each time. Slide 2 - Lesson objectives (see above) Slide 3 – TPS – how do we know substances are made of particles? Slides 4 - 6 – Evidence of particles from Brownian motion, gold foil experiment and images from STMs can be explored. Gifs on slides to help with this. Slides 7-11 – This section is when the demonstration of ammonia gas reacting with hydrogen chloride gas can be done. The demonstration should be done using the POE model (predict – observe – explain) Slide 12 – Second demonstration (potassium permanganate dissolving in hot and cold water). Do this live or use the video embedded in the PowerPoint Slide 13 – Explanation to the demonstration Slide 14 – 16 - Information on movement, arrangement and energy of particles for teacher to deliver Slide 17 – Mini plenary questions. Questions are differentiated and scaffolded, including a challenge question. Answers animate onto the screen as you click Slides 18 – 19 – Information for teacher to deliver on compressibility of solids, liquids and gases. Visuals on each slide to support dual coding Slide 20 - Mini plenary questions. Questions are differentiated and scaffolded, including a challenge question. Answers animate onto the screen as you click Slide 21 – diagram showing the interconversions of the states of matter, including sublimation Slide 22 – Phet simulation instructions (only possible if students have their own laptops) Slide 23 – Phet simulation link in the notes section of the slide. Simulation also embedded on this slide, so you can model to them how to use it if you want Slide 24 - Mini plenary questions. Questions are differentiated and scaffolded, including a challenge question. Answers animate onto the screen as you click Slides 25 – 26 – Plenary (exam questions) Phet states of matter simulation: https://phet.colorado.edu/sims/html/states-of-matter-basics/latest/states-of-matter-basics_en.html Follow me on Twitter https://twitter.com/MC_Afrique If you have a positive experience with the resource please leave a positive review!

Energy stores and systems GCSE Physics lesson including worked examples of energy transfers with answers, energy change diagrams, system definition, and what happens to the energy when the system changes. The lesson objectives are as follows: Define, with examples, what a system is, explain how a system can be changed and recall the main energy stores and explain what happens to the energy when a system changes. The slides are fully animated and include answers to every mini plenary question and exam question. The breakdown of the slides is as follows: Slide 1 - Title and 5-minute starter. The starter is a grid of four questions entitled ‘last week, last lesson, today’s learning and future learning’. Use this generic slide for all of your lessons by simply changing the questions and the answers each time. Slide 2 - Lesson objectives (see above) Slide 3 - System definition with examples Slide 4 - Mini plenary. Random name animation used to test pupils’ recall of system definition Slide 5 - Introduction to the three ways a system can be changed with an example of a man kicking a ball (Heating, work done by a force and work done when current flows). Slide 6 - Mini plenary question: “This filament light bulb has just been switched on. How does this demonstrate a system being changed?” Answer animates directly onto screen Slide 7 - Introduction to what happens to the energy when a system changes (When a system changes, energy is transferred from one energy store to another) Slide 8 - KS3 recap of the main energy stores with photos to make the lesson more visual Slide 9 - Example of energy transfer when an object is projected upwards. Answer animates as flow diagram with photo to make the lesson more visual Slide 10 - Example of energy transfer when a moving object hits an obstacle. Answer animates as flow diagram with photo to make the lesson more visual Slide 11 - Example of energy transfer when bringing water to boil in an electric kettle. Answer animates as flow diagram with photo to make the lesson more visual Slide 12 - Mini plenary. Write down the energy transfers that take place when the following systems change: A ball being dropped from a height and hitting the ground A rubber band being stretched by a person and held A handheld torch being used A vehicle slowing down Answers animate onto the screen as always Slide 13 - ALT (Applied learning time). 3 mark exam question: Explain the energy changes in a book as it is resting on a shelf compared to when it is falling and hits the ground. Answer animates by paragraph onto the screen This stage of the lesson is an opportunity for pupils to apply what they have learnt in the lesson Slides 14-16 - Plenary. Short 1 and 2 mark exam questions with animated answers to wrap up an outstanding lesson and address any lingering misconceptions Don’t forget to leave a positive review! https://twitter.com/MC_Afrique

