Loud, energetic activity to make the connection between metals forming alkaline oxides, and non-metals forming acidic oxides. Choose your class carefully!

Loud, energetic activity to make the connection between metals forming alkaline oxides, and non-metals forming acidic oxides. Choose your class carefully!

Print the first slide out on 9 pages and make a poster. Print the others out on card as handouts (9 to a page works). Get the students to place them in the right place on the spider diagram. Under time pressure with active music and competatively is also good.

Print the first slide out over several sheets as a poster. Print the others as handouts - nine to a page - onto card, and cut out. Students learn the reactions by placing the carsd in the correct place on the poster.

First worksheet as a starter for students to estimate the how much heat is lost from different parts of the home. the powerpoint merely shows where the numbers go. The U - values worksheet is gradated. Less able students need only the first side. More able students should do some calculations and the last question is open enough to push the maths to perhaps even deriving a formula.

As a result of student feedback, this slighlty improved version of the previous powerpoint distinguishes the Markovnikov and Anit-Markovnikov products with HBr more clearly. As before, print the first slide over several pages to make a poster, print the rest as handouts onto card - 9 per page is a good size. the game is for students to place the cards in the correct place on the poster. Under pressure to music such as 'mission impossible' can help to shapren the instincts. Minor mistakes have been corrected.

Print the first slide out as a 9 page poster. Print the other slides onto card as a handout - 9 slides on each works. Students place the cards on the right place on the spider diagram. Under time pressure with active music and competatively is also good.

Print the first slide on several pages to make a poster. Print the other slides as handouts, 9 slides per page, onto card and cut out. Place the cards in the correct place on the poster.

The worksheets are to summarise the main properties and trends in properties of the elements in groups 1, 7 & 8. The text boxes activity sheets that go with them can be used for lower ability students as a cut and stick exercise, or a tick list to complete the worksheet.

Print the first slide out on several pages to make a poster. Print the rest of the slide as handouts, 9 slides per page, onto card and cut out. Place the cards onto the poster in the correct place.

The worksheets are to summarise the main properties and trends in properties of the elements in groups 1, 7 & 8. The text boxes activity sheets that go with them can be used for lower ability students as a cut and stick exercise, or a tick list to complete the worksheet.

The text is used with both levels of the worksheet. Both worksheets are gradated, but aimed at different abilty levels, the LAPS sheet for lower ability students.

The power point image sheet and the pollution boxes go together. This is a cut and stick activity to distinguish between acid rain and the greenhouse effect. The pollution 1 powerpoint is to show where the text boxes should go on the diagram , before they are stuck down.

Differentiated, multiple choice lesson to introduce the effect of temperature on the rate of reaction. Alternative activities can be used in subsequent lessons. Allows the focus to be on Reaction Rates or How Science Works, with options to tie activites to the AQA ISA framework for GCSE Chemistry.

The power point image sheet and the pollution boxes go together. This is a cut and stick activity to distinguish between acid rain and the greenhouse effect. The pollution 1 powerpoint is to show where the text boxes should go on the diagram , before they are stuck down.

Introductory lesson to crude oil. Differentiated starter to introduce the connection between the size of a hydrocarbon and its boiling point and Fractional Distillation of crude oil

Print on A3 and laminate. To help students who struggle with rearranging formulae to do calculations. Use with a formula card and the relevant quantity and units card. Referring to the formula card, put the quantities that are multiplied on the bottom sections of the triangle and the other on the top. The quantity being asked for in any particular problem can be removed and leave the relevant formula arrangement to do the calculations. Activity can help students to learn how to create their own rearrangement triangle from learned formula. (AQA GCSE Physics 1-9)

**The Ultimate Teacher’s Planner and Tracker for Practical Subjects. ** You know how it goes when you teach a practical subject – a lesson title and scheme of learning reference is not enough. What equipment and substances do you need? What hazards do you need to think of? When you have got all that listed, then you have got to get the order slips from the prep room. Planning homework? Sorted, but did you set it? Did you check it in the lessons? And was Bobby away when it was set? When was that? Trivial things for sure, but they all add up and you do not have that time to waste. Maximise your efficiency and minimise these little irritations with everything in the one place in this tracker, including Order Slips. Plan your lessons in one place, include printing, assessment tasks, equipment, with quick tick boxes when it is done, or record if you need the practical again. Plan your homework timetable to spread your workload, keep track of other duties, intervention/detentions, and assignments to assess. Take note of progress through the week and of whole school priorities with the Weekly Planner and To Do page. Organised to reduce your cognitive load with maximum information for minimum writing. Know where you are and what you are doing and reduce stress and anxiety by managing your week efficiently.

Do your ** A level Chemistry **or GCSE Triple/Separate Chemistry students get lost trying to make their way through Mole Calculations questions, especially those unstructured ones? Here is a map to show them the way. Do they get muddled about which relationship they need to use to calculate the number of moles and then resort to the old favourite n=mass/Mr? Here are some signposts to help them to orientate themselves. A handout that summarises the direction of travel and shows them what to look out for in the question as prompts to which relationships they need to use in the context of the question being asked. With over 20% of the marks available in the A level Chemistry for Mole Calculations, the clarity given here is a must! Suitable for all A level Chemistry courses AND if you ignore the ideal gas equation, GCSE Triple/Separate Chemistry.

The A level Chemistry resources for teaching the** Mole Calculations **topic that allow you to focus your energy on a major factor that helps your students make the most progress – teacher feedback and the learning conversation. This set of resources contains: The student handout with the Map for Mole Calculations and Summary Infographic is included, as well as the pdf to print as Notes. The presentation, split into 6 sections and covering the whole of the Mole Calculations topic: The Mole, Formulae and Using Masses; a Map for Mole Calculations and Using Masses - laying out the explicit strategy so that students can deal with those unstructured questions; Standard Stock Solutions, Concentrations and Dilutions; Acid/Base Titrations and Calculations; Calculations Involving Gases and the Ideal Gas Equation; Balancing Equations from Mole Calculations. Videos of the presentations. Teaching by an experienced, subject expert. Use the video presentations for: Flipped learning – students receive the teaching before your lesson and you can then spend your time with them consolidating, practicing, giving feedback and deepening their learning. Cover work – if you are unable to be in the lesson, your students can still be moving forward, Catch up – if a student was away for that section, they can catch up easily. Homework support - students can review the teaching again, at their own pace. Revision – students can revisit areas they are struggling with as revision for tests and exams. Free up your time to do the bit that only you can do – engage with your students in the learning conversation so that they can make the progress you know they can make.