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Paper friendly resources have been designed to ensure good quality teaching is not compromised by printing restrictions or buffering videos. Lessons that include worksheets have been created for teachers to print at least two copies to an A4 sheet. For general enquiries or support please email: Paperfriendlyresources@gmail.com

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Paper friendly resources have been designed to ensure good quality teaching is not compromised by printing restrictions or buffering videos. Lessons that include worksheets have been created for teachers to print at least two copies to an A4 sheet. For general enquiries or support please email: Paperfriendlyresources@gmail.com
AQA new specification-History of the atmosphere-C13.1
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AQA new specification-History of the atmosphere-C13.1

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C13-The Earth’s atmosphere-History of our atmoshphere lesson created in accordance to the NEW AQA Specification (9-1). Designed for a mixed ability year 11 separates class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos, and homework with answers as well as a interactive review task. If for any reason the video link does not work, a URL has also been included in the notes. For further enquiries please email paperfriendlyresources@gmail.com AQA spec link: 4.9.1.2, 3 Theories about what was in the Earth’s early atmosphere and how the atmosphere was formed have changed and developed over time. Evidence for the early atmosphere is limited because of the time scale of 4.6 billion years. One theory suggests that during the first billion years of the Earth’s existence there was intense volcanic activity that released gases that formed the early atmosphere and water vapour that condensed to form the oceans. At the start of this period the Earth’s atmosphere may have been like the atmospheres of Mars and Venus today, consisting of mainly carbon dioxide with little or no oxygen gas. Volcanoes also produced nitrogen which gradually built up in the atmosphere and there may have been small proportions of methane and ammonia. When the oceans formed carbon dioxide dissolved in the water and carbonates were precipitated producing sediments, reducing the amount of carbon dioxide in the atmosphere. No knowledge of other theories is required. Students should be able to, given appropriate information, interpret evidence and evaluate different theories about the Earth’s early atmosphere. 9.1.3 Algae and plants produced the oxygen that is now in the atmosphere by photosynthesis, which can be represented by the equation: 6CO2 + 6H2O C6H12O6 + 6O2 carbon dioxide + water glucose + oxygen Algae first produced oxygen about 2.7 billion years ago and soon after this oxygen appeared in the atmosphere. Over the next billion years plants evolved and the percentage of oxygen gradually increased to a level that enabled animals to evolve.
AQA new specification-Reduce, reuse and recycle-C12.6
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AQA new specification-Reduce, reuse and recycle-C12.6

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C12-Using Earths resources-Reduce, reuse and recycle lesson created in accordance to the NEW AQA Specification (9-1). Designed for a mixed ability year 11 class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos and practice questions with answers on slides as well as a interactive review task. If for any reason the video link does not work, a URL has also been included in the notes. NB: an article has been attached for those students who are really intrested in the statistics, a great stretch and challenge activity. AQA spec link: 4.10.2.2
Pearson BTEC-Applied science-UNIT 2C-How to write a scientific report
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Pearson BTEC-Applied science-UNIT 2C-How to write a scientific report

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Unit 2-Practical scientific procedures and techniques Learning aim C: Undertake chromatographic techniques to identify components in mixtures. For many of my students this was the first time they needed to write a scientific report i thus produced a guide for this learning aim. This was a huge success and i had the pleasure of marking some beautifully written reports. The relevant P/M/D criteria for this learning aim have been covered within this guide. I’ve also attached the specification and assignment briefs so you can have it all in one place. Best of all enjoy it all for free :)
Pearson BTEC -Sample assessment material - Unit 1 Principles and Applications of Science I
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Pearson BTEC -Sample assessment material - Unit 1 Principles and Applications of Science I

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Attached is the sample assessment material on UNIT 1 For the NEW (2016) BTEC applied science specification. I have given my students each a copy of the sample paper (w/o mark scheme) for an open book assessment, in preparation for their mocks but you can use it is as a class test. For ease of use i converted the PDF file into a word document which i have also attached. It was very fiddly to find this on the pearson website and i dislike editing pdf documents so i hope it has saved you some hassle. Please leave a review to let me know if it was useful or how you used it in your lesson.
Certificate of Achievement and Effort for Chemistry
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Certificate of Achievement and Effort for Chemistry

