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This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the 'Earth’s Atmosphere’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience Firstly, students are shown how to ammonia produced in the Haber process is reacted with different acids to form different ammonium compounds before being used in fertilisers. Firstly, students will investigate how to produce ammonium sulphate in the lab - they will be provided with a practical worksheet which they will need to work their way through in pairs. This involves a titration, which they should have carried out before, their results can be recorded in the table provided on the worksheet. Next, pupils will watch a video on the production and use of fertilisers - using the information provided int he video a set of questions needs to be answered. This work can then be self-assessed using the mark scheme provided. Lastly, pupils will be given a set of information about how fertilisers are made in the lab compared to being made by chemical industry. Using this information students will need to complete a comparison table which focuses on starting materials, equipment, safety, yield and running costs. This work can be self-assessed using the mark scheme provided. The plenary task requires pupils to write three quiz questions to test their peers knowledge on what they have learned during the lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience The first task is for pupils to think > pair > share the factors which may cause a contribution of carbon dioxide into our atmosphere. Pupils can create a mind map in their books and then discuss their ideas as a table and then as a class. The next PowerPoint slide reveals some of the main factors which contribute to an increase in carbon dioxide levels in our atmosphere, pupils can check their work against these answers. For the next task pupils will be required to watch a video about the greenhouse effect and answer questions in their books, this task can be self-assessed using the answers provided once complete. Using this information pupils will then be asked to fill in the blanks on a diagram depicting the greenhouse effect, pupils will be given captions to write into the correct boxes on their worksheet. This can be self-assessed once it has been completed. Next pupils will be given a set of data on the mean world temperature change from 1960 to present day, students will be required to plot the data on a graph, describe the pattern of the graph and explain why the graph may be showing this pattern. The next part of the lesson focuses on global warming, students will firstly be given a set of questions which they will need to answer whilst watching a video. This work can then be self-assessed using the answers provided. For the very last task pupils will be given a card of information each detailing an environmental factor and it’s impact on living organisms. Pupils will need to wander around the room and share information with each other to complete their table of environmental factors. The plenary task is for pupils to identify what the questions might be for a set of answers provided on the PowerPoint presentation. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical changes and electrolysis’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience The lesson begins with a diagram to show how chemical cells/batteries work by relying upon the differing reactivity of metals. Students will then watch a video and will need to answer a set of questions using the information provided in the video, students can then self-assess their work using the mark scheme provided in the PowerPoint. Students will now need to complete an investigation into the potential difference produced by different chemical cells by following the instructions on the practical sheet provided. Pupils will need to record the results of their investigation and write a conclusion on the practical worksheet. The next task is a ‘Quick Check’ to assess students understanding of what they have learnt so far this lesson, pupils will need to complete a set of questions and they can then self-assess their work using the answers provided in the PowerPoint. The last part of the lesson will focus on fuel cells, students will watch a video and using the information provided they will need to ask a set of questions. The answers to these questions are included in the PowerPoint, so students can check their work once this task is complete. Finally, students will be given a set of information on hydrogen fuel cells which they can read in pairs. Using this information pupils will need to produce a table to sum the advantages and disadvantages of using hydrogen fuel cells as an energy source. Students can then check their work against answers provided in the PowerPoint. The plenary task is for pupils to summarise what they have learnt this lesson in three sentences, using key words from the list provided. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Homeostasis’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience The lesson begins with a recap on the difference between a stimulus and a receptor and asks students to think>pair>share what the function of photoreceptors might be and where they are found. Pupils are then shown a diagram of an eye, pupils are asked to consider (from a list of structures provided) which labels might go where, they can discuss in pairs and annotate their own diagram if they know for sure. Pupils can then assess their own work when the answers are revealed on the next slide. Pupils must now learn the functions of each of these structures, they will each be given a slip of information about the function of one part of the eye and they should walk around the room and share their information to complete the table in their books. This task can be self-assessed using the answers provided. The next part of the lesson focuses