This worksheet contains 25 pages of questions on objects on pulleys - ideal practice for students preparing to sit their Mechanics 1 module exams. It has an introductory section which explains the important principles and terminology used, then there are 41 (multi-part) examination-style questions for students to work through. Answers to all questions are provided.

This worksheet contains 25 pages questions on resultant forces and equilibrium - ideal practice for students preparing to sit their Mechanics 1 module exams. This is a huge resource of questions and covers finding the resultant from 2/3 forces (including use of bearings), total contact force, finding a force given the resultant, and a triangle of forces for equilibrium. At the start of each new type of question there is a short note with the required information or skill to be able to solve that type of problem. Many questions come with a diagram as an aid. Answers to all the questions are provided.

There is a large variety of questions, some with diagrams as an aid but then many later questions are without diagrams. Assumes knowledge of F=ma, constant acceleration formulas, resolving forces, and friction. This worksheet is a really good test to see if your students are secure with all the required knowledge for these problems. All answers are included.

I use this worksheet to introduce momentum and impulse, and to get students to practise working out the change in momentum of an object using mv-mu. After the introductory explanation there are 9 questions for student to attempt - all answers are included. Other Mechanics 1 resources are available - please go to my shop and search for them.

I have used these two worksheets to teach my classes about the important properties of velocity-time and displacement-time graphs. Having these printable worksheets that I can project on a board and the students can work on seems to save a lot of time and effort for this topic. Each worksheet has a number of examples to illustrate particular properties of the graphs and there are spaces at the end to summarise these properties. I hope you find them useful. Answers are not included as I usually work through these with my classes. Other mechanics resources are available - please see my shop.

This short worksheet can be used to check that your students have understood how to use Newton's second law in situations where more than 1 force is acting on the object. The questions only involve objects on horizontal surfaces and all forces are parallel to the surface. The questions can easily be extended by asking students to work out the acceleration, mass or missing force in each question. Answers are not included as I usually work through this sheet with my class. Other mechanics resources are available - please see my shop.

I have used this worksheet to teach my classes about using differentiation/integration to investigate the motion of an object with variable acceleration. Having these printable worksheets that I can project on a board and the students can work on seems to save a lot of time and effort for this topic. The introduction builds on what they should already know from velocity-time and displacement-time graphs for constant acceleration, deriving the methods needed for variable acceleration. There is then 1 example that requires differentiation and 1 that requires integration. Answers are not included as I usually work through this with my classes. Other mechanics resources are available - please see my shop.

This printable worksheet is a good way to get your class to practise using Prim's and Kruskal's algorithms to find the minimum spanning tree for a network. The sheet saves you or your students having to copy down any network or tables and allows you to focus your time on using the algorithms. The worksheet includes using Prim's on a network and on a matrix. Solutions are provided.

This simple 2-sided worksheet has lots of questions for your class to practise expanding a bracket. The questions gradually become more difficult and there are some questions at the end where they have to find the error in expansions and then correct them.

This 2-sided worksheet is a good way to introduce/revise factorising with a single bracket. There is a brief introduction to explain the difference between “factorise” and “factorise fully”, together with a few examples to work through as a class to illustrate the method for each type of question. There are then lots of questions for students to attempt, starting with the most straightforward where just one number is put outside the bracket, working up to questions where numbers and variables need to be outside the bracket. Solutions are included.

This is a test I have used with year 9 classes after teaching them powers (evaluating and simplifying) and standard form (writing numbers in SI form and doing calculations in SI form). The test includes negative and fractional powers. The answers/mark scheme is included.

This printable worksheet makes it easy to introduce the route inspection algorithm and will help your students understand how to apply the algorithm. The first page reminds students about Eulerian and semi-Eulerian graphs, how these are the types of graphs we require to solve the route inspection problem, and then has an example where you can introduce the idea of adding/repeating arcs to create the type of graph you need. The next page summarises the steps of the general algorithm and then the set of example questions begins. There are 14 questions in total, all with diagrams, with some requiring a closed route and some that do not. Fully worked solutions for all examples are provided.