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Every year we have students that have gone above and beyond within our classes however, they aren’t always acknowledged in reward assemblies because of the large pool of students they are competing against. Most of the certificate templates I found online were either over complicated, childish or both. Students in secondary school wish to be treated as young adults hence, I have created a sophisticated certificate, one that students would be proud to take home. Reward the students in your chemistry classes for their achievement and effort using these certificates, download for free and edit away! If you like this certificate but don’t teach chemsitry, edit away! P.S I have attached PDF and Word doc versions, I recommend you print your certificates as PDF.
Pearson BTEC-Applied science-UNIT 2D-Personal  responsibility
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Pearson BTEC-Applied science-UNIT 2D-Personal responsibility

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Unit 2-Practical scientific procedures and techniques Learning aim D: Review personal development of scientific skills for laboratory work. How did i teach this? This assignment allows students to review the skills they attained in this unit. It also reiterates the importance of H&S as well as professional practice. Before setting the assignment i first taught three lessons covering the content in Pearson BTEC national-Applied science-Student book 1. Due to the complexity of this assignment i provided my students with a template which covered the P/M/D criteria (download the free template). This prevented students from going off on a tangent and also ensured they had mentioned the key skills for both assignment B and C. NB: Personal responsibility is the first of the three lessons. Worksheets attached and videos embedded for ease of use.
AQA new specification-Chromatography required practical-C10.2
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AQA new specification-Chromatography required practical-C10.2

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C10-Chemical analysis-Chromatography required practical lesson created in accordance to the NEW AQA Specification (9-1). Designed for a low ability year 11 class, although content can be adjusted to suit any ability. Includes: slide animations, and practice questions with answers on slides. *I have not included the theory of chromatography in this lesson* AQA spec link: Students should be able to tell the difference between coloured substances. Students should calculate Rf values. AT skills covered by this practical activity: chemistry AT 1 and 4. This practical activity also provides opportunities to develop WS and MS. Details of all skills are given in Key opportunities for skills development.
Pearson BTEC New specification-Applied science-Chemistry compatibility test
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Pearson BTEC New specification-Applied science-Chemistry compatibility test

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This compatibility test was created for my BTEC chemistry class in order to assess their GCSE chemistry knowledge. It is comprised of past paper chemistry questions from the AQA spec. I have included both the test and the mark scheme. The new specification requires students to sit an externally assessed examination in January therefore, this a great exam practice. Includes slide animations, worksheets,and practice questions with answers on slides.
AQA new specification-Water safe to drink-C12.2
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AQA new specification-Water safe to drink-C12.2

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C12-Using Earths resources-Water safe to drink lesson created in accordance to the NEW AQA Specification (9-1). Designed for a low ability year 11 class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos and practice questions with answers on slides as well as a interactive review task. If for any reason the video link does not work, a URL has also been included in the notes. NB: order of magnitude was not taught in this lesson. AQA spec link: 4.10.1.2
AQA new specification-Atmospheric pollutants-C13.5
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AQA new specification-Atmospheric pollutants-C13.5

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C13-The Earth’s atmosphere-Atmospheric pollutants lesson created in accordance to the NEW AQA Specification (9-1). Designed for a mixed ability year 11 separates class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos, and homework with answers as well as a interactive review task. If for any reason the video link does not work, a URL has also been included in the notes. For further enquiries please email paperfriendlyresources@gmail.com AQA spec link: 4.9.3.1, 2
AQA new specification-Global-climate-change-C13.4
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AQA new specification-Global-climate-change-C13.4

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C13-The Earth’s atmosphere-Global climate change lesson created in accordance to the NEW AQA Specification (9-1). Designed for a mixed ability year 11 separates class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos, and homework with answers as well as a interactive review task. If for any reason the video link does not work, a URL has also been included in the notes. For further enquiries please email paperfriendlyresources@gmail.com AQA spec link: 4.9.2.3,4
AQA new specification-Pure substances and mixtures-C10.1
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AQA new specification-Pure substances and mixtures-C10.1

