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Used in classroom in the middle of term.

Insight:
Dissolving Salt in H20
Changes in dissolving with temperature.

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UoL FINAL Intoduction to the chemical world

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Unpacking learning intention from chemical world. 

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Unpacking learning intention from chemical world. 

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CW 2. Students will be able to develop and use models to describe the atomic nature of matter; demonstrate how they provide a simple way to account for the conservation of mass, changes of state, physical change, chemical change, mixtures, and their separation.

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Science Collaborative Planning Document - interactive (1)

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Useful when unpacking LO.

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Compared past to present and allowed us to visualise the new Specification. Both pros and cons.

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The portable classroom. Complete unguided IBSE relating to rxn rate. Week 3 tutorial one. 

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The portable classroom. Complete unguided IBSE relating to rxn rate. Week 3 tutorial one. 

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This tutorial aided in my planning and teaching of the Chemical World UOL. Such ideas demonstrated enabled me to introduce methods to allow students to work on creating their own knowledge. I would pose a question, allow students to work in pairs and compile a procedure or method to test the question. I would then sign this off and allow allow students to work on their experiments. I would provide prompts to all students. An example of when i adopted this technique was using iron fillings and sulphur, creating a mixture and then converting it into a compound.

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ARTICLE found relating to discussed concept.

The Effect of the Reciprocal Teaching Method on Enhancing Critical Reading to Skills of Jordanian Secondary School Student.

I have implemented this strategy with both my first and second year groups. This not only keeps engagement but also allows students to take time to critically analyse the concept. Instead of the teacher doing all the work, the onus is put onto the students to fish key pieces of information and come together to share ideas after. I found this method very effective. This article demonstrated how to carry out this pedagogy successfully and also displayed how powerful it can be if used correctly.

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The Effect of the Reciprocal Teaching Method on Enhancing Critical Reading to Skills of Jordanian Secondary School Student.

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Research Article Building an Understanding of How Model-Based Inquiry Is Implemented in the High School Chemistry Classroom

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Research Article Building an Understanding of How Model-Based Inquiry Is Implemented in the High School Chemistry Classroom

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I found this article useful i order to identify inhibitors and catalysts of the IBSE fund by experienced teachers. IT was a good guide to preempt issues and ares of success in the method. This enable me to alter my lessons accordingly.

Below taken from abstract:
The study described  how a group of high school chemistry teachers developed their understanding of the nature and function of models in the precollege classroom through participation in a yearlong professional development program designed using model-based inquiry (MBI) as a framework. It was found that the program positively influenced the teachers’ understanding of modelling as a scientific practice and facilitated growth in navigating pedagogical and conceptual challenges towards implementing modelling practices in their classrooms.

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Building an Understanding of How Model-Based Inquiry Is Implemented in the High School Chemistry Classroom

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Research Article on the effectiveness of the jigsaw method in dental education based on tutorial 2 week 1. 

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Research Article on the effectiveness of the jigsaw method in dental education based on tutorial 2 week 1. 

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The jigsaw method was meant to be introduced after week 4 of placement. I found this article a useful tool to demonstrate how to organise the classroom effectively to carry out the jigsaw method. Researched this after our second tutorial during week one, relating to CFL vs Filament bulbs. At the end of this investigation a retention test was provided to students and mean scores were calculated for each test for the experimental and control groups. The highest mean test score was observed in the post-test with the Jigsaw method implementation. In the retention test, success with this method was significantly higher than that with the lecture-based only pedagogy.

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JCT Scientific investigation activity to aid in scientific literacy 

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JCT Scientific investigation activity to aid in scientific literacy 

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Promoting Authentic Student Work Recognising Questions that are Appropriate for Scientific Investigation.

Useful for use when leading onto practical , chemistry experiments.

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Demonstrated the effectiveness of working out the numbers on the box instead of telling us the numbers. It took more time to do but the end result was much more resonating.

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Some ideas to incorporate when building relationships with new class groups.

