Included is: A full booklet with explanations, strategically placed questions and worked examples (ideal as a guide for a teacher or independent learning). A booklet of just the questions (ideal to supplement lessons). A booklet with the answers.

Included is: A full booklet with explanations, strategically placed questions and worked examples (ideal as a guide for a teacher or independent learning). A booklet of just the questions (ideal to supplement lessons). A booklet with the answers.

This booklet contains a thorough worked example through the steps to determining the structure of an organic compound. The steps included are : Elemental analysis (to determine empirical formula) Mass spec (to determine molecular formula) Calculating double bond equivalents (often overlooked at A-Level, but very useful). IR and chemical tests to determine functional groups present. NMR problem solving to determine overall structure. The worked example is in table format, with a guide and model response. There are 5 practice problems with answers. I have used it to teach AQA and OCR A, but it probably works with all exam boards.

Spec 1.3.1-2 Transition metals (Recommended Teaching time – 1 hour) Lesson preparation: Demonstration: Have some examples of transition metals to show the class. I recommend the Chemsheets worksheet called Where in the periodic table Suggested teaching: Slide 2: Starter questions (Differentiated alternative on slide 4) Slide 5: Periodic table recap questions Slide 7: A recap of the groups of the periodic table, showing where the transition metals are Slide 8: Demonstration of some transition metals. Slide 9: Task where students realise that they can’t work out the charge on the ion that transition metals form (also allows recap of working out charges on ions) Slide 11-13: Going through the other key features of transition metals. Slide 14: Opportunity to discuss the difference between physical and chemical properties while comparing the transition metals to the alkali metals.

Spec 2.6 The halogens (Two hours suggested teaching time) Lesson preparation: Demonstration: Chlorine gas, bromine and iodine. Practical / Demo: Displacement reactions of the halogens. Suggested teaching: Lesson 1: Slide 1: Starter questions with differentiated alternative hidden on slide 4 Slide 5: You may want to physically show students chlorine, bromine and iodine here, get them to record their observations of physical state and colour. They could attempt to describe the trend. Slide 6: Optional recap questions. Slide 8: Important information Slide 9: Optional task introducing the trends of the halogens. Slide 11: More information Slide 12: Graph plotting and trend description task (differentiated version on slides 14-16) Lesson 2: Slide 16: Starter questions with differentiated alternative hidden on slide 17 Slide 18: Optional recap questions Slide 20: Optional video with questions to answer on slide 22 Slide 23: Explanation of reactivity of the halogens task (as done with the alkali metals) Slide 25: High ability displacement reaction problem solving task. Slide 27: Animation showing colour changes of the halogens, if a demo is not available Slides 28-37: Adapted version of a classic on the displacement reactions. I have set this up to try and model what is happening, with lots of scaffolded steps, gradually removing the support. Slide 38: A table to record results of the displacement reactions.

Spec 1.2.5 The alkali metals (Two hours suggested teaching time) Lesson preparation: [Demonstration] The physical properties and reactions of the alkali metals Could print the table on slide 11 Could print the exam questions on slide 21 Suggested teaching: Lesson 1: Slides 2-4: Retrieval practice starter (slide 4 is an optional and differentiated alternative starter). Slide 5-6: Recap of forming ions with a focus on the group 1 elements. Slides 7-8: (Hidden) Alternative recap, potentially for lower ability students on electron configurations. Slide 9-11: Here you can demonstrate the properties and reactions of the alkali metals. If materials are unavailable, students could compare the animations of the reactions on slide 10. There is a table on slide 11 to record their observations. Lesson 2: Slides 12-14: Retrieval practice starter (slide 4 is an optional and differentiated alternative starter). Slides 15-16: A recap of the observations and reactions of the alkali metals. Slides 17-20: Explaining the reactivity of the alkali metals, with a selection of differentiated slides to help. Slides 21-22: Practice exam style questions.

Spec 2.4 The Noble Gases (One hour suggested teaching time) Lesson preparation: Could print slide 13 which has a pre-drawn graph axis and some exam style questions Rationale: Discussing the noble gases gives rise to opportunities for revisiting earlier content and graphical skills. Suggested teaching: Slides 2-4: Retrieval practice starter (slide 4 is an optional and differentiated alternative starter). Slide 5: An opportunity to revisit electron configurations and the periodic table in the context of the noble gases. Slide 7 : A really old classic video demonstrating the different densities of the noble gases. You could ask students to predict before watching the video. Slide 8: Opportunity to plot and describe the trend of a graph, whilst covering important understanding. Slides 10: A pretty silly but interesting video where someone breathes in the noble gases in-turn. Slide 11: Practice questions

