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Determining orders of reaction using concentration-time graphs. Explanation of how to calculate the half-life of a reaction and using the continuous method for determining rate equation and thus order with respect to a reactant. 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 – explanation of continuous method for determining rate equation Slide 4 – concentration-time graph of a first order reactant, showing clearly the constant half-life Slide 5 – definition of half-life presented to students Slide 6 – concentration-time graphs for zero order, first order and second order Slides 7 – 8: Printable format of the concentration-time graphs Slide 9 – Mini plenary (learning pit-stop). Four 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. Slides 10 – 11: 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 Slides 12 – 13: Printable format of ALT Slide 14 – ALT answers 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!

Avogadro’s gas law calculation questions with molar and volume ratios. How to calculate volume of gases in a reaction mixture after a reaction? This lesson shows you how! Suitable for A level and IB SL/HL Chemistry. 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 – Introduction to Amedo Avogadro Slide 4 – What is the Avogadro gas law? Slides 5 – What does the Avogadro gas law mean in principle? Slide 6 – Worked example 1: Carbon dioxide and carbon react to form carbon monoxide: CO2(g) + C(s) --> 2CO(g). 1 dm3 of carbon dioxide is reacted with an excess of carbon to form carbon monoxide. What volume of carbon monoxide is formed? Answer with working out animates onto the screen Slides 7 – 8: Printable version of worked example 1 for students Slide 9 – Worked example 2 (slightly harder example) Slides 10 – 11: Printable version of worked example 2 for students Slide 12 – Worked example 3 (harder still, involving excess and limiting reagents) Slides 13 – 14: Printable version of worked example 3 for students Slide 15 – Worked example 4 (red hot – very difficult, step-by-step solution is animated onto the screen) Slides 16 – 17: Printable version of worked example 4 for students Slide 18 – Solution to worked example 4 continues on this slide (such is its complexity!) Slide 19 – Mini plenary. Short independent learning task to check students’ learning Slide 20 – ALT (Applied Learning Time). Longer independent learning task, where students can demonstrate what they have learnt in your lesson Slides 21 – 22: Printable version of ALT questions Slide 23 – ALT answers Slide 24 – working out to answers Slide 25 – Bonus stretch and challenge question, with answer If you have a positive experience with the resource, please leave a positive review! This really helps promote my store!

Calculating the molecular formula from the empirical formula and ideal gas equation calculations full lesson with questions and answers. 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 – Recap of molecular formula to empirical formula to review prior learning Slide 4 – Definition of molecular formula with an example Slides 5 -6 Introduction and exposition of terms relative molecular mass, relative formula mass and molar mass Slides 7 – 9: Worked example 1 - The empirical formula of a compound of boron and hydrogen is BH3. Its relative formula mass is 27.7. Determine the molecular formula of the compound. Live model to show students how to solve. Answers are in the notes sections. Slides 10 -12: Worked example 2 (harder) Slide 13 – Mini plenary question: Vitamin C (ascorbic acid) contains 40.92 % C, 4.58 % H, and 54.50 % O, by mass. The experimentally determined molecular mass is 176. What are the empirical and chemical formulae for ascorbic acid? Slide 14 – Introduction to ideal gas equations Slides 15 – 16 – Printable version of the equation Slide 17 – difference between ideal gas and real gas Slide 18 - conversion of units slide (very important for ideal gas equation calculations) Slide 19 – 20 Printable version of conversion slide Slides 21 – 22: Worked example (ideal gas calculation to find the molar mass Slides 23 – 28: Mini plenary with 3 part question, where students must find the empirical formula, the relative molecular mass and finally the molecular formula of two substances. Answers animate onto the screen as you click (as always) If you have a positive experience with the resource please leave a positive review! This really helps promote my store!