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ICE BREAKER BUNDLE FOR TEACHERS & STUDENTS

Pass around a sheet of paper and some pens. Ask the students to write their name and their favorite TV shows (you can come up with your own topic for favorite things). Collect the papers and pens. Begin reading the answers, but have the class guess who wrote the response.
Birthday Lineup.
Call out any month of the year and have all students born in that month come up to the front of the room. It is up to the students to decide who stands first, second, etc., so they are standing from the first day of the month to the last day of the month. Now call out another month (don't call the months in order), and have those students try to position themselves correctly by day and by where they should stand as an entire month. This is a great way to get kids working together and knowing each other. Once all of the kids have lined up, test them to see if they are correct.
The Snowball Activity.
Have students write three things about themselves on a piece of paper. Then have them crumble up the paper to resemble a snowball. Let the students have a snowball fight for about one minute. Now everyone grabs one of the snowballs and has to try and find the person who wrote on it. Once they find their partner, they have to bring that person up in front of the class and explain what they learned about their new friend with the three facts written on the piece of paper.
The Observation Game.
Line up the students in two lines facing each other. If there is an odd number of students, you can play the game, too. Give students 30 seconds to look each other over really good, paying attention to all details about their partner. The students in one line now turn facing the other way while the other line of students changes something about themselves. For example, a girl might take off a hair bow, or a boy might un-tuck his shirt. When the kids in the first line turn back around, they have to guess what their partner changed. Now switch and let the first line make the change and the second line guess the difference.
Icebreaker Pictionary.
Have the students draw pictures about what they like to do, what their favorite foods are, and what is their favorite subject in school. Have each student come up and show their pictures to the class. See if the students can guess what each student drew that tells a little bit about themselves. For instance, if a student draws a yellow M, can anyone guess that she likes McDonalds?
Show and Tell.
Don't forget about this old time favorite part of class. Instruct students to bring in something that they cherish, or just want to share with the class. Give each student a turn to come up and tell about the item they brought in. This way the class will get to know each other and something that makes each student happy.
Self-Portrait.
Have your students draw themselves. After they have done this, collect the papers and hang them up for the whole class to see. Now have students try to guess who the artist was for each picture.
Letter Writing.
Write a short letter about yourself as the teacher at the beginning of the year. Tell the students where you live, what your hobbies are, and if you have any children, pets, etc. Hand out your letter to each student in your class and ask them to write you back with similar information about themselves. View this excellent guide to letter writing here.
The Mingle Game.
Give each student an index card. Have them write a question that they would like to ask the other students in the class. Examples might include, "What is your favorite song?" or "What is your favorite sport?" Next, have the students get up and walk around the room. When you say, "stop," students have to stand beside the person closest to them and ask the question that is on their own card. Both students have to answer the questions. Now have them mingle again and meet a new person.
The "What Am I?" Game.
Have the students get into a circle. Give each student a post-it note. Have each person write a noun on the post-it note. Then stick the post-it on the forehead of the person standing to right of them with the noun showing. Now have student take a turn to ask the group a "yes/no" question that will help them guess the noun on their forehead. If they do not guess correctly, the person on their right gets to ask a question. Keep going until all of the noun have been guessed, or your time limit has expired.

Top 5 Ice Breaking Games For Students

Icebreaking games create a welcoming atmosphere, fostering comfort and authenticity among students. Students build camaraderie, respect, and communication skills through active participation and collaboration. These games facilitate connections based on shared experiences, interests, and empathy, setting a positive tone for the academic year. By investing in relationship-building from the start, teachers cultivate a supportive learning community where students feel valued and motivated to engage. Ultimately, icebreakers serve as catalysts for strong relationships, enhancing the overall classroom experience and contributing to a positive learning environment.

Here are 5 ice breaker games you should try with your students today.

1. Two Truths and a Lie: Each student takes turns sharing three statements about themselves: two truths and one lie. The rest of the group then tries to guess which statement is the lie. This game helps students get to know each other and encourages critical thinking and observation skills.