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C10-Chemical analysis-Pure substances and mixtures lesson created in accordance to the NEW AQA Specification (9-1). Designed for a low ability year 11 class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos and practice questions with answers on slides as well as a interactive review task. If for any reason the video link does not work, a URL has also been included in the notes. AQA spec link: 5.8.1.1 and 5.8.1.2 In chemistry, a pure substance is a single element or compound, not mixed with any other substance. Pure elements and compounds melt and boil at specific temperatures. Melting point and boiling point data can be used to distinguish pure substances from mixtures. In everyday language, a pure substance can mean a substance that has had nothing added to it, so it is unadulterated and in its natural state, eg pure milk. Students should be able to use melting point and boiling point data to distinguish pure from impure substances. Many products are complex mixtures in which each chemical has a particular purpose. Formulations are made by mixing the components in carefully measured quantities to ensure that the product has the required properties. Formulations include fuels, cleaning agents, paints, medicines, alloys, fertilisers and foods. Students should be able to identify formulations given appropriate information. Students do not need to know the names of components in proprietary products.
AQA new specification-Our evolving atmosphere-C13.2
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AQA new specification-Our evolving atmosphere-C13.2

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C13-The Earth’s atmosphere-Our evolving atmosphere lesson created in accordance to the NEW AQA Specification (9-1). Designed for a mixed ability year 11 separates class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos, and homework with answers as well as a interactive review task. If for any reason the video link does not work, a URL has also been included in the notes. For further enquiries please email paperfriendlyresources@gmail.com AQA spec link: 4.9.1.1, 2, 4 AQA spec link: For 200 million years, the proportions of different gases in the atmosphere have been much the same as they are today: • about four-fifths (approximately 80%) nitrogen • about one-fifth (approximately 20%) oxygen • small proportions of various other gases, including carbon dioxide, water vapour, and noble gases. Volcanoes also produced nitrogen which gradually built up in the atmosphere and there may have been small proportions of methane and ammonia. Algae and plants decreased the percentage of carbon dioxide in the atmosphere by photosynthesis. Carbon dioxide was also decreased by the formation of sedimentary rocks and fossil fuels that contain carbon. Students should be able to: • describe the main changes in the atmosphere over time and some of the likely causes of these changes • describe and explain the formation of deposits of limestone, coal, crude oil, and natural gas.
AQA new specification-Greenhouse gases-C13.3
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AQA new specification-Greenhouse gases-C13.3

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C13-The Earth’s atmosphere-Greenhouse gases lesson created in accordance to the NEW AQA Specification (9-1). Designed for a mixed ability year 11 separates class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos, and homework with answers as well as a interactive review task. If for any reason the video link does not work, a URL has also been included in the notes. For further enquiries please email paperfriendlyresources@gmail.com AQA spec link: 4.9.2.1, 2, Greenhouse gases in the atmosphere maintain temperatures on Earth high enough to support life. Water vapour, carbon dioxide, and methane are greenhouse gases. Students should be able to describe the greenhouse effect in terms of the interaction of short and long wavelength radiation with matter. Some human activities increase the amounts of greenhouse gases in the atmosphere. These include: • carbon dioxide • methane. Students should be able to recall two human activities that increase the amounts of each of the greenhouse gases carbon dioxide and methane. Based on peer-reviewed evidence, many scientists believe that human activities will cause the temperature of the Earth’s atmosphere to increase at the surface and that this will result in global climate change. However, it is difficult to model such complex systems as global climate change. This leads to simplified models, speculation, and opinions presented in the media that may be based on only parts of the evidence and which may be biased. Students should be able to: • evaluate the quality of evidence in a report about global climate change given appropriate information • describe uncertainties in the evidence base • recognise the importance of peer review of results and of communicating results to a wide range of audiences.
AQA new specification-Cracking-hydrocarbons-C9.4
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AQA new specification-Cracking-hydrocarbons-C9.4