Reacting masses questions and answers, perfect for A level Chemistry and GCSE Chemistry. Theoretical yield calculations (needed for percentage yield). Molar ratio explained! Includes reacting masses Edexcel A level exam questions. 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 – Introduction to the concept of molar ratio Slides 4 – 8: Worked example 1 - When calcium carbonate, CaCO3, is heated, calcium oxide is formed. How much calcium oxide is produced by heating 25 g of calcium carbonate? Problem is solved using a step-by-step approach, starting with working out the moles of the substance with the known mass, deducing the moles of the substance with the unknown mass using the molar ratio and finally working out the unknown mass. All steps to the process animate on the screen in sequence. Slides 9 – 13: Worked example 2 (same steps as worked example 1) Slides 14 - 18 – Worked example 3 (same steps as worked example 1) Slide 19 – Independent practice using worksheet (included) Slide 20 – worksheet answers Slide 21 – introduction to working out equations from reacting masses Slides 22 - 23 – worked example 1: A 16.7 g sample of a hydrate of sodium carbonate (Na2CO3∙10H2O) is heated at a constant temperature until the reaction is complete. A mass of 3.15 g of water is obtained. What is the equation for the reaction occurring? Problem is solved using a step-by-step approach, which animates on the screen Slides 24 - 25 – worked example 2 (same steps as worked example 1, but a harder example) Slides 26 – 27 - Mini plenary/learning pit stop. Three questions of increasing difficulty to check students’ understanding thus far. Answers with working out animate onto the screen. Slides 28 – 30 Exam questions with mark scheme answers (all included with this resource) If you have a positive experience with the resource please leave a positive review! This really helps promote my store!

Atom Economy, designed for A Level Chemistry (OCR, AQA, Edexcel). This lesson covers the definition of atom economy, how to calculate it using balanced equations, and how to apply it to green chemistry and industrial processes. 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 – Think – pair – share: What is green chemistry? Slide 4 – Definition of green chemistry Slide 5 – Introduction to 12 principles of green chemistry Slides 6 – 7: Printable form of green chemistry slides Slide 8 – Atom economy focus slide Slide 9 – Atom economy formula introduction Slide 10 – Atom economy explained using the manufacture of ethanol. Fermentation of glucose and hydration of ethene both form ethanol, but each reaction has a different atom economy. This is explored, with students being shown that addition reactions always have atom economies of 100% Slide 11 – What is a good atom economy? This is explained on this slide Slide 12 – Worked example 1: Sodium carbonate is an important industrial chemical manufactured by the Solvay process. The overall equation for the process is: CaCO3 + 2NaCl  Na2CO3 + CaCl2 A manufacturer starts with 75.0 kg of calcium carbonate and obtains 76.5 kg of sodium carbonate. Calculate the percentage yield and atom economy for this reaction. Answers animate onto the screen Slides 13 – 14: Printable version of the question Slide 15 – What is a ‘good’ percentage yield? This is explained on this slide Slide 16 – Worked example 2 (same set up as worked example 1, but a harder example) Slides 17 – 18: Printable version of the question Slides 19 – 23 – Exam questions with mark scheme answers (included with the resource) If you have a positive experience with the resource please leave a positive review! This really helps promote my store!

Mole calculations with Avogadro constant, calculating the number of particles, number of moles, relative molecular mass and molar mass. Include moles exam style questions. 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 – Introduction to the definition of a mole Slide 4 – Example of a mole using a high-quality photo of ‘one mole’ of locusts Slide 5 – Definition of Avogadro’s constant Slide 6 – Mini plenary/learning pit stop. Three questions of increasing difficulty to check students’ understanding thus far. Answers animate onto the screen. Slide 7 – Introduction to the concept of molar mass Slide 8 – Example of molar mass being calculated using ethene Slide 9 – number of moles = mass/molar mass (presented as equation and formula triangle, depending on mathematical ability of students) Slides 10 – 12: worked examples of increasing difficulty, all with working out and answers that animate onto the screen Slide 13 - Mini plenary/learning pit stop. Three questions of increasing difficulty to check students’ understanding thus far. Answers animate onto the screen. Slide 14 - number of particles = number of moles x Avogadro constant (presented as equation and formula triangle, depending on mathematical ability of students) Slide 15 – Worked example with new formula for finding number of particles Slide 16 – Final mini plenary/learning pit stop. Three questions of increasing difficulty to check students’ understanding thus far. Answers animate onto the screen. Slides 17 – 20: Exam questions with mark scheme answers (all included with this resource) If you have a positive experience with the resource please leave a positive review! This really helps promote my store!