2. Human Bingo: Create bingo cards with different characteristics or experiences written in each square (e.g., "Has a pet," "Has travelled outside the country," "Plays a musical instrument"). Students mingle and find classmates who match the descriptions, writing down their names in the corresponding squares. The first student to fill a row, column, or diagonal with names shouts "Bingo!" and wins a prize.

3. The Name Game: Have students stand or sit in a circle. The first student says their name and something they like that starts with the same letter as their name (e.g., "Hi, I'm Sarah, and I like soccer"). The next student repeats the previous person's name and like, then adds their own (e.g., "Hi Sarah, I'm Alex, and I like apples"). Continue around the circle until everyone has had a turn.

4. Emoji Charades: Write down various emojis on separate pieces of paper and place them in a bowl. Students take turns picking an emoji and acting it out without speaking while the rest of the group guesses what it is. This game encourages creativity, non-verbal communication, and teamwork.

5. Find Someone Who: Create a list of statements or questions (e.g., "Find someone who shares your favorite food," "Find someone who has a sibling"). Students mingle and try to find classmates who fit each statement, writing down their names next to the corresponding statement. This game promotes interaction, discovery, and finding commonalities among peers.

These icebreaker games can help break the ice, foster a positive classroom atmosphere, and encourage students to engage with each other in a fun and relaxed setting.

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10 great activities to break the ice with your students - Innovative Teaching Ideas

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Starting the school year or walking into a new room daily as a substitute can become pretty draining and confronting for teachers and students.

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Recap, revision video on all separtion techn

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Poster to promote a shift in the mindset when it comes to the introduction of IBL.

Useful tool to revert back to when trying to create a student led classroom.

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Teaching resources for elements, mixtures and compounds.

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Teaching resources for elements, mixtures and compounds.

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Activity ideas, worksheets and video inspiration for an active classroom.

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Worksheets and lesson ideas to challenge students aged 11 to 16 to think hard about elements and compounds (GCSE and Key Stage 3)

Elements, mixtures and compounds teacher brief

Overview: an understanding of elements, mixtures and compounds sits at the very heart of what chemistry is. Failure to grasp the differences between these superficially similar types of substance will hamper student progress. An element e.g. gold (Au) is a pure substance made from only one type of atom. A compounds e.g. water (H2O) is a pure substance made from two or more elements chemically bonded together - you can see how using formulae helps not hinders here. Elements, unlike compounds, cannot be broken down into any simple substance. Compounds however can be broken down. For example, hydrogen peroxide (H2O2) will spontaneously decompose into water and oxygen. Pass an electric current through molten lead bromide and you will get lead and bromine. Mixtures e.g. salt and water or iron and water or iron and sulfur are made from two or more different compounds, compounds and elements, or elements that are not chemically bonded and so can be separated using physical processes e.g. filtration.

Key concept: a pure substance is either an element or a compound. An element is made from only one type of atom whereas a compound is made from different types of element chemically bonded together. Compounds can be broken down into simpler substances.

From big idea: All matter in the Universe is made of very small particles

Linked knowledge: particles, chemical bonding, separating techniques, periodic table, electrolysis, chemical formulae

Misconception [scientific idea]: an element is a substance made from one atom [made from one type of atom]; bottled water is pure [bottled water will contain dissolved ions and gases so is not pure, it is a mixture of compounds and elements]; chemical changes are the same as physical changes [chemical changes make a new substance whereas physical changes simply change the state]; atoms possess the same properties as the substance e.g. an atom of copper is shiny and hard [properties of the substance result from the aggregation of the atoms rather than attributes of the atoms themselves].

Teaching resources

Where to start?

Start by bringing elements to life. Place various elements around the classroom e.g. iron, helium, silver and graphite. Ask students to record their appearance and state of matter. Ask students to locate the elements on the periodic table. What is the relationship between the position on the periodic table and their physical properties? Where are metals and non-metals? Where are shiny things located? Now make students learn the first 20 elements and chant them back as a whole class - they will enjoy this more than you might think!