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C9-Organic chemistry-Cracking hydrocarbons created in accordance to the NEW AQA Specification (9-1). Designed for a mixed ability year 11 separates class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos, and homework with answers as well as a interactive review task. If for any reason the video link does not work, a URL has also been included in the notes. P.S if you have a double lesson with your class I recommend you allow the class to perform the bromine test and demo the cracking experiment to consolidate learning. For further enquiries please email paperfriendlyresources@gmail.com AQA spec link: 4.7.1.4 Hydrocarbons can be broken down (cracked) to produce smaller, more useful molecules. Cracking can be done by various methods including catalytic cracking and steam cracking. Students should be able to describe in general terms the conditions used for catalytic cracking and steam cracking. The products of cracking include alkanes and another type of hydrocarbon called alkenes. Alkenes are more reactive than alkanes and react with bromine water, which is used as a test for alkenes. Students should be able to recall the colour change when bromine water reacts with an alkene. There is a high demand for fuels with small molecules and so some of the products of cracking are useful as fuels. Alkenes are used to produce polymers and as starting materials for the production of many other chemicals. Students should be able to balance chemical equations as examples of cracking given the formulae of the reactants and products. Students should be able to give examples to illustrate the usefulness of cracking. They should also be able to explain how modern life depends on the uses of hydrocarbons. (For Combined Science: Trilogy and Synergy students do not need to know the formulae or names of individual alkenes.) WS 1.2
AQA new specification-Burning hydrocarbon fuels-C9.3
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AQA new specification-Burning hydrocarbon fuels-C9.3

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C9-Organic chemistry-Burning hydrocarbon fuels created in accordance to the NEW AQA Specification (9-1). Designed for a mixed ability year 11 separates class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos, practical demo, and homework with answers as well as a interactive review task. If for any reason the video link does not work, a URL has also been included in the notes. For further enquiries please email paperfriendlyresources@gmail.com AQA spec link: 4.7.1.3 The combustion of hydrocarbon fuels releases energy. During combustion, the carbon and hydrogen in the fuels are oxidised. The complete combustion of a hydrocarbon produces carbon dioxide and water. Students should be able to write balanced equations for the complete combustion of hydrocarbons with a given formula.
AQA new specification-Hydrocarbons-C9.1
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AQA new specification-Hydrocarbons-C9.1

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C9-Organic chemistry-Hydrocarbons lesson created in accordance to the NEW AQA Specification (9-1). Designed for a high ability year 11 separates class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos and practice questions with answers on slides as well as a interactive review task. If for any reason the video link does not work, a URL has also been included in the notes. AQA spec link: 4.7.1.1 Crude oil is a finite resource found in rocks. Crude oil is the remains of an ancient biomass consisting mainly of plankton that was buried in mud. Crude oil is a mixture of a very large number of compounds. Most of the compounds in crude oil are hydrocarbons, which are molecules made up of hydrogen and carbon atoms only. Most of the hydrocarbons in crude oil are hydrocarbons called alkanes. The general formula for the homologous series of alkanes is CnH2n+2 The first four members of the alkanes are methane, ethane, propane and butane. Alkane molecules can be represented in the following forms: C2H6 or Students should be able to recognise substances as alkanes given their formulae in these forms. Students do not need to know the names of specific alkanes other than methane, ethane, propane and butane.
AQA new specification-Finite and Renewable resources-C12.1
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AQA new specification-Finite and Renewable resources-C12.1

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C12-Using Earths resources-Finite and renewable resources lesson created in accordance to the NEW AQA Specification (9-1). Designed for a low ability year 11 class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos and practice questions with answers on slides as well as a interactive review task. If for any reason the video link does not work, a URL has also been included in the notes. NB: order of magnitude was not taught in this lesson. AQA spec link: 5.10.1.1 Humans use the Earth’s resources to provide warmth, shelter, food and transport. Natural resources, supplemented by agriculture, provide food, timber, clothing and fuels. Finite resources from the Earth, oceans and atmosphere are processed to provide energy and materials. Chemistry plays an important role in improving agricultural and industrial processes to provide new products and in sustainable development, which is development that meets the needs of current generations without compromising the ability of future generations to meet their own needs. Students should be able to: •• state examples of natural products that are supplemented or replaced by agricultural and synthetic products •• distinguish between finite and renewable resources given appropriate information