This lesson is designed for the Activate KS3 Science Course, specifically Year 7 P1 ’Forces’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with a video which introduces students to forces, students will watch a video and will need to answer a set of questions whilst watching. This task can then be self-assessed using the mark scheme provided. Students will then be asked to ‘Think > Pair > Share’ their ideas about the differences between a contact and a non-contact force. Once they have had chance to discuss their ideas and feed back to the class, the definition for both contact and non-contact forces can be revealed for students to check their answers. Students will then be shown a set of diagrams of either contact or non-contact forces, students will need to sort these into the correct columns. This work can be marked and corrected once this task is complete. Students will now be shown how force diagrams can be drawn, to indicate the size and direction of a force acting upon an object. Students will then need to draw force diagrams for a set of objects, a worksheet for this task in provided. This work can then be self-assessed using the mark scheme provided on the PowerPoint. Lastly, students will be given the definition for an ‘interaction pair’, as well as an example to help contextualise this meaning. Students will then need to complete a progress check (‘copy-and-complete’ task) to assess their knowledge of what they have learned this lesson. This work can be self or peer assessed using the answers provided on the PowerPoint. The plenary task is for students to spend a minute talking to the person next to them about what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the KS3 Year 8 Science course, specifically the P2 1.1 unit on ‘Electricity & Magnetism’. The lesson begins with an introduction to electromagnets, students are shown a diagram of an electromagnet and told how an electromagnet is made; students can make a note of these details in their books. This follows into a video, students will watch the video and whilst watching will be given a series of questions to answer. Once this task is complete, students can then self-assess their work against the mark scheme that is provided. Students will now be asked to consider what might affect the strength of an electromagnet, students can be given a few minutes to come up with their ideas in pairs before feeding back into a class discussion. Students will now complete an investigation into whether the following two factors - number of coils of wire & voltage - will affect the strength of an electromagnet. Students should follow the instructions provided on the PowerPoint presentation and complete the table of results in their books. Once the investigation has been completed, students will complete a ‘Quick Check’ task in their books to assess their knowledge of what they have learned this lesson. The mark scheme for this is included for students to self-assess their work once it is complete. Lastly, students will complete a ‘Copy and Correct’ task whereby students will need to copy a paragraph of information into their books, correcting any of the information that they seem to be erroneous. This task can also be checked against the answers provided on the PowerPoint presentation. All resources are included at the end of the presentation, thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Physics GCSE, particularly the 'Molecules & Matter’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience Firstly, students are asked to ‘Think > Pair > Share’ their ideas about how a gas exerts pressure upon a surface. Students will need to discuss their ideas within groups before feeding back the class, the explanation can then be revealed using the PowerPoint presentation - including a diagram. Students will then watch a video on gas pressure and temperature, students will need to answer a set of questions whilst watching the video. Once this has been completed students can self-assess their working using the mark scheme provided. Students are now shown some information on an investigation into the effect of temperature on gas pressure, using the PowerPoint presentation. Students will need to read the information and and answer questions on a worksheet, this work can then be self or peer assessed using the mark scheme provided. Lastly, students are now given an information sheet about observing random motion of gas particles using a smoke within a smoke cell. Students will be given a set of questions that they will need to answer after reading the information sheet, they can work together in pairs. The mark scheme for this task is included in the PowerPoint so students can assess and correct their work once this is complete. The plenary task requires pupils to complete a set of sentence starters to summarise what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This is a resource which meets specification points for the NEW AQA GCSE Physics 'Energy' module. The lesson begins by introducing the concept of gravitational potential energy stores, pupils will have learnt about this in the first lessons from this module on 'Energy stores' (found in my TES shop - https://www.tes.com/teaching-resources/shop/SWiftScience). Pupils are then given the first calculation needed to calculate the change in gravitational potential energy of an object (weight x height). Pupils can then practise using this calculation by copying and completing the task on the next slide. Pupils will self-assess their work, answers provided on a PowerPoint slide. Pupils are then introduced to the second calculation they can use to calculate the change in gravitational potential energy of an object (mass x gravitational field strength x height). Pupils can then complete questions 1-5 on the worksheet provided and once finished they can self-assess their work. The final activity is for pupils to look at a past-paper question, with their partners they can discuss how to go about answering the question. Following a class discussion pupils can attempt to answer the question and then self-assess their work. **For higher ability pupils they can complete the question without the class discussion**. The plenary is a '30 second conversation', pupils turn to their partners and talk about what they have learnt this lesson for 30 seconds. All resources are included at the end of the PowerPoint.