Discovery of elements

Share some of the fascinating stories behind the discovery of some elements e.g. phosphorous was discovered after boiling urine. This periodic table shows element discovery by country.

Elements of the periodic table - The Chemist's Castle

KS3 worksheet on elements and their symbols. Students read a story about a chemist's castle. It lists elements for them to find in the periodic table. The activity asks students to use symbols and names for elements. This is a fun and creative way to introduce students to elements and where they are located in the periodic table. Students can write their own stories, using their own choice of elements. ( PDF)

Introducing compounds

One of the best ways to introduce the concepts of chemical reactions, mixtures, elements and compounds is to perform the classic demonstration of reacting iron with sulphur. This is a powerful way for the students to visualise that the product, iron (II) sulphide, bears no resemblance to either sulphur or iron.

Building models of atoms, elements and compounds

KS3 activity on atoms, elements and compounds. Many GCSE and even A Level students are not clear on the difference between atoms, elements, compounds and molecules. This simple activity supports an understanding of these concepts. Students use a simple billiard ball model to build elements, compounds and molecules. The activity can be extended for students to build models of molecules from chemical formulae and is easy to access. If you are feeling adventurous try creating particles from marshmallows. ( PDF)

Element, mixture or compound?

Key Stage 3 worksheet to identify elements, mixtures and compounds from particle pictures. This is a quick diagnostic task to see if students can use particle pictures to represent elements, mixtures and compounds. ( PDF)

You are stardust

Thinking deeper

1. Does a single atom of copper in a wire have similar or different properties to a single atom of copper vapour?

2. How could you prove that glucose is not an element?

3. How many elements, compounds and atoms are here: CH₃COOH?

Further reading

↵ Back to Chemistry teaching resources

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Elements, mixtures and compounds teaching resources | the science teacher

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Worksheets and lesson ideas to challenge students aged 11 to 16 to think hard about elements and compounds (GCSE and Key Stage 3) Teaching resources Where to start? Start by bringing elements to life. Place various elements around the classroom e.g. ...

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Detailed breakdown of elements symbols, reactants, products, mixture and compound. Very useful tool to take ideas from for own lesson. Worked very well.

Video shown to reiterate learning.

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Iron and Sulphur, Mixture vs Compound for Y8

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For collaborative planning relating to the chemical world 9.

Used for idea generation.

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Mala Activity used in class to explain key terms. Proved to work very well for engagement, motivation and to introduce new scientific terminology and understanding.

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Recap video on the sates of matter. Incorporating multi-sensory approach. Students were to take down points during video. Qs asked after and class discussion had.

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3 States of Matter for Kids (Solid, Liquid, Gas): Science for Children - FreeSchool

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Recap Video atoms, elements, mixtures and compounds 

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Recap Video atoms, elements, mixtures and compounds 

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Was used after learning had taken place to encode to long term memory and to use a multi sensory approach to cater for all students needs and learning styles..

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Types of Mixtures

Think back to the last time you ate some jelly beans. Were you selective about which colors you ate? Whenever I'm eating jelly beans I go for the green ones first. Just like the mixture of jelly beans, most substances are mixtures of things. Remember that there are two types of matter that exist: pure substances and mixtures. A mixture is a physical combination of two or more substances that are mixed but not chemically combined. The components of a mixture maintain their own physical properties. An example of a mixture is salt water. If you were to drink salt water, it would taste like water with salt in it.

Mixtures come in two main types: homogeneous and heterogeneous mixtures. A is a mixture that is uniform throughout, meaning that one part of it has the same distribution of ingredients as another part. A heterogeneous mixture is a mixture that is not uniform throughout, meaning that there is an unequal distribution of the ingredients of the mixture.

