Due to the lack of official resources for this new course I have written a revision guide for the chemistry module of unit 1 - Key Concepts in Science.
AQA have checked through this and deemed it and I quote "comprehensive and suitable."
I must stress that this is NOT an official publication or endorsed in any way by AQA but simply my interpretation of the specification points and the depth at which I would deem necessary to teach it.
I'm always open to constructive criticism so if you spot errors please let me know.
I've also tried to ensure that all image sources have been cited.
Hope you and your students find this useful.
This presentation centres around a demonstration of the reaction between copper and nitric acid and uses it to explian the limitations of predicitng feasibility of reactions in relation to electrode potentials
A series of short tests for students to recall common ions and then apply them in terms of writing chemical formulae and balanced equations.
Also recall of common definitions for Year 1 A-level Chemistry
there are three tests here that i have used on week 1, 3 and 7 of my chemistry course.
The first is simply recall of ions, the second and third are more of a mixed bag of ions, formulae, equations and definitions.
This is designed as a "jigsaw" activity.
-Number each student from 1-4
-Get all the like numbers together and give each group their corresponding task and learning outcomes. Set enough time for the group to work through the learning objectives and produce some notes.
-reorganise the groups so that they now consist of at least one member from each of the original groups. They now must work together to produce an overview of the structure and reactions of benzene in the form of a poster or presentation.
This is a collective memory task.
Split the class into groups of 4/5 with one person designated as "the artist"
Only you have the picture, 1 member from each group is allowed a short period of time (15 seconds maybe) to study the picture. He/she then returns to the group and must describe the image to the artist who must re-create the picture from the description. Don't allow the person describing to use any hand gestures!! repeat until each person from the group has seen the picture except for the artist.
This can be done as a standard card sort or for added engagement you could give each member of the class one card simply tell them that the cards can be organised into groups of 4. Tell them to sort themselves into those groups. SAY NOTHING ELSE!! it forces them to think and to speak to their peers to discuss possible solutions. Also it's quite fun watching them squirm!! Give clues if they seem to have no idea after a few minutes.
These are 3 classroom workpacks and three assignments that cover all of unit 28 - Industrial applications of organic chemistry.The idea is to complete the classroom pack with as much guidance/feedback as necessary then students use that to complete the assignment with minimal guidance as per new QCF assessment frameworks.
PowerPoint with some basic recall questions and application questions relating to chemical equilibrium.
I use this with second year a-level students to re-introduce the topic after they learnt the basics in the first year.
This resource is an introduction into percentage yield calculations followed by a couple of practical activities allowing students to make salts and use their results to calculate percentage yields. I've always added an element of competition to this and awarded a chocolaty prize to the students(s) who obtain the best yield!
Resources used in an OFSTED observed lesson (received grade 2) - powerpoint is a series of images showing sunburned people, designed to get discussion started about the ozone layer.
The worksheets are the same task but differentiated by ability, with differing levels of guidance. They are designed to allow the students to draw out the series of equations that relate to the regulation of the ozone layer. This was written for the OCR AS level chemistry course
I designed this activity as a way of introducing the style of work BTEC learners will need to get used to.
It is a simple practical activity on rates of reaction with the booklet placing the emphasis on the sorts of things learners will need to write about in the reports for the real assignments in Unit 2. There is detailed guidance on what to include in a standard write-up, especially for evaluations and for reflections on their skills development (needed for the final assignment in unit 2).
As always i’m open to any construct criticism that will help improve this resource.
I wrote this quick 30 min test to see what my students could recall and apply in relation the structure and bonding. Questions cover recall of definitions, dot and cross diagrams, shapes of molecules, explaining electrical conductivity of different structures, effects of intermolecular forces, anomalous properties of water and polarity.
I’ve used this as a method of assessing my classes ability to blindly recall most of the factual information that is needed for OCR AS Chemistry in terms of structure and bonding. I’ve always done it as an individual test but it could be modified and used for group work. As its basically a recall test I’d not use this as homework as it’s just regurgitating facts.
This is a classroom work pack and associated assignment pack that covers P6,P7,M3 and D3 from Unit 1 Fundamentals of Science. Learners should complete all tasks in the classroom pack with as much guidance from the teacher as necessary before attempting the assignment pack where only minimal guidance and feedback is allowed (as per new BTEC Assessment framework) \nThe Cardsort is not my own but one that I downloaded from TES so many thanks to the original creator of that activity!!\nI'm not a physics specialist so any constructive criticism is welcome.
Due to the new (and draconian) framework for assessment of BTEC assignments, I have devised a classroom workpack that will prepare BTEC learners for an assignment relating to Unit 1 Fundamentals of Science and Unit 4 Scientific Practical techniques.\nThis pack covers P1, P2, M1 and D1 from Unit 1 and P1, M1, D1 from Unit 4\nAlso here is the subsequent assignment that I wrote which links closely with the tasks in the classroom workpack. \nAny constructive feedback would be welcome.\nI'm currently working on more of these and will upload when completed.
Collection of worksheets for practicing calculations involving the mole. These are fairly straightforward questions designed to ease students into these calculations. Suitable for top end GCSE and all AS-level chemists.