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This lesson is designed for the NEW AQA Chemistry GCSE, particularly the 'Atomic Structure & Periodic Table' 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 reminder of what a mixture is and a list of key words related to this topics, pupils are asked to think > pair > share ideas about the definition of these key words. After a class discussion pupils are asked to link these terms, with examples, to the correct definition. Once finished they can self-assess this work. Pupils will then watch a video about different separation techniques and will be required to answer questions whilst watching, after this work is self-assess pupils will explore these methods further by completing a table of information using posters around the room. The final activity is a practical to show how chromatography works, pupils will complete this practical (should only take 10-15 minutes) and then will be introduced to Rf values, they can use this calculation to work out the Rf values of the dyes they have separated during the practical. The plenary task is for pupils to summarise what they have learnt during the lesson by using as many key words from the key word list as possible. 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 ‘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 '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 NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical changes, electrolysis and energy changes’ 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 Students will firstly be shown a set of images, students will have to decide which are examples of an alkali/base and which are examples of acids. Next, students will watch a video on acids/alkalis and will need to answer a set of questions, after which they can self-assess their work using the mark scheme provided. The next part of the lesson focuses on pH, students are firstly reminded of the importance of the pH scale and will then need to complete an investigation to identify the pH of different substances. Students can use the practical sheet provided to complete this task, including the results table to record their results. The next part of the lesson looks at the difference between concentrated and dilute solutions, in terms of particles and in terms of risk/hazards when handling concentrated acids. Students will then need to summarise what they have learned with a fill-in-the-blank task, this work can be self-assessed using the mark scheme provided. The final part of the lesson pupils will focus on the difference between strong and weak acids in terms of ionisation. Students will also look at how pH values are related to the concentration of H+ ions, students will need to copy and complete a table to show the concentration of H+ ions per mol dm3 for each pH value, this work can then be self-assessed using the mark scheme provided. The plenary task is a ‘Pick a plenary’ task - pupils will need to either write a twitter message to summarise what they have learnt or write 5 quiz questions on the topics studied 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 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 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 Students are firstly introduced to collision theory, outlining the conditions which need to be in place in order for a chemical reaction to occur. Next students are asked to ‘Think, Pair, Share’ factors which they think may affect the rate of a reaction, once students have had chance to discuss this they are introduced to the four main factors which they study within this topic. Firstly, the lesson will focus on surface area, this factor is explained using apple slices turning brown as an example, students are then introduced to the relationship between surface area to volume ratio and the rate of reaction. Students will then need to complete a worksheet of surface area to volume ration calculations, this can then be self-assessed using the mark scheme available. Students will now work through a set of levelled questions looking at data on the effect of surface area on the rate of reaction, this work can be self-assessed using the mark scheme provided in the PowerPoint presentation. The next part of the lesson will focus on the effect of temperature on the rate of reaction, students will firstly need to answer questions whilst watching a video, this work can then be self-assessed using the mark scheme. Next, students will carry out an investigation into the effect of temperature on the rate of reaction between sodium thisulphate and hydrochloric acid. Students will need to collect data and use this to work out the rate of reaction at different temperatures, a worksheet is provided for this task. The last task is for pupils to complete a ‘Quick Check’ set of questions in order to assess what they have learned this lesson, students can then either peer-assess or self-assess their work using the mark scheme provided. The plenary task is for pupils to write a twitter message about what they have learned this lesson, included a hashtag of key words. 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 Activate KS3 Science Course, specifically Year 7 C1.1 ’Particles & their Behaviour’ For more lessons designed for KS3 and KS4 please visit my shop at: /teaching-resources/shop/SWiftScience. This lesson begins with an introduction to the process of diffusion, spraying perfume particles in the air is used as an example. Students are shown, by way of a particle diagram, how particles spread from an area of higher concentration to a lower concentration. Students are now asked to ‘copy and complete’ a paragraph to define the process of diffusion, this task can be assessed using the answers provided. Next, students will need to sketch diagrams demonstrating the various stages of diffusion, and will need to match the correct statements to the correct diagrams. This work can be then be self or peer assessed using the mark scheme provided. The next part of the lesson looks at factors that affect diffusion, students are firstly asked to ‘Think > Pair > Share’ their ideas on the factors which might affect the rate of diffusion. After students have fed back into class discussion, the answers are revealed for students to note down in their books. They will then look more closely at the effect of temperature on the rate of diffusion by watching a video and then summarising what they have learned by completing a fill-in-the-blank task. Two other factors which affect the rate of diffusion are particle size and state of matter. Students are shown a diagram and given an explanation for how particle size affects the rate of diffusion - the heavier the particle the slower it is to diffuse. Students are then asked to consider whether particles will diffuse more quickly in the gaseous state, compared to liquid or solid