Air is a homogeneous mixture of many different gases, including oxygen, nitrogen, carbon dioxide, and water vapor. I know it is homogeneous because each breath I take will contain nearly the same ratio of ingredients. Homogeneous mixtures are sometimes called solutions; especially when it is a mixture of a solid dissolved in a liquid.

An example of a heterogeneous mixture is a chocolate chip cookie. It contains sugar, chocolate chips, butter, eggs, and flour. Each bite I take is likely to contain a different amount of chocolate. Heterogeneous mixtures are easily distinguished because their different components can be seen as individual substances whereas a homogeneous mixture all looks the same.

Separating Mixtures

The rest of this lesson is going to go into detail on a few of the many ways a mixture can be separated into more individual ingredients. The first, and most obvious, way to separate a mixture is to manually separate it. This is probably what you did when you had a bag of jelly beans and picked out which color you wanted to eat.

My next example involves a mixture of salt, sand, and iron filings. All of the particles in this mixture would be about the same size, so how would you separate them? Would you take tweezers and separate them all out? This may get a little time-consuming, so one thing you may want to do is use a magnet. This uses magnetism to separate out the iron.

So now the iron is out; how would you separate the salt and sand? To figure this one out, we need to look at some of the physical properties of salt and sand. You may have noticed that salt has the ability to dissolve in water, whereas sand does not. So, I would add some water to this mixture and try to dissolve all of the salt, leaving the sand to sink at the bottom.

Our next technique is filtration, and it's one of the most common methods for separating a mixture in a chemistry classroom. When you brew coffee you may rely on a coffee filter to keep the grounds from getting in your drink. If our salty water and sand mixture is poured through a filter, the salty water would go through, leaving the sand behind.

Last on our list is separating the salt from the water. There are two ways we can do this. The first is . It may take some time, but eventually the water will evaporate, leaving the salt behind. This is sometimes called crystallization because the solid salt will form crystals as the water evaporates. If you're short on time, you may want to take advantage of the boiling point of water, which is much lower than the boiling point of salt. By heating the water to its boiling point, you are allowing it to change from a liquid to a gas, eventually leaving all of the salt behind. This process is known as distillation, and it's used in the purification of all kinds of things from water to crude oil.

Chromatography

For our last example, we are going to go back to the jelly beans. Did you know that most dyes to make candy are actually mixtures of different pigments? The same is true for dyes that are used in markers and ink pens. Is it possible to separate the pigments of jellybeans or markers? You may know the answer to this if you've ever spilled water on a document and watched the ink bleed into different colors. What you are seeing is a separation of the pigments of ink because each pigment has a different attraction to the water based on subtle differences in each pigment's polarity. Chemists use these small differences to separate some mixtures using chromatography, which means color writing.

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distillation and filtration: methods of separating mixtures - video & lesson transcript | study.com

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Chromatography, Distillation and Filtration: Methods of Separating Mixtures - Video & Lesson Transcript | Study.com

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Think back to the last time you ate some jelly beans. Were you selective about which colors you ate? Whenever I'm eating jelly beans I go for the green ones first. Just like the mixture of jelly beans, most substances are mixtures of things.

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Site with classroom ideas and useful resources for states of matter and applying heat.

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Site with classroom ideas and useful resources for states of matter and applying heat.

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"A range of interactive and print-out practical activities provided by the Association for Science Education to help children understand the properties of solids, liquids and gases and the changes that take place when materials are heated".

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Please be aware that resources have been published on the website in the form that they were originally supplied. This means that procedures reflect general practice and standards applicable at the time resources were produced and cannot be assumed to be acceptable today. Website users are fully responsible for ensuring that any activity, including practical work, which they carry out is in accordance with current regulations related to health and safety and that an appropriate risk assessment has been carried out.

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A range of interactive and print-out practical activities provided by the Association for Science Education to help children understand the properties of solids, liquids and gases and the changes that take place when materials are heated Information is provided through cartoons, downloadable worksheets and ideas for experiments under the following