This lesson is designed for the KS3 Year 8 Science course, specifically the P2 1.2 unit on ‘Motion & Pressure’. More Biology, Chemistry and Physics resources can be found in my TES Shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with an introduction to moments, by using a door opening by it’s hinges as an example. Student are shown an animation of a man trying to push a door open close to the hinges and far from the hinges of the door, demonstrating it is easier further from the hinges. Students are then introduced to the calculation - moment = force x distance from the pivot. Students are then shown a worked example using the calculation, before being presented with a problem to solve themselves. Next, students are shown a diagram of a man pushing down on one side of a see saw, at the other side is a bag of money. This diagram is labeled to show the effort force, pivot and load. Students are then given a worksheet on levers, students will need to identify the effort force, pivot and load in each of the diagrams and also match the key words to the correct definition. This work can be self-assessed using the mark scheme provided once it is complete. The last two tasks are assessment tasks, firstly students will copy and complete the paragraph, using the key words provided, to summarise what they have learned this lesson. This can then be self-assessed using the mark scheme provided. Lastly, students are presented with a set of moment problems, using the calculation they learned at the beginning of the lesson students will need to work through these calculations. The mark scheme for this task is also included so students can self-assess or peer-assess their work. The plenary task requires students to spend a minute talking to the person next to them about what they have learned this lesson. All resources are included at the end of the presentation, thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated

This lesson is designed for the KS3 Year 8 Science course, specifically the P2 1.1 unit on ‘Electricity & Magnetism’. This lesson begins with an introduction to both series and parallel circuits, students can make a note of the definition for each and also draw the example circuit diagram into their books. Next, students will be shown four circuit diagrams and will need to determine whether the circuit is a parallel or a series circuit. The answers to this task can then be revealed using the PowerPoint, so students can assess their work. Students will now watch a video on series and parallel circuits, they will need to answer a set of questions whilst watching this video. The mark scheme for this task is included in the PowerPoint presentation, so students can self-assess their work using the mark scheme provided. The latter part of the lesson focuses on current and potential different in series and parallel circuits. Firstly, students will be shown a diagram which shows that current anywhere in a series circuit will be the same and shows current in the main part of the parallel circuit will get divided up between each branch. Students will then use this information to complete a worksheet, this work can then be self-assessed using the mark scheme provided. Next, students will look at how potential difference across components in a series circuit is different to that of a parallel circuit. Students will then work out the potential difference of voltmeters found in four different circuit diagrams, this task can then be marked and corrected using the answers provided. The plenary is a ‘pick a plenary’ task, students need to choose to either summarise what they have learned in three sentences or write a definition for a set of key words related to the topic of electricity. All resources are included at the end of the presentation, thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Physics GCSE, particularly the 'Electricity’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with a defintion of resistance, using diagrams to demonstrate the effect of a high resistance on the current flowing around an electrical circuit. Students will then need to summarise this information by completing a ‘fill-in-blank’ task, which can then be marked using the mark scheme provided. The next part of the lesson asks students to consider the effect of the thickness of the wire on resistance in a circuit. Students can ‘Think > Pair > Share’ their ideas before watching a video which reveal the answer, after students have watched the video they can summarise the main points by completing a ‘Fill-in-the-blank’ task. This task can then be self-assessed using the mark scheme provided. Next, students are introduced to the calculation for resistance (R = V/I), pupils can copy the formula triangle down into their books before being given set of problems to work through. Students should make sure to show all their working in their books and include the correct units, pupils can then self or peer assess their work using the mark scheme provided. The next part of the lesson focuses on potential difference and resistance, students will be given a set of information about potential difference and resistance, using which they will need to answer a set of questions. The mark scheme for this work is provided in the PowerPoint presentation so students can self-assess their work once complete. The last part of the lesson focuses on ‘Ohm’s Law’, students are firstly shown a circuit by which you can determine how the current across a wire is dependent upon the potential difference across that wire and also a graph to prove that current is directly proportional to the potential difference. Students will be given a set of data to plot, using the graph they have plotted they will then answer a set of questions. The plenary task is an anagram challenge of key words from the ‘Electricity’ unit so far! All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 P2 ’Sound’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson begins with an introduction into how sound can be ‘seen’ by using an oscilloscope. The PowerPoint then moves on to look at the differences between the ‘intensity’ of a sound and the ‘pitch’ of the sound. Students can copy and complete a set of sentences to summarise what they have learned so far as part of a ‘progress check’ - this work can then be marked using the mark scheme included. Students will then be given two different sound waves, they will need to use what they have learned so far to write a description/comparison of each of the waves, a list of key words will be provided to hep students. A model answer to this question is included in the PowerPoint so students can self-assess their work once it is complete. Students will now be given a worksheet of sound waves, along with a worksheet describing the sounds collected by the ‘Most Haunted’ team of a range of ghost sounds. Students will need to compare the description of the ghosts to the sound waves collected and match them correctly. This work can then be marked and corrected using the answers provided on the PowerPoint. Students will now think about the frequencies that humans can hear compared to other animals. The first activity requires students to watch a video which plays a set of sounds starting with a frequency of 500 Hz to 20,000 Hz. Students can put their hands up in the air until they can no longer hear the sound, you will need to turn the volume right up! Students are then told the audible range of humans compared to other animals like dolphins, hedgehogs and bats. The plenary activity requires students to complete a set of sentences, including outlining what they have learned today, what they already knew and what they would like to know more about. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This is a lesson which meets specification points for the new AQA 'Energy' module (2016). The lesson begins by considering whether a pendulum placed in a vacuum will carry on swinging, pupils can discuss their thoughts and there is a video which shows an experiment taking place with a pendulum placed in different mediums. Pupils can then draw a diagram to show the energy transfers taking place as a pendulum swings. Pupils are the introduced to the principal of the conservation of energy, they can write this definition down in their books. Pupils are then given a blank cartoon strip, pupils will need to complete the captions to describe the energy transfers taking place during a bungee jump and they can draw a diagram to represent what is happening for each caption. **This task could be difficult for lower ability students, you can provide the words that go in the blanks on the board for pupils who may struggle with his task.** The next slide has progress check questions for pupils to complete in their books, pupils can then peer-assess their work. **Slides 6-7, which contain additional tasks on the conservation of energy - a fill-in-the blank task & a word search - could be used as an alternative to the more difficult progress check questions for classes of lower ability, or could be used as an extra activity for higher ability classes** The plenary is a 3-2-1 task, pupils state 3 facts, 2 key words and create 1 question to test peers on the topic of the lesson. All resources for this lesson are found at the end of the PowerPoint.

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 P2 ’Sound’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson begins with a definition of ‘Friction’, students can take notes on this and then ‘Think > Pair > Share’ their ideas about how friction can be reduced. Two ideas that are then revealed are lubrication using oil/grease or smoothing surfaces down in order to reduce friction. Students will then need to complete worksheet on frictional forces, once students have completed this task they can either self-assess or peer-assess their work using the mark scheme provided. Next, students are introduced to the idea of a ‘drag force’, including the examples of air resistance and water resistance. Students will then need to create a mind map listing the ways in which the effect of drag forces could be reduced. Once students have discussed and noted their ideas down, their answers can be checked using the answers provided on the PowerPoint. In the last activity students will be given a set of statements, they will need to sort these statements into either either a ‘True’ or ‘False’ column. Students can then self-assess or peer-assess their work using the mark scheme provided. The plenary task is a ‘Pick a Plenary’ - so students can either summarise what they have learned in three sentences, or write a definition for a list of key words that students would have learned over the course of the ‘Forces’ topic so far. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the KS3 Year 8 Science course, specifically the P2 1.2 unit on ‘Energy’. More Biology, Chemistry and Physics resources can be found in my TES Shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson starts with a discussion on what power is a measurements of, there are hints that can be put on the board for lower ability students. You can then provide students with a definition of power which they can write down in their books. Pupils then consider the units of power, they can copy and complete sentences on the board which compare watts to joules/second and the difference between watts and kilowatts, joules and kilo joules. Next is the completion of a formula triangle in their books, higher ability students can figure out how to write this on their own but for lower ability students you may want to guide them through it. The concept of power is then put into context using Mo Farah/Usain Bolt as examples (videos provided). The next task is a table that students will need to copy off the board, it outlines different appliances and pupils will have to perform calculations to fill in the blanks. Pupils can self-assess their