on the pupil reflex, firstly a practical is undertaken whereby pupils block out light from the room and then observe what happens to their partners pupils when they bring a torch to the side of their partners eye. This leads into a description of the pupils reflex, including the role of the circular and radial muscles. Pupils will need to summarise this information by copying and completing the sentences into their book, which can be self-assessed once completed. The last activity is looking at how light is focused on the retina by the lens, pupils are shown a diagram of how this works. After being given a verbal description they are asked to firstly copy the diagram complete with labels and explain how light is focused on the retina using a list of key words that are provided. The plenary task is an exam question on what the students have learnt this lesson, pupils should complete this in silence in their books and then red-pen their work using the mark scheme provided once they have finished. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Organisation’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience This lesson begins by identifying what metabolic rate is and then asking pupils to think about what important metabolic reactions take place within organisms. Pupils can discuss and try and come up with a brain storm in their books. Pupils then learn about the role of the liver by watching a video and answering questions at the same time, once pupils have finished completing this task they can assess their work using the answers provided on the PowerPoint slide. Next, pupils need to specifically learn about the role of the liver in clearing lactic acid from the body. They will be given an information card and will need to answer some questions using this information, once finished they can mark or peer assess their work. The final activity is an exam-style question about glycogen in the liver, pupils can answer this question in silence at the back of their books (for higher abilities this would be most suitable) or for lower abilities you may allow them to discuss and answer in pairs. Once completed they can mark their worn work. The plenary activity is a list of answers, pupils need to come up with the questions to which these words are the answers. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical changes and electrolysis’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience Firstly, students are introduced to the term ‘Electrolysis’ including a description of the process, a list of key words associated with the process and a diagram. Students will now watch a video about the process, using which students will need to answer a set of questions. After they have completed this task they will be able to self-assess their work using the mark scheme provided. Students will now complete a fill-in-the-blank task to summarise what they have learnt so far, this can be assessed using the answers provided. Pupils are now shown a diagram to demonstrate what is happening at the anode and cathode during the electrolysis of lead bromide, pupils will need to use the list of key words provided to complete captions to describe what is happening at each electrode. Students can check their work against the example answers provided in the PowerPoint. Next, pupils are shown the ionic half-equations for the reactions occurring at the anode and cathode during the electrolysis of lead bromide. Pupils will then need to identify the products at each electrode, as well as complete the ionic half-equations, for the electrolysis of a set of ionic compounds: lihtium oxide, sodium chloride and magnesium chloride. Once complete, pupils can self-assess their work using the answers provided. The next part of the lesson focuses on the products formed at each electrode when the ionic compound is within an aqueous solution. Students will be shown what will happen at the anode and at the cathode, using this information they will need to predict the products formed at the anode/cathode during the electroysis of set of solutions. Students can self-assess their using using the answers provided. The final task focuses on the electrolysis of brine, students will watch a video and will need to answer a set of questions using the information provided in the video. After completing this task, pupils will need to self-assess their work using the answers provided. The plenary task requires pupils to write a ‘Whatsapp’ message to a friend to explain what they have learnt this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the 'Earth’s Resources’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience The first part of the lesson focuses on the problems of metal extraction, particularly to the environment. Students will firstly brainstorm their ideas of how metal extraction can cause problems, then some examples are revealed using the PowerPoint presentation and the need for recycling is also explained. Students will then need to complete a progress check, a set of questions to assess their knowledge of what they have learned this lesson. The answers to which are included in the PowerPoint presentations so students can self-assess or peer-assess work. Pupils will now focus on the extraction and recycling of three metals: aluminium, copper and iron. They will firstly be given some information sheets on these three metals and using these they will need to answer a 6-mark exam question which requires pupils to give a use for each metal and outline reasons why they should be recycled by listing both economic and environmental reasons. This task can then be peer or self-assessed using the comprehensive mark scheme provided. Pupils will now watch a video which outlines limits to recycling, pupils will need to answer a set of questions whilst watching the video. This work can then be self-assessed using the mark scheme provided. The last task is a word search, pupils need to find a list of key words in the word search and for each word they find they need to write a sentence which links that word to the extraction of metal from it’s ore. The plenary activity is for pupil to spend five minutes thinking about what they have learned in the lesson - what they have understood and what they would like to spend more time on. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please email me at swift.education.uk@gmail.com and any feedback would be appreciated :)

