A structured approach to investigating how altering the supply of air (and therefore oxygen) affects the time that a candle can burn for. This is a simple experiment, but it also encourages students to consider key aspects of scientific investigation such as independent and dependent a variables, calculating mean values and evaluation skills.

Tests and reinforces the principle of metal displacement by other metals (and carbon) on the first sheet. The second sheet then asks pupils to consider the practical significance of smelting and the fact that carbon (in the form of eg. charcoal) is a cheap and readily available resource that can be used to extract metals below it in reactivity series, whilst metals above it require the more energy intensive (and therefore expensive) method of electrolysis for their extraction.

What makes this resource stand out, apart from the very clear explanations and examples , is the structured way that students are regularly given tasks to check that they have understood and can apply the knowledge and concepts being covered. This work is created by an experienced teacher and examiner who has a strong grasp of the key points within each topic and the requirements of the examination. Should you like this resource, then the author has currently produced similar resources for the following topics: Atomic structure and the periodic table Bonding, structure and the properties of matter Chemical changes

This worksheet guides pupils through a simple and fun experiment to compare the strengths of different magnets.

This worksheet guides students through a simple but fun experiment to compare the friction generated between different surfaces.

Worksheet that enables pupils to work independently to fill in the missing information about a range of elements, using the idea that a specific element can be identified if any one of four pieces of information are given. It says GCSE on the worksheet title, but it can also be used at KS3.

This worksheet helps to give structure and organisation to a pH testing experiment. You may have small samples of liquid in test tubes or dropping tiles and add drops of indicator or pH paper. Try to get a range of pH values. I usually use these liquids: Strong acids from hydrochloric, sulphuric and nitric. Weak acids from vinegar, lemon juice, orange juice, red or white wine on the turn. Neutral or thereabouts is water and distilled water. Limewater, sodium bicarbonate solution, soap/detergent solution and possibly milk for weak alkali. Sodium hydroxide and potassium hydroxide for strong alkali, whilst ammonia solution is perhaps borderline weak strong alkali.

This worksheet accompanies the alkali metals reacting with water teacher demonstration. Under no circumstances is this a student practical (just covering myself there), and should only be carried out by teachers who are fully conversant with risk control measures required for the activity . I usually do this after the Calcium experiment (activity worksheet also available from me on TES) to build on and complete the sub-topic of metal reactivity. You don’t have to have a worksheet with this experiment, as it is an exciting and highly engaging activity, but it helps to ensure that the key learning objectives of how the alkali metals react with water are focused on .

SEN or primary starter worksheet to get pupils to start to construct and understand basic food chains.

This worksheet provides the structure for pupils to carry out a practical investigation of the relationship between mass and weight and asks them to consider how this might alter in other parts of the solar system.

This worksheet guides students through the relevant observations in an experiment involving the heating of metals over a Bunsen burner. As stressed on the worksheet, this goes hand in hand with, and not as a replacement for, clear teacher guidance and supervision, as the risk assessment, particularly for the burning of magnesium, is significant issue . The concept that compounds are very different from the elements they are made from is the key focus (eg. a shiny, silvery metal reacts with an invisible gas to become a white powdery substance). The aim is for the students to have controlled, safe, fun finding this out.

A differentiated resource to help less confident students to learn about and review the basic properties of acids and alkalis.

Fun experiment to compare the notes of different tuning forks, with the aim of getting them to see that, for each pair, the higher pitch is created by the smallest or shortest tuning fork.

What makes this resource stand out, apart from the very clear explanations and examples , is the structured way that students are regularly given tasks to check that they have understood and can apply the knowledge and concepts being covered. This work is created by an experienced teacher and examiner who has a strong grasp of the key points within each topic and the requirements of the examination. Should you like this resource, then the author has currently produced similar resources for the following topics: Atomic structure and the periodic table Bonding, structure and the properties of matter Quantitative chemistry Electricity (GCSE Physics)

This Calcium investigation begins by asking pupils to identify its symbol and position using the periodic table, before moving on to investigates its reaction with water and the products of that reaction. The clear step by step instructions allow a highly independent approach for more able and responsible pupils, and will enable most to be able to carry out the tasks with a limited level of further guidance. I usually do this lesson after the Magnesium investigation (also available from me on TES resources), and in the next lesson do the alkali metals demo. This gives progression from reactive metal that doesn’t react (to any significant extent) with cold water, to a metal that does react with cold water, to metals that react violently with cold water.

Activity sheet to investigate the chemical properties of magnesium. Detailed safety instructions must be given by the teacher, as they will be burning magnesium, which is potentially very hazardous in terms of burns and eye glare. I usually do this activity prior to the Calcium experiment, which is also available from me on TES.

This work summaries and explains the key points in this GCSE topic, with guided tasks to ensure students are understanding and applying knowledge and principles outlined.

This ready made homework research exercise gives pupils the chance to apply their knowledge of conductors and insulators to real things at home. Encourage them to look for simple things at first, and perhaps give a couple of examples, such as curtains acting as insulators and the metal in radiators acting as a conductor.

This provides clear instructions and structured questions to get the pupils to think about their measurements and how they relate to the idea of insulation. A clear results table helps them to organise their data and calculate temperature changes, which will then provide the basis for their conclusions.

Revision questions to test and review the basic structures and roles of the digestive system , supported by a labelled diagram of the digestive system.

Outlines and structures observations for an experiment to assess the relative conductivity of rods of different materials. It is best resourced using conductivity rods that can be bought from science educational suppliers, but you can also use other objects, such as straws for plastic, splints for wood and stirring rods for glass. It is not meant to be a good example of a fair test, but they should strive make it as fair a possible. The basic idea that metals conduct better than non-metals is the main learning and one that the are prompted to identify from their results without being asked specifically to do so. They may expect this to happen, and they have the opportunity to show this in their prediction before the test. Risk assessment issues are based largely around the use of hot water. Standing up to do the experiment, use of heat mats, adults pour the hot water, etc are the key points to cover here. I suggest you ask the pupils to touch the rods a coupe, of cm above the rim of the beaker to get most clear heat detection. The work may lead up to a more scientific and fairer test to compare the metals only, having established that the metals are the best conductors as a group. There are optional follow up questions on the second page re the mechanism of conduction, and these are best completed after some teacher and/or video input re this.