Spec 2.3 Metals and non-metals (One hour suggested teaching time) Lesson(s) preparation: [Practical] – Investigating properties of materials (Circuit with bulb and crocodile clips, glass rod, iron nail, copper strip, piece of wood, Perspex trip, piece of ceramic etc…) Could print slides 6, 7, 18 & 18 Rationale: Often the comparison of metals and non-metals is overlooked. I like to get students to identify the difference in properties and then apply the properties to unknowns. Here they should notice that general properties don’t always apply to all. Suggested teaching: Slides 2-4: Retrieval practice starter (slide 4 is optional differentiated) Slide 5: A general introduction to the idea of metals and non-metal and the key properties. Slide 6: Practical (no method given as it is fairly straightforward). Get them to identify the properties of different materials in the room, depending on ability they may need support in identifying them as metals or non-metals. Slides 7-8: Summarising the properties of metals and non-metals. Slides 9-10: Applying properties of metals and non-metals, they will need to apply a best fit approach for some of them (like mercury and graphite!) Slides 11-15: Introduction of how metals and non-metals form ions when they react.

Spec 2.1-2 The development of the periodic table (Two hours suggested teaching time) Lesson(s) preparation: Print the shapes on slide 14 (two sets per A4 page) Print the Mendeleev periodic tables on slide 18 Print the modern periodic tables on slide 29 Could print the exam questions on slide 30 Rationale: I prefer to start with the development of the periodic table and them finishing off with how it stands today. This takes student through a story of how we have got to where we are. Suggested teaching: Lesson 1 (Slides 2-21) Slides 5-10: I like to tell a story about the important chemists to start the lesson, information is in the comments. Slides 11-12: Taking information from a silly video, an interesting introduction to the elements. Slides 13-14: Students are encourage to organise shapes into categories. There are missing shapes, so they should be questioned on their organisation, drawing on the idea that they need to leave gaps to make it work, they should then predict the appearance of their missing shapes – like Mendeleev! Slide 16: Video – Jim Al Khalili, this shows them the similarities to the task they just completed and what Mendeleev achieved. Slides 17-21: Here student’s are encouraged to draw comparisons between Mendeleev Periodic table and the modern periodic table. Lessons 2 (Slides 22-32) Slide 25: An opportunity to look at the modern periodic table, but with the undiscovered elements missing. Slides 26-28: An opportunity to summarise the modern periodic table

Spec 1.1.7 Electronic structure – One hour of teaching Lesson(s) preparation: Could print the questions on slide 11 Rationale: There is plenty of recap at the start of this lesson as not a huge amount of content or practice is required for this topic. Suggested teaching: Slides 1–2: Typical retrieval style questions to start the lesson as you will have seen in these PowerPoints. Slides 3-4: A Recap of calculating numbers of sub-atomic particles. Avoid letting them take notes here, the information is there to reduce cognitive load so they are just applying. Slides 5-6: A Recap of calculating relative atomic mass, again no notes required. Slide 8: Introduction to how electrons fill shells. You may want to do a couple of example here, or some questioning to check understanding. Slide 9-10: Practice of representing electronic configurations. Slide 11-12: Some typical exam questions

Spec 1.1.5 - 6 The size and mass of atoms – One to two hours of teaching Lesson(s) preparation: Could print the questions on slides 19 & 21 Could prepare some isotopic mass calculation questions (I recommend chemsheets) Could demonstrate these calculations using different mass apples of the same type (so exempla different massed atoms of the same element) Rationale: There is a recap of subatomic particles before moving onto isotopes and calculating relative atomic mass. The calculations are quite straight forward and two methods are shown in the slides, you may want to use both or just one. The amount you get through in the first lesson will depend on the ability of your class, the second lesson should be mainly practice of calculations. Suggested teaching: Lesson 1 (slides 2-17) Slides 4-8: This is all appropriate recall from earlier in the topic. Slides 4 and 5 are the same but scaffolded with labels in slide 5. Slides 9-14: Introducing the idea that atoms can have different masses, how to represent an calculate number of neutrons or mass number given appropriate information. Slides 5-17: Standard method for calculating relative atomic mass, with a worked example and practice questions. Lesson 2 (slides 18-26): There is an alternative method to calculating relative atomic mass, “without using an equation.” I have often found that a lot of students learn this method in maths.

Spec 1.1.3 - 4 The development of the atom – Could be up to three hours of teaching Lesson(s) preparation: For making paper timelines: printed pictures on slide 18, textbooks, access to online information For making model timelines: long balloons, glue, permanent markers, blutack, Rationale: If you choose to make models, ensure that the lesson doesn’t become about presentation or artwork, but more assimilation, summarisation and representation of information. Suggested teaching: Lesson 1 (slides 2-8) Slides 4-8: A way for students to make some notes, but by thinking hard and applying information rather than just copying Lesson 2 (slides 9-21) Slide 11: Important information that students are required to learn. They should be aware of most, so is a recall activity. Slides 14-20: This can be used to encourage students to build model or paper timelines to present information about the development of the model of the atom. Lesson 3 (Slides 22-26) Here there is a chance to compare the plum pudding model to the nuclear model.