state. Their answers can be discussed in pairs before feeding back to the class, the answers can then be revealed using the mark scheme provided. Lastly, students will need to explain, in terms of particles, why a solid is unable to undergo diffusion whereas a gas and a liquid are able to. The plenary activity requires students to write down 3 facts and 3 key words from the lesson and pose one question to test their peers 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 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 The lesson starts with a set of questions on ionic compounds, pupils will watch a video and answer these questions. Then pupils will be shown a diagram to demonstrate the structure of a giant ionic compound and will be given a set of melting points for a range of ionic compounds, pupils will need to think > pair > share why they think the melting points of ionic compounds are so high. Once students have considered this, a class discussion can reveal some of the students ideas before the presentation moves on and explains why ionic compounds have high melting and boiling points. Students are now given a place-mat of questions, using information from the lesson so far they will need to complete part of it, for lower-ability students they may need extra support such as a text book to help them answer the questions. Once complete pupils can assess their work using the answers provided. The next part of the lesson focuses on electrolysis using ionic compounds, students are shown that only ionic compounds that are molten or dissolved in water are able to conduct electricity. The process of electrolysis is demonstrated to students using an animation . Pupils are then asked to thin > pair > share their ideas on why ionic compounds that are solid cannot conduct electricity. Once some ideas have been discuss as a class, the answer can be revealed on the PowerPoint presentation. Pupils will now complete the remainder of their questions on their place-mat and mark them using the answers provided. Pupils will now be given a set of ions and will need to decide whether they will be found at the positive or negative electrode, this activity can be done as a whole class by pupils holding up answers using whiteboards or in their books. Once completed students can assess their work using the answers provided. The last activity is for pupils to complete a cartoon strip to demonstrate what happens to molten potassium fluoride when it is used to conduct electricity. Part of the cartoon strip is filled in already, pupils just need to add in either diagrams or descriptions, this can also be assessed once complete. The plenary task is a set of answers, pupils need to come up with a set of questions for these 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 Activate KS3 Science Course, specifically Year 7 C1.2 ’Elements, Atoms & Compounds’. For more lessons designed for KS3 and KS4 please visit my shop at: /teaching-resources/shop/SWiftScience. Students are firstly asked to complete a worksheet which is a recap on what they have learned prior to this lesson on the differences between elements, compounds and mixtures. Once this task is complete students can self-assess their work using the mark scheme provided. Next, students are introduced to some of the basic concepts of naming compounds. Students are shown a particle diagram of a carbon monoxide molecule and a carbon dioxide molecule and are asked to ‘Think > Pair > Share’ their ideas about which is which. The answer is then revealed and students are shown that molecules with an atom of one element alongside an oxygen atom are called ‘oxides’, those with one oxygen atom are called monoxides and those with two oxygen atoms are dioxides. Students are now given a table with some information missing out of it, students will need to identify either the name of a compound or the elements that are found within a named compound. Once complete, the task can self-assessed using the mark scheme provided in the PowerPoint presentation. The next part of the lesson focuses on chemical formulae, students are shown what the chemical formula of a substance tells us about that compound, in terms of the relative number of atoms of each element found in that compound. Students will then need to complete a worksheet to assess their knowledge of what they have learned so far this lesson, first part requires students to name the elements found in a set of compounds given the name or the chemical formula. Second task requires students to identify the number of atoms of each elements in a set of compounds. Once this task has been completed, students can self-assess their work using the mark scheme provided. The plenary requires students to write a five minute account of what they have learned this lesson, including what they know now 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 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 '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 This lesson starts with an introduction to a Life Cycle Assessment, what it is, how it is carried out and the reasons behind conducting them. Next, pupils will watch a video on the process and importance of carrying out an LCA - pupils can answer a set of questions whilst watching this and when finished they can self-assess their work using the mark scheme provided. Pupils are then shown a diagram which outlines the input and output of an LCA, including all of the processes which occur in between. Pupils will now consider the overall environmental impact of the production of a paper bag compared to the production of a carrier bag. Pupils can discuss their ideas of which may make the larger impact on the environment. Next, pupils will be given a set of information about the extraction of raw materials, manufacture, use and reuse and disposal of these two bags - using this information they will need to conduct an LCA for each bag. To do this they have been provided with a table to fill in, for each factor they will need to score the environmental impact from 1-10. At the end they will have a score out of 40, the higher the score the larger the environmental impact. The last part of the lesson requires pupils to consider the problems of conducting a life cycle assessment, they can mind map their ideas as a pair and then share as part of a class discussion. The teacher can then reveal some of the issues with LCA’s, pupils can check their work against these answers. The plenary task is for pupils to write three quiz questions to test their peers knowledge of 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 email me at swift.education.uk@gmail.com and any feedback would be appreciated :)