Percentage yield questions and answers A level Chemistry. Percentage yield formula with theoretical yield and actual yield, why percentage yield is never 100% explained fully! 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 – Word fill exercise on percentage yield Slides 4 – 5: Word fill printable form Slide 6 – Word fill exercise answers, animating onto the screen (as always!) Slide 7 – The following question is addressed: Why must the chemical equation be balanced when calculating the theoretical yield? Slides 8 – 10: Opportunity for live modelling with the following question: Sulphur dioxide reacts with oxygen to make sulphur trioxide (2SO₂ + O₂ → 2SO₃). Calculate the maximum theoretical mass of sulphur trioxide that can be made by reacting 96 g of sulphur dioxide with an excess of oxygen. In the reaction, only 90 g of sulphur trioxide was made. Calculate the percentage yield. Answers are in the notes section of each slide Slides 11-13: Worked example 2, opportunity for more live modelling Slide 14 – Explanation of why percentage yield is never 100% Slide 15 – Independent practice worksheet slide Slide 16 – Answers to worksheet If you have a positive experience with the resource please leave a positive review! This really helps promote my store!

What makes a reaction feasible or spontaneous? How do you calculate entropy change of system, entropy change of surroundings and entropy change of the universe? All this and more covered in this comprehensive lesson with questions and answers! 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 – 6: Introduction to total entropy change, including definitions and visuals for entropy change of system and entropy change of surroundings Slides 4 – 6 Learning question: Why is the reaction between magnesium and oxygen spontaneous, energetically speaking? Slide 7 – Introduction of new knowledge that forms the bedrock of the lesson: For a reaction to be spontaneous, Δ𝑆𝑡𝑜𝑡𝑎𝑙 must be positive Slides 8 – 17: Entropy change of system. There are two worked examples (with printout slides included) for you to go through with the students. The answers animate onto the screen as you click. Slides 18 – 20: Mini plenary (Learning pit-stop). A set of questions for students to practise calculating entropy change of system. Answers animate as you click! Slides 21 – 29: Entropy change of surroundings and total entropy change. There are two worked examples (with printout slides included) for you to go through with the students. The last example gives students an opportunity to calculate the total entropy change. The answers animate onto the screen as you click. Slides 30 – 33: Word fill exercise about entropy change of system, surroundings and total entropy change. Answers animate onto the screen as you click. Slide 34 – Which temperature does a reaction become feasible? Slides 35 – 38 (hidden in slideshow mode): Using the Gibbs’ equation to work out feasibility. Teach at your discretion – this approach is allowed to work out the temperature at which a reaction becomes feasible, but it is not a requirement for the International A level Slides 39 - 41: Using T = ΔH÷ΔS_system to work out the temperature of feasibility Slides 42 – 44: Mini plenary (Learning pit-stop). A set of questions for students to practise calculating temperature of feasibility. Answers animate as you click! Slide 45 – consideration of thermodynamic and kinetic stability Slides 46 – 51: Exam questions with mark scheme answers (included with the resource) If you have a positive experience with the resource please leave a positive review! This really helps promote our store! Thanks!