It can be difficult to understand the forces acting when one object is placed on top of another. I have used this worksheet to help my students understand this type of problem and give them the opportunity to practise questions ranging from basic up to examination standard. There are 10 questions in total, worked solutions are included.

This resource can be used to quickly introduce the method for expanding expressions of the form (1+ax)^n where n is a positive integer. It begins by showing expansions of (1+x)^n for small values of n and highlights the coefficients to introduce Pascal's triangle. It then shows how nCr can be used to find the required coefficients in the expansions and has a few expansions of the form (1+x)^n for students to complete. Next is a worked example expanding (1-x)^n to introduce the technique and the pattern of the signs of the terms in the expansion, followed by a few expansions of the form (1-x)^n for students to complete. Next is a worked example expanding (1+ax)^n to introduce the technique and the best way to set out the working, followed by a few expansions of the form (1+ax)^n for students to complete. The answers to all the expansions are included.

This printable worksheet can be used to introduce methods for expanding 2 brackets and get your class to practise the expanding and simplifying. The first side suggests three alternative approaches that can be used (see the included solutions if any of these are unfamiliar to you) and has space to work through an example with the class for each method. There are then 3 pages of examples for students to attempt (answers included).

A treasure hunt activity for a class to attempt individually or in groups. There are 24 questions, numbered from 1 to 24. Each group chooses a number from 1 to 24 at random (or you can assign them a start number), and this is the number of the first question they should attempt - this should be written in the top-left circle on their answer grid. Their answer to their first question should be a whole number from 1 to 24 - this should be written in the next circle on their grid and this is the number of the next question they should attempt. e.g. if a group starts on Q6 and they think the answer to Q6 is 13 then after Q6 they should attempt Q13 (and they should have 6 -> 13 on their answer grid). If they answer the questions correctly they end up with the same chain of answers as on the solution, if they make a mistake they will repeat an earlier question and at that point you can decide how much help to give them sorting out their error(s). This activity works best if you can stick the 24 questions around a large classroom or sports hall so the groups have to run around to find their next question. All the classes I've done these activities with have loved them.

A treasure hunt activity for a class to attempt individually or in groups. There are 24 questions, numbered from -12 to -1 and 1 to 12. Each group chooses a number at random (or you can assign them a start number), and this is the number of the first question they should attempt - this should be written in the top-left circle on their answer grid. Their answer to their first question should be a whole number between -12 and 12 (except 0) - this should be written in the next circle on their grid and this is the number of the next question they should attempt. e.g. if a group starts on Q6 and they think the answer to Q6 is 11 then after Q6 they should attempt Q11 (and they should have 6 -> 11 on their answer grid). If they answer the questions correctly they end up with the same chain of answers as on the solution, if they make a mistake they will repeat an earlier question and at that point you can decide how much help to give them sorting out their error(s). This activity works best if you can stick the 24 questions around a large classroom or sports hall so the groups have to run around to find their next question. All the classes I've done these activities with have loved them.

This 2-sided resource is designed to be used as a homework or test after teaching your class the following algebra topics: 1. Substitution of values into expressions or formulas 2. Simplifying expressions 2. Expanding of a single bracket or two brackets 4. Factorising using a single bracket Answers are provided.

A treasure hunt activity for a class to attempt individually or in groups. There are 24 questions, numbered from 1 to 24. Each group chooses a number from 1 to 24 at random (or you can assign them a start number), and this is the number of the first question they should attempt - this should be written in the top-left circle on their answer grid. Their answer to their first question should be a whole number from 1 to 24 - this should be written in the next circle on their grid and this is the number of the next question they should attempt. e.g. if a group starts on Q6 and they think the answer to Q6 is 13 then after Q6 they should attempt Q13 (and they should have 6 -> 13 on their answer grid). If they answer the questions correctly they end up with the same chain of answers as on the solution, if they make a mistake they will repeat an earlier question and at that point you can decide how much help to give them sorting out their error(s). This activity works best if you can stick the 24 questions around a large classroom or sports hall so the groups have to run around to find their next question. All the classes I've done these activities with have loved them.