Here’s an interactive resource that helps students to get to grips with the key differences and similarities between the Group 7 elements. The task allows students to research and compile information on Fluorine, Chlorine, Iodine, Bromine and Astatine. They can use this information to play against each other by comparing the boiling points, mass numbers, atomic numbers, reactivity and electron configuration of each element. The resource includes instructions and also extension questions for students that finish early.

Here are some mind maps to help prepare students for their Chemistry Paper 1 exam. The key points are based on the specified content released by AQA, so all topics are relevant to the 2022 exam. Each topic has statements to guide students in their writing and also have some visual prompts littered throughout. Higher content has been identified. These are best used when printed as A3 sheets so that students can add as much detail as possible. Included are a set of mind maps for separate chemistry students and a set for combined science students.

Here’s a worksheet that can be used as an introduction or summary to the ‘Investigating Springs ’ required practical for combined or separate chemistry courses. This is designed for the AQA 9-1 GCSE but is also compatible with other courses. The sheet includes sections on: Background information on forces, extension & Hooke’s Law Key definitions & calculations Practice questions to calculate the spring constant Graph plotting exam style question Exam style questions The resource also has QR codes that can be scanned to take students to useful webpages or videos that will help them with the sheet. Answers are also included.

Here’s a worksheet that can be used as an introduction or summary to the resistance in a wire required practical for combined science or separate physics courses. The worksheet covers: Background information Key terms Resistance calculations The method Exam style questions The resource also has QR codes that can be scanned to take students to useful webpages or videos that will help them with the sheet. Answers are also includedl

When teaching the A level course, I noticed that my students needed some supporting materials to help them with the content covered in lessons. My Key notes summarise the non-negotiables that students need to know about the Neuronal communication sub-topic within the A-level Biology course. Each key note sheet is split into three ‘key’ sections. Sections will vary depending on the lesson but they all contain a ‘key terms’ section and useful diagrams. This resource is made to support the OCR A-level course. 1 - Detecting & responding to Stimuli 2 - Introduction to neuronal communication 3 - How impulses travel along a neurone 4 - Moving through and between neurones 5 - Looking at Synapses

This worksheet is made to guide students through a practical that makes soluble Copper sulfate salts from Copper oxide & Sulfuric acid. This is designed for a lower ability group and includes key concepts that link with the AQA Trilogy Specification.

Here’s an interactive activity that students can use to find out and summarise their knowledge of methods of heat transfer (e.g. Conduction, convection & radiation). Cut out the larger square and fold the corners along the dotted lines. Add descriptions of each type of heat transfer to the corners (in the shaded sections). Draw diagrams to represent energy transfers on each inside corner. Complete the gap fill using the word bank. Stick the gap fill into the exposed centre of the foldable. Stick the reverse side of the foldable into their book. This is a resource that’s designed for a mid to lower ability class and supports the energy transfers topic from the AQA physics specification. The resource can be easily adapted for higher ability groups by removing the gap fill and asking students to describe each type of energy transfer using the key words.

Here’s complete lesson on the Paper Chromatography . It fits in well with the GCSE AQA required practical and includes the following: Retrieval questions & answers Key terms activity with answers Comprehension Worksheet (including questions & answers) Method for the practical Exam question plenary This lesson would work well with my Chromatograpghy RP Method and Questions sheets!

Here’s a worksheet that can be used as an introduction or summary to the ‘Factors affecting rates of reaction ’ required practical for combined or separate Chemistry courses. This resource is designed for the AQA 9-1 GCSE but is also compatible with other courses. The sheet includes sections on: Background information on factors affecting reaction rates. Key definitions needed for high mark answers. Balancing equation & State symbol practice Extended writing question on method design. The resource also has QR codes that can be scanned to take students to useful web pages or videos that will help them with the sheet. Answers are also included as a separate sheet.