Can entropy changes explain the solubility of group 2 hydroxides and sulfates? Which entropy changes occur when a solid ionic lattice dissolves? Or there is a change of state? All this and more covered in this comprehensive lesson with questions and answers! 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 – 8: Reactions involving a change of state, starting with ammonium carbonate and ethanoic acid, followed by magnesium and oxygen Slides 9 – 10: Y12 recap of what happens when an ionic solid dissolves in water Slide 11: Hinge question – why are some ionic solids insoluble in water? Slide 12 – introduction to the equation needed to calculate the total entropy change for an ionic solid Slides 13 – 15: Worked example 1, which shows students how to use data to show why silver chloride is insoluble in water at 298 K Slide 16 - Mini plenary (Learning pit-stop). A set of questions for students to have some independent practice. The questions get progressively harder. Answers animate as you click! Slides 17 – 20: Explanation of, with examples, the solubility rules of group 2 hydroxides and sulfates Slides 21 – 24: Mini plenary (Learning pit-stop). A set of questions for students to have some independent practice. The questions get progressively harder. Answers animate as you click! Slides 25 - 30: Exam questions with mark scheme answers (included with the resource) If you have a positive experience with the resource please leave a positive review! This really helps promote our store! Thanks!

What is entropy meaning? Why are some reactions spontaneous/feasible? Why is the entropy of a perfect crystal zero? Is diffusion an example of entropy? All this and more covered in this comprehensive lesson with questions and answers! 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) Slide 3 – Introduction to the key term spontaneous process Slides 4 – 6 Learning question: Why is the reaction between magnesium and oxygen spontaneous, energetically speaking? Slides 7 – 8: Hinge question: why is the decomposition of nitrogen(V) oxide spontaneous, even though it is an endothermic reaction? Slides 9 – 12: Entropy definition, along with diffusion and change of state as examples of entropy Slide 13: Learning pit-stop to check students’ learning so far. There will be a series of questions on the screen for students to answer. The answers will animate onto the screen as you click Slides 14 – 16: How does entropy change with temperature? Slides 17 – 19: Entropy of a perfect crystal and explanation of why it is zero Slides 20 – 27: Exam questions with mark scheme answers (included with the resource) If you have a positive experience with the resource please leave a positive review! This really helps promote our store! Thanks!

How to construct a Born-Haber cycle for the lattice energy of an ionic compound? What is the difference between lattice enthalpy of formation and lattice enthalpy of dissociation? What is the definition of electron affinity and why is first electron affinity usually negative? All this and more covered in this comprehensive lesson with questions and answers! 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) Slide 3 – Hinge question: What gives us a measure of the strength of the covalent bonding in molecules? (Bond enthalpies is the answer) Slide 4 – Hinge question: What gives us a measure of the strength of ionic bonding in ionic compounds? (Lattice energies is the answer) Slide 5 – Definition of standard lattice energy (of formation) presented to students, with a few example equations Slides 6 – 8 – Sample lattice energy data Slide 9 – Inquiry question: Why is the lattice energy of magnesium chloride much larger than that of sodium chloride? Answer is explored on this slide Slide 10 – Rules for when lattice energy will be more negative Slides 11 – 13: Students introduced (or reintroduced) to definitions of atomisation, ionisation energy and electron affinity Slides 14 – 18: Why is first electron affinity usually negative and second electron affinity always positive? This is explained here, alongside notable exceptions Slide 19 - Mini plenary (Learning pit-stop). A set of questions for students to have some independent practice. The questions get progressively harder. Answers animate as you click! Slides 20 – 23: Students have the opportunity to label a Born-Haber cycle (which you will print for them) as you click, step-by-step Slide 24 – Students use their Born-Haber cycle to calculate the lattice energy Slides 25 – 29: Mini plenary (Learning pit-stop). A set of questions for students to have some independent practice. The questions get progressively harder. Answers animate as you click! Students must construct their own Born-Haber cycle based on the data provided and subsequently calculate the missing data value (second electron affinity) Slides 30 - 36: Exam questions with mark scheme answers (included with the resource) If you have a positive experience with the resource please leave a positive review! This really helps promote our store! Thanks!