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 Pupils will firstly come up with a mind map of ideas about why water is such an important resource, they can discuss with their partner and write their ideas in their books. Some of the reasons can then be revealed via the PowerPoint presentation and pupils can assess their work - making corrections where necessary. Pupils are then shown a quick recap of the stages involved in the water cycle, before beginning to look at the treatment of fresh water and purification of salt water. Students will be given a worksheet of questions, around the room will be information sheet on how fresh water is turned into potable, drinking water and how sea water is purified. Pupils will need to read the information posters to answer their questions, this work can then be self-assessed using the mark scheme provided. The next part of the lesson will focus on waste water treatment, pupils will watch a video on the steps involved with sewage treatment. Pupils will answer a set of questions whilst watching the video, this work can then be self-assessed using the answers provided. The final task is for pupils to complete an exam-style question on this topic, they can answer in their books and either self or peer assess using the mark scheme provided. Finally, pupils will be given a set of answers, they will need to come up with questions which match these 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 Analysis’ SoW. The lesson begins with a ‘Think > Pair > Share’ task where students are required to discuss sectors which must reply upon efficient and effective instrumental methods of chemical analysis. After a short class discussion, the teacher can discuss the importance of instrumental analysis for environmental and health care sectors. Students will now be shown the difference between qualitative and quantitative methods of chemical analysis. They will then be given a set of statements, students will need to sort these statements into either advantages of disadvantages of instrumental methods of chemical analysis vs. traditional methods. Pupils will need to self-assess their work using the answers provided in the PowerPoint. Next, students will watch a video on flame emission spectroscopy and will need to use information provided in the PowerPoint to answer a set of questions. This work can be self-assessed using the answers provided. Following this, students will be provided with a set of information about this process, they will need to use this information to answer a set of questions. Their answers to these questions can be self-assessed using the mark scheme provided. Lastly, pupils will be shown a diagram showing the results of flame emission spectroscopy tests for different metals. The plenary task requires pupils to write a Whatsapp message about 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 KS3 Year 8 Science course, specifically the C2 1.2 unit on ‘Metals & Other Materials’. For more lessons designed for KS3 and KS4 please visit my shop at: /teaching-resources/shop/SWiftScience. This lesson begins with an introduction to the three main acids and their chemical formulae - nitric acid, hydrochloric acid and sulphuric acid - students are asked to identify what the three compounds have in common. Students should hopefully identify that they are contain hydrogen atoms. This then leads onto the next slide where students are introduced to the idea of a salt - the compound which forms when an acid and a metal react together. Students are given some information about this reaction and about salts, using this information students will need to answer some questions. Once this task has been completed, students can self-assess their work using the mark scheme provided. Students will then watch a video of a metal reacting with an acid, whilst students watch this video they are asked to write down any observations they make about the reaction, as well as think about what is happening that we can’t see/hear/feel. Students are now shown the word equation for magnesium metal reacting with hydrochloric acid and zinc metal reacting with hydrochloric acid, students are asked to think about the pattern with the products formed from these reactions. Hopefully, students can identify that a salt + hydrogen is formed in each one. Students are now asked to copy and complete a set of word equations for several more metal + acid reactions. This work can be self-assessed once complete. Next, students will conduct an investigation into how different metals react differently with acids. Students will test five metals - copper, iron, zinc, lead and magnesium - with hydrochloric acid. Hopefully, by completing this investigation they will be able to successfully place the metals in order of reactivity, this can be checked using the answers provided on the PowerPoint. Lastly, students need to be able to describe the test for hydrogen gas. Students will firstly be asked to ‘Think > Pair >Share’ their ideas about how this may be carried out, before watching a video to check whether their ideas were correct. Students can then make a note of this test in their books. The plenary task requires students to write a list of key words which were learned 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 task is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the 'Chemical Changes’ SoW. For more resources 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 activity contains a set of differentiated questions worth 20 marks in total, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension or revision activity in class. I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work against their target grades, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This task is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the 'Chemical Changes’ SoW. For more resources 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 activity contains a set of differentiated questions worth 20 marks in total, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension or revision activity in class. I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work against their target grades, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This task is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Atomic Structure & Periodic Table’ SoW. For more resources 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 activity is a revision activity for the 'Atomic Structure & Periodic Table’ SoW, students can either have a card each and the task can be completed as a card loop activity with the whole class. Alternatively, students could work in pairs and be given a set of the shuffled cards, they will then need to arrange the cards into the correct sequence so that the sentences make sense (as dominoes tiles). When students carry out this version of the activity I often have a prize for the students who complete the task in the fastest time! The solution for this activity is included so you can check their answers. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)