This lesson is designed for the KS3 Year 8 Science course, specifically the B2 1.3 unit on Adaptation & Inheritance. For more lessons designed for KS3 and KS4 please visit my shop at: /teaching-resources/shop/SWiftScience. The lesson begins with a video on inheritance, students should watch the video and whilst watching this they will answer a set of questions about chromosomes and where these structures are found within a cell. Once this task is complete, students can self-assess their work using the mark scheme provided. Next, students are introduced to the idea of a gene. Students will be given the definition of a gene and will then need to complete a ‘Memory Test’ task which helps students to identify the locations of genes, chromosomes, the nucleus and cell membrane. Students will get a few minutes to study this image, they will then need to recreate it in their books. This task can then be self-assessed using the mark scheme provided. Next, students are shown another image, they will need to use what they have learned so far this lesson to identify the different structures. They can discuss their ideas in pairs before the answers are revealed using the PowerPoint. Students will then need to complete a ‘Who Am I?’ task, - matching the names of structures to the correct description. The mark scheme for this task is included in the PowerPoint so students can self-assess their work once it is complete. Students will now be shown a diagram to depict how fertilisation takes place, a sperm and egg cell meeting, nuclei fuse and genetic material joins together to form an embryo where each body cell (except sex cells) contains 46 chromosomes. Students could sketch a diagram of this in their books. Lastly, students will watch a video on the discovery of DNA by Watson & Crick. Whilst watching the video they will need to answer a set of questions, once this task has been completed students should self-assess their answers using the mark scheme provided. The plenary task is an ‘Anagram Challenge’ - students would need to unscramble a set of words to reveal 6 key words from this lesson. There is an ‘Extra Challenge’ task for students to come up with a definition for each of these key words, the answers to the anagrams are included. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience The first part of the lesson outlines the definition of deforestation and some key facts and figures about the destruction of forests around the world. The next task is for pupils to discuss why they think rainforests may be being cut down & the consequences this might have on a local & global scale. The next two slides outlines the four main reasons why rainforests are being destroyed and some of the consequences of their destruction, pupils can check their work against the answers provided. The next task requires pupils to watch a video and answers questions using the information provided in the video, once they have completed the question they can asses their work using the answers provided. Pupils will now be required to complete a recap task on the carbon cycle, they will be given a worksheet which they will be asked to fill in using the captions provided on the PowerPoints slide. Once this has been completed pupils can assess their work using the answers on the PowerPoint slide. The next part of the lesson focuses on the importance of peat, firstly pupils will be given a set of information about peat bogs and they will be required to answer questions using this information. This work can be self or peer assessed once it has been completed. The final task is for pupils to answer an exam-style question on the carbon cycle and deforestation. Pupils can assess their work using the mark scheme provided. The plenary task is for pupils to choose words from a list of key words to formulate three summary sentences on what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Biology GCSE, particularly for the higher tier for the 'Infection & Response ' SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience This lesson begins by students being introduced to how bacteria are grown and then students will watch a video on the growth of bacteria, they will need to answer questions and then will assess their work using the answers provided. Using the information learnt from the video pupils will then need to fill out a method sheet to describe how you safely grow microorganisms on agar plates. Pupils will then complete an exam-style question on what they have learnt so far as a mid-plenary and check their work. (Optional practical activity: Instructions are given for pupils to now complete the practical to start growing cultures of bacteria on agar plates.) The last half of the lesson will focus on mathematical skills related to working out the number of bacteria in a population. Pupils will watch a video to help them answer questions and then will need to complete questions by themselves, all answers are provided. The plenary task is for pupils to summarise what they have learnt this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Homeostasis’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience This lesson begins by looking an organism - a cat- and asking pupils to think about the types of stimulus the cat might respond to in it’s environment, plus which organs it needs to sense these stimuli. Pupils will brainstorm their ideas and then self-assess their work once the answers are revealed, additionally