Separation technique recap worksheet. Good for summary lesson or H/W

Follow up worksheet to a resource I found on TES and used: https://www.tes.com/teaching-resource/friction-activities-leveled-against-blooms-6381144 KS3 Physics- Forces- Friction Please leave feedback

Powerpoints with embedded activities for 6.2.1-6.2.3 OCR A-level; Amines, Amino acids, amides, chirality, polyesters & polyamides

Revision Session on 3.2.1 Enthalpy Changes H432- OCR Chemistry A Recap of key definitions Exothermic & Endothermic in terms of bond energies Measuring enthalpy changes Calculation of enthalpy change of reaction (from bond energy and Hess’ Law- combustion & formation) EXAM QUESTIONS of OCR exambuilder website

The Sun & Stars KS3 Activate ALL; state the sun is a star and name the stages in the lifecycle of the star MOST; describe what is in our solar system and the distances between the sun and the planets. SOME identify the different paths a star will take depending on its size. Keywords: Star, sun, light, planets, solar system S: Think, Pair & Share. What do you know about sun (then what do you know about the stars) Or Space quick quiz AfL I: 5 min discussion on what is in the solar system. M: A1: The sun comprehension activity. (Literacy- 10 min) guided reading A2: Discussion about stars; why we don’t see them during the day and introduce the idea of constellations. (5 min) A3: The lifecycle of the star- relate to the lifecycle of humans (slide 16). Watch first 2-3 min of video on life cycle of star encourage pupils to write 5 point about the stars in star template. Use slides 17-25 along with stars AfL sheet to talk about start lifecycle (15-20 min) P: Write down 3 questions that you want to ask after today’s lesson? HW: could be to research one of these questions.

Slideshow for Alkanes OCR AS Chemistry H032 Specification reference 4.1.2(a-g)

4C Photosynthesis & Respiration- KS3 Activate Revision Lesson Differentiated Grid

6 Ceramics & Composite materials ceramic, clay, kiln, composite & concrete ALL: identify what ceramics and composites are MOST: describe how ceramics are made and use of composites based on their properties SOME: distinguish between the properties of ceramics & composites S: What is the link? CLAY I: What are ceramics? M: A1: How are mugs made? With LA show them video before getting them to create or order story board Slide 8 - Could do as card sort if you mix up the order. A2: Bricks and plant pots (idea of different properties you get when you heat moulded clay) A3: Introduce composite materials A4: Concrete and reinforced concrete. (A5 concrete practical)- could do HW activity in class H/W LA research a composite material or HA what materials would you use to design an object see Materials for concrete practical (VERY MESSY)

To be able to describe and explain how infrared radiation interacts with matter (4.2.2 a & b) Use of IR spectrums of organic compounds to identify functional groups, be able to interpret or predict the IR spectrum for known or unknown substance and describe how IR can be used to monitor air pollution (4.2.2 c-e) Updated 16/03- Typo

A class activity to get pupils to think more about how to approach a 6 mark question. Bonding and Structure- diamond and graphite. (2016- AQA 9-1 but imagine would be useful with any exam board)

Slides to support low ability set with Required Practical: Making Salts Preparation of a pure, dry sample of a soluble salt from an insoluble oxide or carbonate, using a Bunsen burner to heat dilute acid and a water bath or electric heater to evaporate the solution. AQA 2016: 9-1 Chemistry 4.4.2.3 Trilogy 5.4.2.3 Synergy 4.7.3.2

Slides to support low ability set with Required Practical: Temperature Changes Investigate the variables that affect temperature change in reacting solutions. AQA 2016: 9-1 Chemistry 4.5.1.1 Trilogy 5.5.1.1 Synergy 4.7.3.3

Eclipses ALL describe what lunar and solar eclipses are MOST explain why and when solar and lunar eclipses occur SOME create a model to illustrate solar and lunar eclipses Keywords: eclipse, lunar, solar, umbra, penumbra, sun earth & moon S: A-Z of space I: Think Pair share what is an eclipse M: Introduce solar and lunar eclipse activities for pupils to do using PowerPoint and annotating slide. (10-15 min) LA: ordering activity for solar eclipse HA: create a model to show a solar of a lunar eclipse P: LA recap all you have done on the moon HA peer assessment of models. HA equipment to make models of eclipses, plasticine, lollipop stick, A3 paper, toilet role etc.