Motor effect GCSE Physics lesson including Flemming’s left hand rule, magnetic flux density, Fleming’s left-hand rule, electromagnets, motor effect practical and DC motors with questions and answers throughout the lesson. The lesson objectives are as follows: Describe how a magnet and a current-carrying conductor exert a force on one another, Show that Fleming’s left-hand rule represents the relative orientations of the force, the current and the magnetic field and Apply the equation that links the force on a conductor to the magnetic flux density, the current and the length of conductor to calculate the forces involved. The slides are fully animated and include answers to every mini plenary question and exam question. The breakdown of the slides is as follows: Slide 1 - Title and 5-minute starter. The starter is a grid of four questions entitled ‘last week, last lesson, today’s learning and future learning’. Use this generic slide for all of your lessons by simply changing the questions and the answers each time. Slide 2 - Lesson objectives (see above) Slide 3 – Hinge question: What will happen when a wire with current flowing through it and the magnet are brought close to one another? Slide 4 – A demonstration of the motor effect using a cell, a piece of wire, a screw and a neodymium magnet. This can be done as a class practical if there is enough equipment. Slide 5 – Explanation of what the class observed in the demo/practical Slide 6 – Definition of motor effect presented to class: A wire carrying a current creates a magnetic field. This can interact with another magnetic field, causing a force that makes the wire move. Slide 7 - Mini plenary. Three questions of increasing difficulty. Answers animate onto the screen Slide 8 – Introduction to Fleming’s left-hand rule (LHR) Slide 9 – Fleming’s left-hand rule visual aid with useful acronym Slide 10 – Worked example of how to use Fleming’s LHR Slide 11 – Mini plenary. Students attempt to use Fleming’s LHR to work out the direction of movement. Answers animate onto the screen Slide 12 – Introduction to the calculation of forces involved in the motor effect Slide 13 - 𝐹=𝐵𝐼𝑙 equation, with symbols and units given Slide 14 – Worked example using the 𝐹=𝐵𝐼𝑙 equation Slide 15 – Mini plenary. Questions testing students’ knowledge of the 𝐹=𝐵𝐼𝑙 equation. Answers animate onto the screen Slide 16 – ALT (Applied Learning Time) Students work independently during this stage of the lesson, answering questions linked to the objectives of the lesson. Answers animate onto the screen at the click of a button. Slides 17-21 – Plenary. Short-answer exam questions with answers that animate on to the screen

Avogadro’s molar gas volume calculation questions and answers. Use n = v/24 with n = mass/Mr. Full lesson with exam questions includes the definition of molar gas volume. A level and GCSE chemistry suitable. All the slides in this lesson are fully animated and include answers to every mini plenary question and exam question. The breakdown of the slides is as follows: Slide 1 - Title and 5-minute starter. The starter is a grid of four questions entitled ‘last week, last lesson, today’s learning and future learning’. Use this generic slide for all of your lessons by simply changing the questions and the answers each time. Slide 2 - Lesson objectives (see thumbnail image) Slide 3 – explanation of molar gas volume (1 mole of any gas occupies a volume of 24 dm3 (or 24000 cm3) at room temperature and pressure), and explanation of what room temperature and pressure are Slide 4 – students are introduced to the formula n = v/24 or n = v/24000 Slide 5 – Worked example 1: What volume does 0.25 moles of a gas occupy at rtp? Answer with working out animates onto the screen Slide 6 – Worked example 2 (answer and working out animate as you click) Slide 7 – Mini plenary. Three questions of increasing difficulty, to check what students have learnt so far. Answers animate as you click Slide 8 – Worked example 3 (answer and working out animate as you click) Slide 9 - Worked example 4(answer and working out animate as you click) Slide 10 – Mini plenary. Two questions of increasing difficulty, to check what students have learnt so far. Answers animate as you click Slides 11 – 15: Exam questions and mark scheme answers. Included with this resource as a word document but I have done a screen shot of the answers on each slide If you have a positive experience with the resource please leave a positive review! This really helps promote my store!

