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 a demonstration - the collapsing can. Students should hopefully be able to identify that the can that collapsed had a lower pressure inside the can than outside the can, causing the can to collapse inwards. This leads into a description of gas pressure, including a diagram to help demonstrate the concept. Students will now ‘Think > Pair > Share’ their ideas about what could cause an increase in pressure, after a short discussion the answers will be revealed to students - increasing the number of particles and increasing the temperature or reducing the size of the particles. Students will now complete a task based upon what they have learned so far this lesson, this can be self-assessed using the mark scheme provided. Students will now complete an investigation called ‘What makes a ball bouncy?’. Students will investigate whether a ball becomes more bouncy the more/less pumps of air it has in it. Students will copy the table of results into their books, draw a graph of their results and complete analysis questions. This task can be self-assessed once complete. Lastly, students are introduced to the idea of atmospheric pressure and shown a diagram which represents the density of air particles at the top of the mountain compared to the bottom. The plenary task requires students to complete one of the sentence starters in their books 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 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 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. This lesson begins with ‘Think > Pair > Share’ activity which asks students to look at a photo of a tug-of-war and asks students to decide which side would win and why. After a short discussion, students will be introduced to the idea of ‘balanced’ and ‘unbalanced’ forces, including examples. Students will now complete an investigation on ‘Forces’, this is a circus activity which requires students to decide which two forces are acting on each of the objects. Students will also need to decide if the forces are balanced or unbalanced, their results can be recorded in the table provided. Students will be asked a series of questions on the effects of balanced and unbalanced forces acting upon an object, the first questions is on a cyclist. This work can then be self-assessed using the mark scheme provided. The next questions are on the forces acting upon a car, this can be competed in their books and the work can be marked and corrected using the mark scheme provided. The last part of the lesson focuses on how forces can change the direction of an object, students are shown the example of the Moon orbiting the Earth due to the pull of gravitational force acting upon the Moon. The plenary task requires students to write down three facts, three key words and pose one question to test their peers knowledge of 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 from the NEW AQA GCSE Physics 'Energy' SoW. Other lessons from this SoW can be found in my TES Shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins by pupils considering which of the energy resources are renewable or non-renewable. Pupils will then use the posters, which can be placed around the room or on pupils desks, to complete a table which identifies how the energy resource generates electricity and the advantages and disadvantages of each energy resource. Pupils are then given a list of statements about all power stations which they need to cut and stick (or write) into two columns - advantages or disadvantages. **To challenge higher ability pupils this could be completed at the back of students books, so they cannot use information from the previous task**. Pupils can then peer-assess their work. The plenary activity is a past-paper question which involves analysing some data on the usage of different power stations between two time periods. The mark scheme is included, pupils can use this to either peer-assess or self-assess their answer. All resources are included. Please review, I would appreciate any feedback :). Thanks!

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 The first activity of this lesson requires pupils to sort cards of information regarding particle arrangement, movement of particles and closeness of particles, into either solids/liquids/gases. Students will then need to copy and complete the table of information, this task can be self-assessed using the mark scheme within the PowerPoint presentation. Next, students are introduced to the kinetic theory of matter which applied to solids, liquids and gases. Pupils are given some information on the way particles in these three states of matter behave in relation to each other, particularly the speed/direction particles move in. Students will now need to watch a video on states of matter and will need to answer a set of questions, once this task is complete students can use the mark scheme provided to either self or peer assess their work. Using information from the video students will complete a diagram to show the transitions between different states of matter, students will need to match the correct process to the correct label on the diagram. Students can then mark their work using the answers provided. Lastly, students are introduced (or reminded of) the law of the conservation of mass and how this applies to changes of states of matter, before then completing a ‘Quick Check’ task which requires students to answer a set of questions based upon what they have learned this lesson. Again, the mark scheme for this task is included in the PowerPoint so students can assess and correct their own work. The plenary activity is for pupils to write a twitter message to summarise what they have learned this lesson. including #keywords from the 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 lesson aimed at the NEW AQA Trilogy 'Particle models of matter' SoW for the new Physics specification. The lesson begins by recapping on the definitions of melting point, boiling point and freezing point. Pupils will also be asked to consider why salt is added to a pan of water or to roads which may become icy to get them thinking about how impurities can affect the melting/boiling point of a substance. This then leads on to the introduction of a temperature-time graph demonstrating changes in state, pupils will need to sketch the graph and then match statements to the correct numbered step on the graph. The next slide introduces the idea of latent heat, this will be explored in more detail in a separate lesson. In the next activity pupils will use data to produce a graph and then answer questions on the data they have produced. The plenary activity is a past-paper question, mark scheme provided for pupils to peer-assess their work.