5.2.1 Lattice Enthalpy & 5.2.2 Enthalpy and Entropy H432- OCR Chemistry A Recap of key definitions Born- Haber cycles for simple ionic solids & enthalpy change of solution Effect of ionic radius on lattice enthalpy & enthalpy change of hydration Entropy Free Energy EXAM QUESTIONS of OCR exambuilder website

Forces- Revision Grid KS3 Activate Syllabus 2016 (1B) Differentiated revision grid with challenge activities. Can set different pupils different targets. Revision grid template (credit to CS)

Calculating the rate of a reaction using a graph Keywords: rate of reaction, mean, tangent, gradient ALL: recall mean MOST: calculate mean rate of reaction from a graph SOME: calculate the rate of a reaction at a certain point using the tangent on a curve S; Rates summary (cut & stick TES). I: Describe that graph Pupils to sit back to back. Pupil A describe the graph to pupil B who draws in on their whiteboard. Swap after each graph (differentiated- more challenging ones are graph 3 & 4) M: A1: Rate of reaction: car analogy units/equation A2: Interpreting rate graph A3: Rates graph W/S LA or Calculating rates questions (TES) P:True & false on rate of reaction or Rate then find a date H/W could be further activities/revision.

4A. Energy & Heat 4B. Metals & Reactivity 4C. Photosyntheis & Respiration 5A. Material every day 5B Diet & Health 5C. Waves For each topic there is a quick question activity & a grid for pupil to work on individually.

Bond breaking and Bond making & Energy Level diagrams ALL: state weather bond breaking and bond making is exothermic or endothermic & define activation energy MOST: calculate energy changes in a chemical reaction and draw a simple reaction profile SOME: identify if a reaction is exothermic or endothermic S: recap exothermic and endothermic. I: bond breaking and bond making M: A1: energy profile diagrams (sheet for LA) A2: introduce activation energy in terms of energy profile diagrams. A3: Bond energy calculations P: Which picture most matches your learning today and why?

13 Reversible reactions & Equilibrium H/W before this lesson could be to research the work of Le Chatelier of the life of Fritz Haber (could lead to a discussion about Fritz Haber) Hook/Starter: Can a reaction go backwards? Pour the copper sulfate solution into the conical flask. Slowly add the acid down the side of the flask and swirl vigorously. Carefully add the ammonia in the same way but initially without swirling. Wait and show the students the colour change. Continue to add the ammonia with gentle swirling as the colour eventually changes to dark blue. Reverse the reaction by adding acid in a similar fashion to the ammonia. I: What is a reversible reaction. M: A1- Equilibrium. LA word fill. For HA print image on slide 5or6. A2- position of equilibrium + introduce the idea of the factors which effect equilibrium A3- Exothermic and Endothermic reversible reactions A4- Show Haber process video which introduces the idea of Le Chatelier’s principle (with questions) For HA could have a debate in class about Fritz Haber- should he have gotten a Nobel prize P: Keyword Guru. In pairs, produce a list of key words and definitions which link to today’s lesson. Then, jumble them up and challenge another pair to match the correct word to the correct definition. 2 L conical flask 100 mL 0.2 copper sulfate 250 mL concentrated ammonia solution 250 concentrated hydrochloric acid Fume hood Anhydrous and hydrous copper sulfate. 14 Le Chatelier’s principle and shifting equilibrium Keywords: reversible, equilibrium, reactants, products, concentration, temperature and pressure ALL: define Le Chatelier’s principle MOST: describe the effect of changing concentration, temperature and pressure SOME: interpret data and predict or suggest the best conditions S: Watch Le Chatelier’s video part 1- What do pupil think Le Chatelier’s ideas are from this video? I: define Le Chatelier’s principle (could model with cones from PE or coins) Main A1: recall the factor which effect equilibrium AfL and discuss in more detail (word fill for LA) A2:Show video part 2 to recap A3: Review questions (whiteboards) P: Monster sentence challenge (reinforces key definitions for equilibrium) https://www.tes.com/teaching-resource/equilibrium-6025570 (FREE on TES)

Balanced diet? ALL state the 7 groups of food in the human diet MOST describe what is meant by a balanced diet? SOME identify what might happen if you don’t have a balanced diet S: Does Kyle have a balanced diet? Think, Pair, Share. I: What does a balanced diet mean? and what are the 7 groups that we use to classify food? M: A1 information hunt; use the cards around the room to fill in the information about the magic 7. Why do we need them and Where to we get them from? A2: Do we all need the same balanced diet? Matching activity (for HA)- could just give photos and get them to think about what they think the specific dietary needs would be P: Write a tweet to summaries what you have learnt in todays lesson (no more that 140 characters long) #balanced diet HW: plan a 3 day meal plan for a pregnant lady, athlete or an office worker; or Explore food activity (need internet access) Slides 9-16 printed for information hunt.

A revision/intervention activity to support pupils who are struggling with Ionic and Covalent bonding. Can be used with any exam board.