Spec 1.1.2 Mixtures – Could be up to three hours of teaching Lesson(s) preparation: Practical – Separating salt and sand Practical – Paper chromatography Demonstration – Variety of separation techniques Rational: An opportunity to get some important practical work into a topic where opportunities are limited Suggested teaching: Lesson 1 (Slides 1-9) Slide 4: Introduction of what a mixtures is by application of the definition Slides 6-8: The planning and implementation of a method to separate a water soluble substance from and insoluble substance. Slide 9: Gives an opportunity to discuss the change in properties when substances are chemically combined, linking back to previous lessons. Lesson 2/3 (Slides 10-18) Slides 10-11: Opportunity to summarise methods of separation and perhaps demonstrate them. Slides 12-14: Paper chromatography practical Slide 15: An opportunity to evidence their understanding of the difference between mixtures, elements and compounds

Designed as lesson 2 (Atomic Structure) for AQA GCSE Chemistry (probably year 9) Spec 1.1.1: Balancing equations (Could be used at any point in the course) Lesson preparation: Loads of dollymix (I use (and reuse) these: https://www.sainsburys.co.uk/gol-ui/product/jelly---soft-sweets/sainsburys-dolly-mix-75g) Bluetack You could print the equations on slide 15 Rational: I have found that many students feel they are unable to balance equations. The key misconception are that they try to change the number of atoms in a substance rather than just the stoichiometry. I created this lesson to make explicit the difference between number of atoms in a substance and number of substances in a balanced equation. Suggested teaching: Slide 1: A bit of simple recall to settle Slide 6-8: The idea here is that students build the dolly mix structures (I get them to connect the atoms with blutack. They create the initial equation and then build more of each substance to obey the conservation of mass. They may draw out the equations and ultimately write the balanced equation. Slides 9-11: The same idea, but moving away from Dolly mix to real examples (could use molymods here) Slides 12-14: This is an alternative method for balancing equations you may want to introduce Feel free to tweet me @Chemeducation is you have any questions or ideas!

Designed as lesson 1 (Atomic Structure) for AQA GCSE Chemistry (probably year 9) Spec 1.1.1: Atoms elements and compounds Lesson preparation: New exercise books for students Print periodic tables on slide 3 Optionally print exam style questions on slide 22 Suggested teaching: Slide 4: Use this task to establish understanding of the particle model, as an introduction to what is in a particle. Look out for poor representation of liquids. Slide 5: You could use this old school video to introduce the model of the atom, get them to watch it and the question them of the features of sub-atomic particles: https://www.youtube.com/watch?v=hhbqIJZ8wCM&ab_channel=TheButtonLady Slides 11-17: A sequence of tasks to get students to apply the important definitions that they will come across in this lesson. Slide 18: This gap fill could be used with weaker students to practice recall. Avoid letting students just copy definitions that they may have written down earlier. Alternatively they could create / quiz each other using flashcards. Slide 20: These questions are designed to highlight any misconceptions about particles moving on further into this topic. Feel free to tweet me @Chemeducation is you have any questions or ideas!

A Sheet I made to support students through writing mechanisms for Organic reactions. Includes example and hints for: Nucleophilic substitution Electrophilic addition Nucleophillic addition Electrophilic substitution I provide this laminated for students in lessons whilst having them attempt multiple examples in different situations.

This organic reaction map is designed to help students learn the reactions and conditions to required to convert between different functional groups in the AQA A level course. There are four possible sheets (with increasing information): Sheet one - Just the different functional groups and their conversions. Sheet two - Includes sheet one + the displayed formulas of the molecules Sheet three - Includes sheet two + the types of reactions Sheet four - Includes sheet three + the reagents and conditions required for each. The different sheets allow different levels of scaffolding for the pupils in your class or the final sheet may just be provided as a summary sheet for revision purposes. Any questions or errors please tweet me @Chemedify.

PowerPoint presentation for topics within the Alkenes [3.3.4] section. Included is this pack is: 3.3.4.3. Addition polymers These presentations include*: - Slides that have been created from scratch by an experienced A-Level teacher. - Up-to-date information for the new course based on the specification and exam paper questions. - Key points, common errors and definitions. - Detailed theory, designed, on occasion to go beyond the specification to stretch the most able. - Worked examples, practice questions, exam-style questions and animated diagrams. - Slides that are mostly designed to minimise the amount of printing required in lessons. *Not every presentation will necessarily include all of the above, however across the entire course of presentations this is what to expect. Check back for updates as I continue to teach the course, the resource will always improve. To see free examples of some of my older (less detailed work) check out : https://www.tes.com/teaching-resource/new-2016-aqa-chemistry-a-level-part-3-bonding-11128604 If you would like current samples of slides before you buy or have any suggestions please tweet: @ChemEdify I appreciate all constructive and honest reviews & hope you enjoy using these resources.