they will answer an exam question on this topic. Next, pupils focus on the effectors and their role in the nervous system. Pupils will be provided with a description of the role of muscles and glands as effectors and will then need to complete an exam question to assess their knowledge, mark scheme provided for either peer or self-assessment. The next part of the lesson will focus on neurons, firstly a diagram of a neuron cell is shown and pupils need to think about how this cell is similar and different to a normal animal cell. Pupils may discuss this in pairs and try and come up with an answer before the mark scheme is revealed. Sensory and motor neurons are now introduced via an animation, pupils can look at the pathway the electrical impulse travels as it moved around the nervous system. Pupils will use this to then copy and complete a summary to describe this process, when completed this can be self-assessed. The final activity is for pupils to copy and complete a table to sum up the main functions of each part the human nervous system either by using a card sort or by putting the statements on the board. This can then be peer or self-assessed when complete The plenary activity is for pupils to summarise the 5 main key words they have learnt that lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical changes and electrolysis’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience This lesson begins with a definition of a salt and an introduction into chemical reactions between acids and metals to make a salt. Students are shown which salts form from using certain acids and will then need to complete a set of word equations, this work can be self-assessed using the mark scheme included in the PowerPoint. Students will then need to complete a set word equations for a set of reactions between metals and acid, including the balanced symbol equations with state symbols. Students can either peer or self-assess their work using the mark scheme provided. The next part of the lesson focuses on ionic equations, students are asked to write the ionic half equations for the reaction between magnesium and hydrochloric acid. Once students have completed this task, the answer as well as an explanation is included in the PowerPoint so pupils can check their own work. Now students are given a set of chemical reactions, for each one they will need to write the ionic half-equations. This work can also be self-assessed using the mark scheme included. To summarise this section of the lesson students will need to complete a fill-in-the-blank task. The second half of the lesson, pupils will look at the reactions between an acid and a base and be shown how to generate the formulae of salts given the names of the metal or base and the acid. To check their understanding, pupils are now asked to complete a ‘quick check’ task, a set of questions on what they have learnt so far. This work can be self-assessed using the answers provided. Finally, pupils are shown examples of chemical reactions between an acid and a alkali and acid and carbonates. Pupils will need to answer questions about these two types of reactions, work which can be self-assessed using the mark schemes included. The plenary task is a ‘Silent 5’ task, pupils will need to write an account of what they have learned in the lesson today, including details of what they have understood well and what they would like to spend more time on. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical calculations’ SoW and specifically designed for higher tier GCSE chemistry students. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience The lesson starts with students learning how to calculate the concentration of a solution in mols/dm3 when you know the mass of the solute in the solution. Students learn the steps necessary to complete this calculation, they can then complete a set of problems. This work can be self-assessed using the answers provided in the PowerPoint presentation. Students are then asked to discuss how they might work out the mass of a solute in a solution when they know the volume and concentration of a solution. After a short class discussion, the PowerPoint reveals four steps students should work their way through when approaching a problem such as this one. Students are then given two further problems to have a go at, they should show their working at each step of the calculation. Answers to the questions, as well as working out, is included in the PowerPoint presentation. Students are then given a worksheet, including a worked example of how to use a titration to calculate the concentration of a unknown substance. Using the worked example as a guide, students should attempt to answer the questions on the worksheet. For lower ability students it will be worth going through the worked example on the board first, those very able students should be able to use the worked example as a guide when answering the other questions Once this task has been completed students should self-assess their work using the mark scheme provided. The last task is a titration practical, their is a worksheet included in the PowerPoint for students to use as guide when completing the practical - including an aim, equipment list, method and results table. Once they have completed the investigation they should be able to use the balanced symbol equation to calculate the concentration of sulfuric acid used in this titration. The plenary task is for pupils to write down 3 key words, 2 facts and a question to test their peers on what they have learned today. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Inheritance, variation and evolution’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience The lesson begins by introducing pupils to the definition of a clone and outlining the different cloning techniques they will learn about in this lesson. Pupils will firstly learn about two techniques used to clone plants - cuttings and tissue culture. Pupils will learn about these two techniques and will need to complete the correct descriptions on a diagram demonstrating the steps involved with taking plant cuttings. Once this is complete the work can be self-assessed. The second part of the lesson focuses on adult cloning. Firstly pupils are talked through the process of embryo transplants using a diagram. Pupils will be provided with a worksheet with a flow diagram of the embryo transplant process but missing statements to describe the process. Pupils will need to choose the correct statements to go in these boxes, this work can be assessed using the answers provided once complete. Adult cell cloning is the other example of an animal cloning technique pupils will need to describe. Firstly, pupils will watch a video about Dolly the sheep and the adult cell cloning process, using this video they will need to answer some questions. This can be checked against the answers which will be provided. For the next activity pupils will be provided with the diagram of the sequence of events involved in the adult cell cloning process, pupils will be required to fill in the blanks to complete the descriptions of the steps involved. Once completed pupils can use the mark scheme to assess their work. The final activity focuses on the risks and benefits of adult cell cloning, pupils will be given a list of opinions about this cloning technique and they will need sort them into advantages/disadvantages in their books. The plenary activity is for pupils to pick a task: either write a twitter message about what they have learnt this lesson or unscramble anagrams to spell out 5 key words from the lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical Analysis’ SoW. Students are introduced to the idea that scientists are able to conduct quick and simple tests to identify a number of gases - oxygen, carbon dioxide, hydrogen, chlorine. Pupils will now complete a circus of activities, moving around the room to conduct tests for the presence of oxygen, hydrogen and carbon dioxide, recording their results in a table in their books. Pupils will need to watch a teacher demonstration for the test for chlorine, they can also record their observations of this demo in their table of results. Pupils will then be shown a video outlining each of the gas tests, they can watch this to self-assess their answers from the investigations they carried out. Students will now be given a card sort, for each gas - oxygen, carbon dioxide, hydrogen and chlorine - they will need to identify the correct method and correct positive results. They should do this with their books closed so they don’t rely upon the results collected from the last task! Their work can then be self-assessed using the mark scheme provided. The next task is a ‘Quick Check’ activity whereby pupils need to answer a set of questions based upon what they have learned this lesson, the answers to this task is provided in the PowerPoint so students can either self-assess or peer-assess their work. The plenary task is ‘Take a minute’ where students need to spend a minute talking to the person next to them about what they have learned in the lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical calculations’ SoW and specifically designed for the higher tier GCSE chemistry students. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience The lesson begins with students learning how to calculate the number of moles of a gas when you know the molar gas volume. Students will then work their way through a set of questions using this calculation, for latter questions students will need to rearrange the equation. This work can then be assessed using the answers provided in the PowerPoint presentation. The next part of the lesson focuses on calculating the masses of gaseous reactants and products, firstly students are shown a worked example. The next task is for pupils to watch a video, using which they should answer a set of questions. Once this task has been completed students shoudl mark their work using the answers provided. Using the formula they have learnt whilst watching the video, they should now complete a set of questions on a specific chemical reaction - this required students to calculate the volume of gases produced or the mass of a reactant needed to produce a certain amount of a gas product. This work can be self-assessed using the answers provided in the PowerPoint presentation. The next task is a further set of problems requiring students to calculate the volume of gaseous reactants or products given a balanced symbol equation for a chemical reaction. The last task requires pupils to come up with 4 exam questions on the topic of gas volumes, they should also include a mark scheme for each of the questions. Once they have competed their questions they should swap with the person next to them and complete their partners questions, these can be self or peer-assessed using the mark schemes they have written. The plenary task is for pupils to write a WhatsApp message to their friends to tell them what they have learnt about this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Structure & Bonding’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience This lesson begins with a description of the new field of nanoscience and the types of industries where this may be important. Pupils are then given a set of questions which they must complete using a video, once the students have answered the questions they can assess their work using the mark scheme provided. Pupils will now focus on the importance of surface are to volume ratio when considering nanoparticles, students will calculate the surface area to volume ratio of a cube that is 100cm x 100cm, 10cm x 10cm and 1cm x 1cm. By doing this they can see that the smaller the particle the higher the surface area to volume ratio, this is an important property in nanoparticles - particularly