work using red pens, answers are provided on the PowerPoint slide. Next, students will complete a ‘copy and complete’ task, students will need to fill in the blanks to complete a paragraph which summarises everything that they have learned throughout the course of this lesson. The answers to this task can be self-assessed using the mark scheme provided. The last part of the lesson focuses on electricity bill calculations, using the units kWh. Students will be shown a worked example of a calculation to demonstrate how much energy (in kWh and Joules) is used by a laptop over the course of one hour. Students will then compete a set of problems similar to this, they can self-assess their work using the mark scheme once this task is complete. The plenary task requires students to write a Whatsapp message to a friend to summarise what they have learned this lesson. All resources are included at the end of the presentation, thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Physics GCSE, particularly the 'Electricity’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with an introduction to power and what the power rating of an electrical appliance tells us about that appliance. Students are then asked to recap on their knowledge of power by trying to link together power, energy transferred and time in an equation (also in the ‘Energy’ topic). Once pupils have had a go at writing the correct equation, the answer is revealed in the PowerPoint presentation and students can then use this formula triangle to answer a set of questions. Once this task is complete students can then self-assess their working using the mark scheme provided. Students are now introduced to the calculation which works out the power supplied to an electrical appliance when given the current and potential difference. Students can make a note of this calculation in their books, complete the worked examples in their books and assess their answers. Next, pupils will be shown how you are able to decide which sort of fuse (3A, 5A, 13A) will be suitable for an appliance. Students are shown a worked example first, then they will be required to complete a ‘Quick Check’ task whereby students will answer questions based upon what they have learned so far this lesson. The mark scheme for this task is included in the PowerPoint so students can self-assess their work once it is complete. The last part of the lesson focuses on the relationship between current and resistance heating, pupils are shown another calculation which they are able to use to work out the power supplied to a resistor. Students will then be given a set of problems to work through, again assessing their knowledge of all they have learned this lesson. Students can then self-assess or peer-assess their work using the answers provided. The plenary task requires pupils to spend a minute talking to the person next to them about what they have learned. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the KS3 Year 8 Science course, specifically the P2 1.2 unit on ‘Energy’. More Biology, Chemistry and Physics resources can be found in my TES Shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson starts with students identifying the speeds of different animals, from a list provided. Students are then asked to think about the measurements needed to calculate speed, they will be then be shown a worked example of how to calculate speed; students can take notes on this in their books. Students will now be shown how to use a formula triangle to calculate either speed, distance or time and will be given the definition for ‘mean/average speed’ - they can also make a note of this in their books. Students will now complete a ‘quick check’ task, a set of questions based upon what the students have learned to far this lesson. This task can then be self-assessed using the mark scheme provided. Next, students will complete an investigation to calculate the walking speed of two students in their group. One student will walk a slow speed and one students will walk a fast speed, over a set distance, whilst the third member of the group records the time. Results can be recorded in table in their books, students can then complete a distance-time graph of their results. Lastly, students are introduced to the idea of relative motion through a ‘Think>Pair>Share’ task. The plenary task requires students to complete a 3-3-1 reduction of what they have learned this lesson, this includes 3 facts, 3 key words reduced to 1 key words. All resources are included at the end of the presentation, thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This homework activity is designed for the KS3 Science Course, specifically Year 7 P1.4 Module on ‘Space’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This activity contains a set of differentiated questions, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension/revision activity in class. I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know @swift_science_education or swift.education.uk@gmail.com, any feedback would be appreciated :)

This homework activity is designed for the KS3 Science Course, specifically Year 7 P1.3 Module on ‘Light’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This activity contains a set of differentiated questions, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension/revision activity in class. I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know @swift_science_education or swift.education.uk@gmail.com, any feedback would be appreciated :)

This homework activity is designed for the KS3 Science Course, specifically Year 7 P1.2 Module on ‘Sound’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This activity contains a set of differentiated questions, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension/revision activity in class. I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know @swift_science_education or swift.education.uk@gmail.com, any feedback would be appreciated :)