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 This lesson begins with a recap on ‘Latent Heat’, including a definition and task which requires students to sketch a temperature-time graph of ice which has been taken out of the freezer and heated at a constant rate for a period of time. They will then need to match a set of statements to stages shown on the graph, this task will then be self-assessed using the mark scheme provided. Students are then introduced to the idea of ‘Specific Latent Heat of Fusion’ - firstly students are given a description of what this tells us about a substance and then also the calculation. Students can take notes on this in their books, the next task then requires students to rearrange the equation they have been given to work out either energy (J) or mass (kg). Once students have discussed their ideas, the answers can be revealed and then pupils can work their way through a set of problems. This work can then be self-assessed using the mark scheme included in the PowerPoint. The next part of the lesson now focuses on ‘Specific Latent Heat of Vaporisation’ - students are again given a description of what this tells us about a substance and also the calculation is provided. Students can take notes and also try to rearrange the equation in order to make energy or mass the subject. Students can discuss their ideas, the answers are revealed and they will then use these calculations to work their way through a set of problems. Lastly, students will watch a video and will need to answer a set of questions whilst watching, this work can be checked against the answers provided. Then the very last task is a past-paper question on the topic, students can self-assess or peer-assess their work on this topic. The plenary requires pupils to write a WhatsApp message to a friend, explaining 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 1.2 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 begins by introducing the concept of ‘work done’, by using the example of a cyclist on a bike. The first task the pupils will need to complete is to produce a mind map of activities which require work to be done in order for something to happen. Students can discuss their ideas with their partners, they can write their ideas down into their books and then check their work against the answers provided in the PowerPoint. Pupils are then shown the equation to calculate work done and they can work through a model question. You can work through this question with pupils on the board or ask them to try and complete it in their books, students can then self-assess their work. The main activity for this lesson is a practical activity, the method for this practical is included in the PowerPoint presentation. Pupils will drag a wooden block across the desk a measured distance, the wooden block will be dragged initially with no elastic bands around it and then with one elastic band and finally with two elastic bands. Pupils will measure the force applied to drag the block using a Newton meter and record their results in a table (table included at the end of the PowerPoint). Using the measured distance and the force applied pupils can then work out the work done to drag each type of wooden block. Students will now complete a ‘quick check’ task whereby students will need to complete a set of problems on ‘work done’ calculations. Once complete, students can self-assess their work against the answers provided. Finally, students are given a worksheet of problems which have been completed by another pupil. Students will need to mark and correct the work, making corrections where necessary. This task can then be marked and assessed using the mark scheme provided. The plenary task requires students to write a twitter message to explain what they have learned today, including #keywords. 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 into how to draw electrical circuit diagrams, a diagram is shown and students need to identify the correct components using the labels provided. The next part of the lesson focuses on the roles of different electrical components, students will each be given a different piece of information about a component. They can then walk around the room, sharing information with each other in order to complete a table on the components and their roles. This work can then be self-assessed once students have completed it. The next task will assess students understanding of these components in a ‘Quick Check - Who am I ?’ task. Pupils will need to identify the component from the description given, they can write their answers in their books and then check their work against the answers when they are revealed. Pupils will the be reminded of the rules on how to draw a circuit diagram, before being given a list of descriptions of different circuits. Students need to draw the circuits that are being described, the answers to this task can then be revealed using the mark scheme in the PowerPoint presentation. The last part of the lesson will require pupils to construct electrical circuits using electrical equipment, three diagrams of electrical circuits are provided to students, they need to use these to construct their own circuits. The plenary task requires pupils to complete a word search, once the words have been found they should write a definition of each of them 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 video on electrical current and charge flow, students will need to answer a set of questions whilst they are watching the video. This work can then be self-assessed using the mark scheme provided. Next, is a ‘Quick Check’ task where students will need to answer a set of questions using the calculation for rate of charge flow. Students will need to show their working for each of these questions, the answers are provided on the PowerPoint presentation so students can check their work against the mark scheme, making corrections where needed. Next, the lesson introduces the formula for calculating the energy transferred to components within a circuit. Students can take notes using the PowerPoint presentation and then using the formula they should work their way through another ‘Quick Check’ task. The mark scheme for this task is also included in the PowerPoint presentation for pupils to self or peer assess their work. The final part of the lesson focuses on energy transfers within a circuit. Firstly, a worked problem is shown to students before they have a go at working their way through another ‘progress check’, using knowledge of what they have learned so far this lesson. The plenary task requires pupils to write a twitter message about what they have learned in the lesson, this must include #keywords! 