Waste water treatment potable water diagram with steps. Urban lifestyles and industrial processes produce large amounts of waste water that require treatment before being released into the environment. Sewage and agricultural waste water require removal of organic matter and harmful microbes. Industrial waste water may require removal of organic matter and harmful chemicals Lesson objectives: State sources of waste water, Explain the steps involved in the treatment of sewage, comment on the relative ease of obtaining potable water from waste, ground and salt water. This lesson follows on from the potable water lesson here /teaching-resource/potable-water-lesson-12502600. All the slides in this lesson are fully animated and include answers to every mini plenary question and exam question. The breakdown of the slides is as follows: Slide 1 - Title and 5-minute starter. The starter is a grid of four questions entitled ‘last week, last lesson, today’s learning and future learning’. Use this generic slide for all of your lessons by simply changing the questions and the answers each time. Slide 2 - Lesson objectives (see above) Slide 3 – Intro to urban lifestyles and industrial processes Slide 4 – Hinge question: Can you name specific examples of sources of waste water? Slide 5 – Source 1 of waste water – domestic Slide 6 – Source 2 - agricultural Slide 7 – Source 3 - industrial Slide 8 – Mini plenary questions, answers animate on screen Slide 9 – Steps involved in treating waste water: Step 1 - Screening Slide 10 – Step 2 - Sedimentation Slide 11 – Step 3 – Anaerobic digestion Slide 12 – Step 4 – Aerobic biological treatment Slide 13 – Solutions given for the products at each electrode for the electrolysis of aqueous sodium chloride solution using the golden rules Slide 14 – Special mention for the half equation for the oxidation of hydroxide ions to form oxygen and water, as this one is particularly difficult. Slide 15 – ALT (Applied learning time). 6 mark exam style question, designed to test students’ understanding of the whole lesson. Answers animate onto the screen. Slide 16 – Plenary. Cold call questions which animate onto the screen with pupils’ names attached as a final check that learning has taken place and that you have done your job! Follow me on Twitter https://twitter.com/LyricalPedagog If you have a positive experience with the resource please leave a positive review!

Electrolysis of aqueous solutions and electrolysis of ionic compounds with half equations. Lesson objectives: Predict the products of the electrolysis of binary ionic compounds in the molten state, write half equations for the reactions occurring at the electrodes during electrolysis and predict the products of the electrolysis of aqueous solutions containing a single ionic compound. This lesson follows on from the introduction lesson to electrolysis that can be found here. All the slides in this lesson are fully animated and include answers to every mini plenary question and exam question. The breakdown of the slides is as follows: Slide 1 - Title and 5-minute starter. The starter is a grid of four questions entitled ‘last week, last lesson, today’s learning and future learning’. Use this generic slide for all of your lessons by simply changing the questions and the answers each time. Slide 2 - Lesson objectives (see above) Slide 3 – Recap slide from previous lesson on what happens when an ionic compound is melted or dissolved in water, i.e. the ions are free to move about within the liquid or solution Slide 4 – An explanation of what you would see at each electrode during the electrolysis of molten sodium chloride, i.e. bubbles of chlorine gas at positive electrode and sodium metal coating the negative electrode Slide 5 – Mini plenary/learning pit stop. Three questions of increasing difficulty to check students’ understanding thus far. Answers animate onto the screen. Slide 6 – Introduction to half equations, the golden rule (Positive ions gain electrons to form elements and negative ions lose electrons to form elements) and OIL RIG all covered here Slide 7 – Worked example of electrolysis of molten sodium chloride. Half equations animate onto the screen Slide 8 – List of diatomic elements presented to students in the form of useful mnemonic (Have No Fear Of Ice Cold Beer) Slide 9 – Exam-style question worth 4 marks: A student performs electrolysis of molten magnesium chloride. Predict the products at each electrode and write half equations for each electrode. Answers animate onto the screen as you click the mouse. Slide 10 – Introduction to the electrolysis of aqueous solutions with mention of hydroxide and hydrogen ions from the water Slide 11 – Diagram of electrolysis of aqueous sodium chloride solution showing all the ions present Slide 12 – Golden rules to help students work out the products at each electrode: Hydrogen is produced at the negative electrode IF the metal is more reactive than hydrogen and Oxygen is produced at the positive electrode unless the solution contains halide ions, in which case the halogen is produced. Slide 13 – Solutions given for the products at each electrode for the electrolysis of aqueous sodium chloride solution using the golden rules Slide 14 – Special mention for the half equation for the oxidation of hydroxide ions to form oxygen and water, as this one is particularly difficult. Slide 15 - Exam