What is electronegativity? What is a polar covalent bond? How does it lead to dipoles? Are all molecules with polar bonds polar overall? All this and more covered in this comprehensive lesson with questions and answers! This is a Year 12 A level lesson for Edexcel International Unit 1 – WCH11, 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 your lessons by simply changing the questions and the answers each time. Slide 2 - Lesson objectives (see thumbnail image) Slide 3 – Definition of electronegativity presented to students Slides 4 – 9: Pauling electronegativity scale with explanation of trends Slide 10 - learning pit-stop to check students’ learning. A series of questions of increasing difficulty, with the stretch and challenge (S+C) being the hardest. Answers animate onto the screen when you click Slide 11 – Hinge question: Do you like sharing? Slide 12 – discussion of electron sharing which leads to formation of pure covalent bond Slides 13 – 14: Discussion of electron sharing which leads to formation of polar covalent bond (with definitions of polar covalent bond and dipole included) Slides 15 – 16: Discussion of electron transfer which leads to formation of ionic bond Slides 17 – 19: Bonding type continuum visual representation Slide 20 – Table which shows how we can use electronegativity values to predict the bonding type in a compound Slide 21 - learning pit-stop to check students’ learning. A series of questions of increasing difficulty, with the stretch and challenge (S+C) being the hardest. Answers animate onto the screen when you click Slide 22 – Representing polar covalent bonds using different notations Slides 23 – 25: A molecule with polar bonds is not necessarily a polar molecule. Explanation based on symmetry and cancelling of dipole moments cancelling Slide 26 - learning pit-stop to check students’ learning. A series of questions of increasing difficulty, with the stretch and challenge (S+C) being the hardest. Answers animate onto the screen when you click Slides 27 – 30: ALT (Applied learning time) – independent practice for students to embed their learning through an extended task. Answers animate on the screen as you click Slides 31 – 35:Exam questions with mark scheme answers (included with the purchase of this resource) If you have a positive experience with the resource please leave a positive review! This really helps promote our store! Thanks!

What is VSEPR theory? How can electron-pair repulsion theory be used to find the shape of a molecule and the bond angles? What is the difference between electron pair geometry and molecular shape? All this and more covered in this comprehensive lesson with questions and answers! This is a Year 12 A level lesson for Edexcel International Unit 1 – WCH11, 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 your lessons by simply changing the questions and the answers each time. Slide 2 - Lesson objectives (see thumbnail image) Slides 3 – 4: Explanation of VSEPR and how this theory can be used to predict the shape of a molecule Slide 5 - A table showing all the shapes of molecule that could be encountered at A level, including the bond angles and example molecules for each shape Slides 6 – 7: Use to print the table for your students Slide 8 – Introduction to the rules for drawing molecules in 3D in Chemistry Slides 9 – 16: Live modelling for the 3D drawings of a wide variety of molecules. All the important shapes are covered, including: linear, trigonal planar, tetrahedral, see-saw, T-shaped, octahedral and square pyramidal. Each molecule is accompanied by a 3D model to facilitate the drawing process. Examples of each animate on the screen as you click. Print slides 10, 12, 14 and 16, so that the students have all the 3D models for the shapes in one place. Slides 17-19: Method for working out the shape of a molecule is presented to students. Print slides 18 – 19 for the students Slide 20 – Worked example 1 – ammonium ion Slide 21 - learning pit-stop to check students’ learning. A series of questions of increasing difficulty, with the stretch and challenge (S+C) being the hardest. Answers animate onto the screen when you click Slides 22 – 23: a walk-through of S2F10, a peculiar example which I came across in past exam paper Slide 24 – Worked example 2 – ammonia Slide 25 – explanation of the decreased bond angles in ammonia Slide 26 – Worked example 3 – arsenic pentafluoride Slides 27 – 29: A walkthrough of the very challenging example that is chlorine trifluoride Slides 30 – 41:Exam questions with mark scheme answers (included with the purchase of this resource) If you have a positive experience with the resource please leave a positive review! This really helps promote our store! Thanks!