for their use as catalysts. Students are then asked to prove that the same applies for a cube that is 10m x 10m and 0.1cm x 0.1cm. All work from these tasks can be self or peer assessed using the answers provided in the PowerPoint presentation. The next part of the lesson is a task for pupils to consider the application of nanotechnology, pupils will each be given a card of information describing one application of nanoparticles. They will need to walk around the room and discuss the applications with each other to complete a table in their books. The last task is for pupils to consider the potential risks involved with the uses of nanoparticles in everyday products, students should think > pair > share their ideas about how the industries using nanoparticles might be posing risks to people and the environment. Once the class has discussed these potential risks you can outline some examples using the PowerPoint presentation. The plenary is for pupils to pick a task, either write a twitter message or summarise what they learnt in the lesson in three sentences. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the 'Using Our Resources’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience The lesson starts with a Think > Pair > Share task for pupils to consider the properties of gold, pupils can list them down and then share their ideas with the class. The property of gold being very soft is not always useful, especially when it is being used to make jewelery and so it is often mixed with another metal (e.g. platinum) to make it stronger. The concept of an ‘alloy’ is then introduced, as well as a definition and an explanation as to why alloys are useful. Some useful properties of alloys are listed - malleable, durable, strong, flexible - pupils need to come up with a a definition for each of these properties. Once this task is complete students can self-assess their work using the mark scheme provided. The next task for pupils to complete is ‘Who’s right for the job?’ - students will be given information on the properties of different metals, as well as a list of alloys needed for different jobs - used in jewelery/used to make airplane bodies. Students need to select the correct metals to make the alloys required, their work can be self-assessed using the mark scheme provided. The next part of the lesson focuses on iron alloys specifically, firstly students will watch a video on iron alloys and will need to answer a set of questions - this work can then be self-assessed using the answers provided. The last task for pupils to complete is a table whereby students need summarise how carbon content affects steel and it’s properties, this work can also be self-assessed using the mark scheme provided. The plenary task requires pupils to spend a minute talking to the person next to them about what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Rates of Reaction’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience This lesson begins with a video on catalyts, pupils will need to watch this and use the information provided to answer a set of questions. This work can then be self-assessed using the answers provided on the PowerPoint. This is followed by students sketching a reaction profile diagram into their books to show the effect of a catalyst on the activation energy of a reaction. In the next task pupils will be given some information on catalysts, they will need to read through this and use this to complete a place-mat of questions. Once completed, students can either self-assess or peer-assess their work using the mark scheme provided. Pupils will now work through a set of levelled questions on catalysts using data which is provided, pupils can then self-assess their work using the answers provided on the PowerPoint. The final task is a true or false activity, pupils are given a set of statements which they need to decide are true or false. They can write their answers down on mini white boards so it is easier to assess the whole class. The plenary activity requires pupils to talk to their partner, for a few minutes, about what they have learnt in the lesson today. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical Analysis’ SoW. Firstly, students will conduct an investigation which carries out flame tests to check for the presence of different positive ions. Pupils will need to follow the method provided and record their results in a table in their books, once this task is complete they can self-assess their work using the mark scheme provided. Pupils will then watch a video on the use of sodium hydroxide solution in the test for positive ions, they will need to answer a set of questions using the information provided in the PowerPoint presentation. The answers to this task are provided in the PowerPoint so students can self-assess their work. Next, pupils will need to complete a flow diagram to demonstrate the steps involved in identifying a range of positive ions by using sodium hydroxide solution, this task can be self-assessed using the mark scheme provided. To assess their knowledge of flame tests and use of sodium hydroxide solution in identifying positive ions, pupils will need to fill in the blanks in a summary table. This work can be self-assessed using the answers provided. The next part of the lesson will focus on negative ions, firstly students will watch a video and will need to answer a set of questions using the information provided in the video. This work can self-assessed using the answers provided. Lastly, students will practice writing ionic equations for reactions which lead to the identification of either positive or negative ions before a final set of summary questions. Answers to these tasks are provided for self or peer assessment. The plenary task is for pupils to write a set of quiz questions to test their peers knowledge of what they have learned during the lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)