How do you deduce the rate equation from the rate determining step? Or vice versa? Plus reaction mechanisms, including SN1 and SN2? This lesson includes all this, and much more! Students will learn how to deduce a reaction mechanism using the rate equation and stoichiometry. This is a Year 13 A level lesson for Edexcel International Unit 4 – WCH14, but it can also be used for all UK exam boards. All the slides in this lesson are fully animated and include answers to every mini plenary question and exam question. The breakdown of the slides (which are best opened on Microsoft PowerPoint) is as follows: Slide 1 - Title and 5-minute starter. The starter is a grid of four questions entitled ‘last week, last lesson, today’s learning and future learning’. Use this generic slide for all of your lessons by simply changing the questions and the answers each time. Slide 2 - Lesson objectives (see thumbnail image) Slides 3 – 4: Introduction to the concept of rate-determining step through an analogy Slide 5 – definition of reaction mechanism and rate-determining step Slides 6 – 9: deducing the rate equation from the rate-determining step with two worked examples Slide 10 – Mini plenary (learning pit-stop). Questions of increasing difficulty to check students’ learning so far. The little angels should answer in their exercise books. Answers animate onto the board when you are ready to reveal. Slide 11 – Cheat sheet (how to recognise a catalyst and an intermediate in a reaction mechanism) Slides 12 - 19 : deducing the rate equation from rate-determining step, with two worked examples and a mini plenary embedded Slide 20 – Y12 recap questions on alkaline hydrolysis of halogenoalkanes Slide 21 – sample data to compare the rate of hydrolysis of halogenoalkanes (same halogen, different structure) Slides 22 - 26: explanation of the different rates of hydrolysis due to SN1 and SN2 mechanisms (all thoroughly explained, see preview video) Slides 27 – 34: Exam questions with mark scheme answers (included as a word document with this resource) If you have a positive experience with the resource please leave a positive review! This really helps promote my store!

Rate equation, rate constants and orders of reaction A level Chemistry lesson with questions and answers. Deriving units of rate constant plus the initial rate method for determining rate equation with worked examples. This is a Year 13 A level lesson for Edexcel and Edexcel International. All the slides in this lesson are fully animated and include answers to every mini plenary question and exam question. The breakdown of the slides (which are best opened on Microsoft PowerPoint) is as follows: Slide 1 - Title and 5-minute starter. The starter is a grid of four questions entitled ‘last week, last lesson, today’s learning and future learning’. Use this generic slide for all of your lessons by simply changing the questions and the answers each time. Slide 2 - Lesson objectives (see thumbnail image) Slide 3 – definition of rate of reaction, with a graph showing change of concentration of reactant and product over time Slide 4 – discussion of units of rate of reaction (this will be very important for working out units of rate constant later) Slide 5 – Mini plenary (learning pit-stop). Questions pop on to the screen when you click. Cold call students or use a random name generator to elicit a response. Slide 6 – Introduction to the concept of a rate equation Slide 7 – student-friendly data is presented in a table (bananas and boxes) which shows direct proportionality Slide 8 – students will be shown how to write an equation for the number of bananas to boxes including a proportionality constant Slide 9 – students are shown how a rate expression of proportionality to concentration of reactant A can be converted into a rate equation including the rate constant, k. The bananas and boxes example will make the transition seamless! Slide 10 – definition of order (with respect to a reactant) Slide 11 – zero order explained (with rate-concentration graph) Slide 12 - first order explained (with rate-concentration graph) Slide 13 - second order explained (with rate-concentration graph) Slide 14 – explanation of how overall order of a reaction is calculated Slides 15 – 16: explanation of how units for rate constant are calculated with a worked example Slide 17 - slide just explaining rules of exponents (mainly for students not studying A level Mathematics) No more space! Watch the video preview! If you have a positive experience with the resource please leave a positive review! This really helps promote my store!