How does ionic radius and charge affect ionic bonding? What is polarisation and polarising power? How do electron density maps provide evidence for ions? All this and more covered in this comprehensive lesson with questions and answers! This is a Year 12 A level lesson for Edexcel International Unit 1 – WCH11, 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) Slide 3 – GCSE recap questions on ionic bonding. Answers animate onto the screen when you click Slide 4 – Image of a sodium chloride crystal Slide 5 – Definition of giant ionic lattice Slides 6 - 8 : a space filling model of a giant ionic lattice (print outs are one on 7 – 8) Slide 9 - learning pit-stop to check students’ learning. A series of questions of increasing difficulty, with the stretch and challenge (S+C) being the hardest. Answers animate onto the screen when you click Slide 10 – 11: Recap of drawing dot-and-cross diagrams for ionic compounds Slides 12 – 17: Strength of ionic bonds is explored and how ionic charge and size affects it Slides 18 – 20: Polarisation of ions, including polarising power and factors that affect polarisation of anions Slides 21 – 22: Isoelectronic ions Slide 23 – why does ionic radius decrease as the number of protons increases? Slides 24 – 26: evidence for the existence of ions, including physical properties of ionic compounds, electrolysis and electron density maps Slide 27 – Applied learning time (ALT) A chance for students to embed learning with some independent practice. Answers animate as you click Slides 28 – 32: Exam questions with mark scheme answers (included with the purchase of this resource) If you have a positive experience with the resource please leave a positive review! This really helps promote our store! Thanks!

What is a lattice and what are the different lattice structures? Diamond, graphite, graphene, fullerenes, carbon nanotubes, and silicon dioxide structures and bonding is included. What is the difference between structure and bonding? All this and more covered in this comprehensive lesson with questions and answers! This is a Year 12 A level lesson for Edexcel International Unit 1 – WCH11, 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 your lessons by simply changing the questions and the answers each time. Slide 2 - Lesson objectives (see thumbnail image) Slide 3 – Two hinge questions: What is a crystal? What is a lattice? (note this is a recap from the previous lesson on metallic bonding) Slide 4 – Introduction to the four types of lattice structure (giant metallic, giant ionic, giant covalent and simple molecular) Slides 5 – 6: Mini Whiteboard questions on giant ionic lattices and giant metallic lattices, with corresponding properties to match Slides 7 - 12 : focus on diamond, graphite and graphene, with word fills to facilitate students’ note taking. All the properties of these allotropes is covered in detail, with clear diagrams Slide 13 - learning pit-stop to check students’ learning. A series of questions of increasing difficulty, with the stretch and challenge (S+C) being the hardest. Answers animate onto the screen when you click Slide 14 - a link to a rap made by one of our teachers about diamond, graphite, and graphene. Encourage your students to sing along! Slide 15 – Word fill activity on graphene, including the formation of carbon nanotubes and fullerenes from graphene Slides 16 – 17: information on simple molecular lattices and a diagrammatic form of iodine to display iodine as a solid lattice Slides 18 – 22: Explanation of the low melting and boiling points of simple molecular lattices Slide 23 – difference between structure and bonding Slides 24 – 27: Comparing and contrasting of silicon(IV) oxide and diamond Slide 28 – extended response question for six marks: Compare and contrast the structure and bonding in diamond and silicon(IV) oxide Slides 29 – 34: Exam questions with mark scheme answers (included with the purchase of this resource) If you have a positive experience with the resource please leave a positive review! This really helps promote our store! Thanks!