Here’s a worksheet that can be used as an introduction or summary to the ‘Acid-base titrations’ required practical for separate chemistry courses. I ask students to complete the worksheet alongside the practical or as a home study task. The sheet includes sections on: Background information on neutralisation and titrations reactions Key definitions & equations Colour changes for indicators The method - including a list of key terms Guide to calculating concentrations The resource also has QR codes that can be scanned to take students to useful webpages or videos that will help them with the sheet. Feedback & reviews are always appreciated!

This required practical help sheet is made to support students through the AQA Specific heat capacity required practical. This support sheet is aimed at lower ability students to be used alongside the practical. This two sided support sheet covers: Key information Useful definitions Key Equations The method Data collection Extension Questions Feedback is always appreciated!

Higher level papers often include extended writing questions on investigation design. This bookmark acts as a writing frame to help students to structure their answers to these higher demand questions. The bookmark uses the ‘AIMFOR’ mnemonic to encourage students to cover all the key parts of method design. Key words are also included to help students when deciphering the exam question.

This summary task asks students to identify organelles based on their description. Once identified, student can colour the plant & animal cell diagrams to show the correct location of each organelle. A few variations of the task are included, so tasks can be assigned based on students’ ability. Answers are also included for quick self or peer assessment. Feedback is always appreciated :)

This lesson covers the basic mechanism of electrolysis and links it with the extraction of aluminium and the electrolysis of hydrochloric acid. The lesson powerpoint covers: Linked starter questions & answers. Opportunity to paired/class discussion Exam question practice Key word definitions Method for a practical on electrolysis of Hydrochloric acid Plenary

Here’s an interactive way for your students to summarise the key aspects of each key atomic model. This activity has a tab with associated questions for the following scientists: Democritus John Dalton JJ Thomson Ernest Rutherford Niels Bohr James Chadwick. There is also a central section that contains a space for students to draw diagrams of two models & also a quick multiple choice quiz. Feedback is always appreciated!

Here’s a versatile resource that can work within most classrooms. The task focuses on identifying the correct sequence of stages when testing drugs and also some of the key definitions needed to understand the unit. This resource can be used two ways: A student information hunt: Students are given a worksheet and assigned a card describing a stage of drug testing. They’ll need to interrogate other students to find the information needed to complete their sheet. A Cut & Stick task: Students are given all the answers but need to arrange these independently to complete the worksheet. A correct copy of the answers & some extension questions are also included in this activity. Reviews & feedback are always appreciated!

AQA Chemistry is tricky at the best of times, but it can become even trickier when students are expected to remember all the different calculations from the various units. To make things easier, I give my students a copy of this sheet to keep in their books. Its a handy resource that gives them a bit of independence when attempting past papers or calculation questions. Feedback is always appreciated!

Here’s a ready to go resource for A-level biology students working through the OCR Genetic Manipulation unit. Students can scan the QR codes using iPads, laptops, chromebooks or their own phones. The QR codes will take them to videos or articles that will support them as they work through the questions. This is an excellent way of helping students to develop their understanding of gene therapy techniques (e.g. CRISPR) and how these are used.

Here’s an activity that can be used to summarise the names and differences between Alkanes & Alkenes. This works well as a lesson activity or as a revision activity. Students should cut out each domino. Rearrange them so that the end of one leads into the start of another. Check their answers with you (answer sheet included in the resource) Stick the correct order into their book. Each domino also has a number on it so that a correct sequence can be written down, a process that doesn’t involve any cutting or sticking. This is useful approach for students that prioritise cutting/sticking over the actual activity.

I always find teaching nanoparticles quite tricky, as students often don’t engage with the topic. Whilst searching for activities, I stumbled across a fantastic video that won best short film at the Scinema Science festival in 2010. This worksheet is designed to accompany the video and can be used as a task within the classroom or as an independent homework task. There’s an answer sheet included and also a section for students to write their answers. *I would suggest asking students to use headphones (if possible) whilst watching the video.