Measuring rate of reaction using techniques like titration, colorimetry, mass change, volume of gas evolved (gas syringe) and electrical conductivity. This is a Year 13 A level lesson for Edexcel and Edexcel International. All the slides in this lesson are fully animated and include answers to every mini plenary question and exam question. The breakdown of the slides is as follows: Slide 1 - Title and 5-minute starter. The starter is a grid of four questions entitled ‘last week, last lesson, today’s learning and future learning’. Use this generic slide for all of your lessons by simply changing the questions and the answers each time. Slide 2 - Lesson objectives (see thumbnail image) Slide 3 – recap questions to review prior learning. For example, what is meant by the term rate of reaction? Slide 4 – the following statement is presented to students: To measure reaction rate, there must be an observable change in the reactants or the products. Discuss as necessary Slide 5 – introductory slide to the techniques for measuring rate of reaction Slide 6 – Technique 1: volume of gas evolved. Both inverted measuring cylinder and gas syringe are discussed and evaluated. Slide 7 – Technique 2: change in mass using a mass balance, discussed and evaluated Slide 8 – Technique 3: Colorimetry. This is discussed in the context of the sodium thiosulfate and hydrochloric acid reaction. Slide 9 – A short (2 minute) embedded video on colorimetry, as this will be new to students. They do not need to know the details, but it is still good for them to be familiar Slide 10 – Technique 4: Titration. Titrating aliquots to monitor concentration over time. The concept of quenching is also explained on this slide Slide 11 – Technique 5: Measuring electrical conductivity. If the total number, or type, of ions in solution changes during a reaction, then this technique is appropriate Slide 12 – ALT (Applied Learning Time) – a series of questions to check for learning. Answers animate onto the screen when you are ready to review students’ responses If you have a positive experience with the resource please leave a positive review! This really helps promote my store!

How to calculate solution concentrations in g/dm³, mol/dm³, and ppm, following the Edexcel International A Level Chemistry specification. Explains what parts per million (ppm) is and how to calculate it. All the slides in this lesson are fully animated and include answers to every mini plenary question and exam question. The breakdown of the slides is as follows: Slide 1 - Title and 5-minute starter. The starter is a grid of four questions entitled ‘last week, last lesson, today’s learning and future learning’. Use this generic slide for all of your lessons by simply changing the questions and the answers each time. Slide 2 - Lesson objectives (see thumbnail image) Slide 3 – diagram to represent the difference between concentrated and dilute Slide 4 – concentration in terms of mol/dm3 and g/dm3 intro Slide 5 – formula for molar concentration of a solution Slide 6 – 8 Worked examples 1 -3 (answer and working out animate as you click) Slide 9 – Mini plenary. Three questions of increasing difficulty, to check what students have learnt so far. Answers animate as you click Slide 10 – formula to calculate mass concentration of a solution Slide 11 - 12 - Worked example 1 -2 (answer and working out animate as you click) Slide 13 - Mini plenary. Two questions of increasing difficulty, to check what students have learnt so far. Answers animate as you click Slide 14 – Introduction to the concept of concentration in ppm Slide 15 – explanation of what ppm means Slide 16 – formula for calculations of ppm in solutions presented to students Slides 17 – 25: Worked examples 1 -3 (answer and working out animate as you click) Slide 26 – Mini plenary: Four questions of increasing difficulty, to check what students have learnt so far. Answers animate as you click Slide 27 – Introduction to the term ppmv and concentrations for gases Slide 28 – what does ppmv actually mean? Slide 29 – formula for calculation of concentration in gases Slides 30 – 38 – Worked examples 4 – 6 (answer and working out animate as you click) Slides 39 – 44: Exam questions and mark scheme answers. Included with this resource as a word document but I have done a screen shot of the answers on each slide If you have a positive experience with the resource please leave a positive review! This really helps promote my store!

Menstrual cycle GCSE Biology questions and answers How to use Print the lyrics Print the questions Play the song and encourage pupils to rap along Pupils answer questions Self-assess with answers Lesson obs feedback = OUTSTANDING!