What is a giant lattice? What is the difference between a crystalline and amorphous solid? Why does aluminium have a higher melting point than magnesium? All this and more covered in this comprehensive lesson with questions and answers! This is a Year 12 A level lesson for Edexcel International Unit 1 – WCH11, 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 your lessons by simply changing the questions and the answers each time. Slide 2 - Lesson objectives (see thumbnail image) Slide 3 – Two hinge questions: What is a crystal? What is a lattice? Slide 4 – Follow-on question: What is a giant lattice? Slide 5 - Introduction to the four types of lattice structure (giant metallic, giant ionic, giant covalent and simple molecular) Slide 6 – definition of a giant metallic lattice Slides 7 – 8: Word fill for definition of metallic bond. Answers animate onto screen when you click Slide 9 - exploration of the high melting point of metals. Explanation is also offered as to why smaller cations have higher melting points and more delocalised electrons per cation result in higher melting temperatures Slides 10 – 11: Explanation of why metals conduct electricity and heat Slide 12 - learning pit-stop to check students’ learning. A series of questions of increasing difficulty, with the stretch and challenge (S+C) being the hardest. Answers animate onto the screen when you click Slides 13 – 15: why are ionic solids brittle, but metals are malleable/ductile? This is explained fully for the students Slides 16 – 21: Exam questions with mark scheme answers (included with the purchase of this resource) If you have a positive experience with the resource please leave a positive review! This really helps promote our store! Thanks!

How do atomic orbitals overlap to form covalent bonds? What is a covalent bond? What evidence is there that covalent bonds exist? What is the relationship between bond length and bond strength? All this and more covered in this comprehensive lesson with questions and answers! This is a Year 12 A level lesson for Edexcel International Unit 1 – WCH11, 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) Slide 3 – Definition of covalent bond (word fill for the students) Slide 4 – Electron density evidence for the existence of covalent bonds Slides 5 – 12: Formation of sigma and pi bonds with detailed explanations Slide 13: – learning pit-stop to check students’ learning. A series of questions of increasing difficulty, with the stretch and challenge (S+C) being the hardest. Answers animate onto the screen when you click Slides 14 – 18: Discussion of bond strength and bond length, with full explanation of the relationship between the two Slides 19 – 21: Drawing dot-and-cross diagrams of discrete molecules Slides 22 – 28: Dative covalent bonding, with definition and important examples for the specification (ammonium, hydronium and aluminium chloride, Al2Cl6) Slides 29 – 33: Exam questions with mark scheme answers (included with the purchase of this resource) If you have a positive experience with the resource please leave a positive review! This really helps promote our store! Thanks!

What is the difference between bonding and structure? How does bonding affect structure, and how does this affect properties? Giant metallic lattice, giant ionic lattice, giant covalent lattice, macromolecular, what does all this mean? All this and more covered in this comprehensive lesson with questions and answers! This is a Year 12 A level lesson for Edexcel International Unit 1 – WCH11, 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 your lessons by simply changing the questions and the answers each time. Slide 2 - Lesson objectives (see thumbnail image) Slides 3 – 12: Students will take part in a class activity involving drawing a bonding and structure flow chart. The sections of the flow chart animate on the screen in stages as you click. There is a partially-completed flow chart on slides 4 – 5, which you can print for the students. Slides 13 – 22: students will take part in a second class activity, this time completing a table about the major properties of each type of structure. Sections of the table animate on the screen in stages as you click. More able students could do this as an independent activity. Slide 23 - learning pit-stop to check students’ learning. A series of questions of increasing difficulty, with the stretch and challenge (S+C) being the hardest. Answers animate onto the screen when you click Slides 24 – 28: Exam questions with mark scheme answers (included with the purchase of this resource) If you have a positive experience with the resource please leave a positive review! This really helps promote our store! Thanks!

Molecule and compound difference, atom and element difference A level Chemistry lesson with questions and answers for Edexcel International. The lesson objectives are as follows: know the terms ‘atom’, ‘element’, ‘ion’, ‘molecule’, ‘compound’, ‘empirical formula’ and 'molecular formula’. Some of these terms are covered in subsequent lessons. 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 – Definition of element, plus diagrams Slides 4 – Difference between molecule of an element and molecule of a compound, with diagrams Slide 5 – Definition of compound, plus diagram Slide 6 – Definition of mixture, with one challenge question using a diagram which can be thrown to the class Slide 7 – mini plenary. A series of questions of increasing difficultly, with answers which animate onto the screen when you click Slide 8 – plenary question, to tie it all together and to check for learning If you have a positive experience with the resource please leave a positive review!