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 P1 ’Forces’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson starts with a recap on the differences between contact and non-contact forces. Students are given a list of forces and a variety of pictures, they need to match the correct name of the force with the correct picture and decide whether this is a contact or non-contact force. This task can self-assessed using the mark scheme provided. Students are now introduced to the concept of a ‘reaction force’, with examples of a ball hitting the floor and a person walking along the ground. Students are shown a particle diagram to demonstrate what is happening. Next, students are introduced to the idea of an elastic cord or spring being affected by ‘extension’ and ‘tension’ forces. To assess students knowledge of what they have learned so far they will complete a progress check, a set of questions which students can answer in their books. This task can then be self-assessed using the mark scheme provided. The last part of the lesson will look at Hooke’s law, students will conduct an investigation where they will investigate Hooke’s law. This practical involves students adding 1 Newton weights to a hanger which is attached to an elastic band. Every time a new weight is added, the distance between two marked point on the elastic band is measured. Students should carry out the investigation, record their results in a the table and then plot a graph of their results. Hopefully, students will draw a linear graph and be able to identify what Hooke’s law is from their results. Students can check their work against the results provided in the PowerPoint. Finally, students are asked to complete a ‘Sentence Link-Up’ task, this is a literacy task which requires students to link three words in a summary sentence. This work can be self-assessed once it is complete using the answers provided on the PowerPoint. The plenary requires students to write three quiz questions to test their knowledge of 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 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 recap activity, students will need to sort a list of forces into two categories: contact and non-contact forces. This task can the be self-assessed using the mark scheme provided. Next, students will recap on the non-contact forces that they have already learned about: gravitational forces, magnetic forces & electrostatic forces. Students will the be asked ‘What is a Force Field’ - they will then need to ‘Think > Pair > Share’ their ideas. After a short class discussion, the answer can be revealed to students and they could take notes on this in their books. Students will carry out an investigation which helps them to visualise the force field which surrounds a magnet. Students will place small compasses at pin-point positions surrounding a bar magnet. They will need to draw an arrow to represent the direction that each compass is facing, lines can be drawn between each position which will show the overall force field of the bar magnet. This task can be self-assessed using the mark scheme provided on the PowerPoint. Next, students are told the difference between weight and mass, they are also given the calculation for the weight of an object when you are given the gravitational field strength of the planet the object is found on, plus the mass of the object. Using this calculation students will then need to complete a set of questions on weight & mass, once complete students can self-assess their work using the mark scheme provided. The last task is a ‘Progress Check’ task, whereby students will copy and compete the paragraph of information to summarise what they have learned this lesson. The plenary task requires students to write a twitter message to sum up what the students have learned in the lesson, they will need to try to #keywords. 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 aimed at the NEW GCSE Physics specification on ‘Energy’. Other lessons from this series can be found in my TES Shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins by considering objects with elastic potential energy stores. The calculation for the elastic potential energy store of an object is introduced and pupils can have a go at rearranging it themselves. **If lower ability - you can go through this on the board** Pupils then copy and complete the table which leads them through the different stages to this calculation, they can then self-assess their work using a red pen. The next two slides are questions pupils can complete to work out the elastic potential energy stores of various objects, these questions can be self-assessed. The final activity is a past-paper question task (worksheet provided at the end of the PowerPoint) whereby pupils complete the questions, pass to their peers and peers will mark the work using the mark scheme provided on the PowerPoint. Peers should provide a positive comment, negative comment and something to improve. All resources for this lesson are included at the end of the PowerPoint presentation. Thanks & enjoy :)

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. The lesson starts with a definition of an ‘echo’ and how echoes can be produced by ship via sonar and by baby scanners via ultrasound. Students will then consider the ways in which echoes can be reduced and why this might be important in places such as theaters, concert walls & recording studios. The first activity involves students using a range of materials (tissue paper, cardboard, cotton wool, bubble wrap, paper, plastic) to soundproof a margarine tub, which will hold a buzzer and a decibel meter. Each group can test how well they have soundproofed their margarine tub, perhaps a prize for the best one! Once this has been complete students can write an evaluation for their practical, they will need to consider which part of their practical were carried out well , how the findings could be improved and what they would do differently if it was done again. Next, students will be given a piece of information on ‘Ultrasound’ - using this they will need to answer a set of questions in their books. This task can be self-assessed using the mark scheme provided in the books. The last task is a crossword on ‘Sound’, students should use knowledge of that they have learned over the course of the topic on sound to answer the clues and complete the crossword. The task can be assessed using the mark scheme provided. The plenary requires students to complete one of the selection of sentence starters to summarise what they have learned so far 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 Activate KS3 Science Course, specifically Year 7 P3 ’Light’. 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 an introduction to refraction, students are provided with a description of this process along with a digram to help demonstrate the idea. Next, students will investigate the process of refraction. Students will be provided with a worksheet, they will need to fill in the blanks on the worksheet to provide a full method for the practical investigation, this can be checked against the answers provided on the PowerPoint before students begin. Once students have completed the practical investigation they will then need to complete a fill-in-the-blank task to conclude what they have found during the investigation. A diagram of the process of refraction is then shown to students, with detailed labels explaining what is happening as light travels from air, into glass and back out the other side again. Students could sketch a copy of this into their books for notes, they will then summarise what they have learned so far with a cloze activity. This can be self-assessed using the mark scheme provided. Lastly, students will complete a ‘Progress Check’ task - this is a set of questions for students to complete in their books which will assess what they have learned this lesson. The answers for this task are also included in the PowerPoint presentation so students can mark and correct their work once this task is complete. The plenary task is for students to wrist a list of key words from the lessons they have covered on light. 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 the term ‘Ohmic conductor’, students are also shown a current-potential difference graph for a wire to demonstrate that in an Ohmic conductor the current is directly proportional to the potential difference. Students will then conduct an investigation into whether the length of a wire will effect the resistance within the wire, students will complete the investigation using the method and once finished should draw a graph of their results and write a conclusion to summarise their findings. This work can be checked against answers provided within the PowerPoint presentation. Next, students are shown a current-potential difference graph for a filament lamp and a diode. Students will be given a graph along with a set of questions to answer about these two graphs, once this task is complete students can self-assess their work using the mark scheme provided. Students are then shown a diagram of a thermistor and light-dependent resistor and provided with an explanation of what happens to the resistance of these two components when the temperature and light are increased, respectively. The last task is a past-paper exam question, those higher-ability students should try and complete these questions without looking at their notes. Once complete, the work can be either self or peer assessed using the mark scheme provided. The plenary task requires pupils to complete one of the 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 lesson is designed for the NEW AQA Physics GCSE, particularly the ‘Radioactivity’ 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 This lesson starts with a video about the developments in the atomic model starting from Greek philosophers to 20th Century scientists. Pupils are given a set of questions to answer whilst watching the video, this work can be self-assess using answers provided. Next, pupils are given a set of cards with bits of information about different scientists involved in the development of the model of the atom. Pupils should put these cards in order and then use the information on the cards to formulate a timeline in their books, they should use the information on the cards to add labels describing the work of each of the scientists. Students will now be shown a video on ‘Scattering Experiments & the Development of the Nuclear Model’ - students will need to answer a set of questions whilst watching the video. The answers to the video are included in the PowerPoint so students can self-assess their work once it is complete. A diagram of the ‘Gold Foil Experiment’ is then shown to pupils, along with a summary of conclusions drawn from this investigation. Students will then be given a worksheet to complete, summarising the findings of this investigation and how it contributed to the development of the Nuclear Model of the atom. The mark scheme to this task is also included in the PowerPoint for pupils to assess their work. The plenary task is a word search, students will need to find a list of key words on the topic of ‘radioactivity’. 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 homeschool pack designed for the KS3 Year 7 Science course, specifically the ‘P1.4 Space’ unit of work. For more lessons & homeschool packs designed for KS3 and KS4, please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This comprehensive pack contains four pages of information, to meet learning objectives within the Year 7 ‘Space’ unit of work. This is followed by three pages of questions, differentiated to suit a range of abilities, as well as a detailed mark scheme for students/parents to mark and correct answers. The pack covers the following topics: The night sky The Solar System The Earth The Moon Thanks for looking :), if you have any questions please email me at swift.education.uk@gmail.com.

This is a homeschool pack designed for the KS3 Year 7 Science course, specifically the ‘P1.2 Sound’ unit of work. For more lessons & homeschool packs designed for KS3 and KS4, please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This comprehensive pack contains four pages of information, to meet learning objectives within the Year 7 ‘Sound’ unit of work. This is followed by three pages of questions, differentiated to suit a range of abilities, as well as a detailed mark scheme for students/parents to mark and correct answers. The pack covers the following topics: Waves Sound & Energy Transfer Loudness & Pitch Detecting Sound Echoes & Ultrasound Thanks for looking :), if you have any questions please email me at swift.education.uk@gmail.com.