Lesson building on students knowledge of transverse waves, looking at the discovery of the spectrum, starting with infrared radiation. Also looks at the characteristics some uses of each section of the spectrum - includes practice questions for students. Ideal for AQA GCSE (9-1) P6, Cambridge iGCSE P7 and more. Developing: State that all electromagnetic waves travel at the speed of light in a vacuum. Securing: Recall the main features of the electromagnetic spectrum in order of wavelength. Exceeding: Describe properties and uses of electromagnetic radiation

Lesson to build on students understanding of refraction, detailing how to calculate the refractive index of a material - includes practicer questions for students. Ideal for Cambridge iGCSE P7 and more Developing: Recall and use the equation n= Sin(i)/Sin® Securing: Use angles of incidence and refraction to calculate the refractive index of optical media. Exceeding: Apply knowledge to determine the critical angle of different optical media.

Lesson to build on students knowledge of reflection. Shows many naturally occurring examples of total internal reflection but also fiber optics and periscopes. Ideal for AQA GCSE (9-1) P6, Cambridge iGCSE P7 and more Developing: Describe internal and total internal reflection. Securing: Give the definition of the term critical angle. Exceeding: Describe and explain the action of optical fibres particularly in medicine and communications technology.

Lesson building on students prior basic knowledge of refraction and linking to light waves. Looks at various examples, paying specific attention to dispersion - includes practice questions. Ideal for AQA GCSE (9-1) P6, Cambridge iGCSE P7 and more. Developing: Describe an experiment to demonstrate the refraction of light. Securing: Recall and use the definition of refractive index n in terms of speed. Exceeding: Give a qualitative account of the dispersion of light by a glass prism.

Two lessons designed to teach students what happens to light during reflection. Students learn how to draw appropriate ray diagrams and examine real and virtual rays - includes lots of practice questions. Ideal for AQA GCSE (9-1) P6, Cambridge iGCSE P7 and more. Lesson 1/2 Developing: Recall and use the law “angle of incidence = angle of reflection”. Securing: Recall that the image in a plane mirror is virtual. Exceeding: Describe the formation of an image by a plane mirror, and give its characteristics. Lesson 2/2 Developing: Recall the rules for image size and position. Securing: Locate the position of an image formed in a plane mirror. Exceeding: Apply knowledge of reflection and light rays in simple constructions for reflection by plane mirrors.

Lesson building on students knowledge of waves, applying wave effects like reflection to light. Contains explanation of luminous and non-luminous objects with examples - includes practice questions for students. Ideal for AQA GCSE (9-1) P6, Cambridge iGCSE P7 and more. Developing: Describe how light waves are reflected at surfaces with different textures. Securing: Recall the six features of light. Exceeding: Explain why the light emitted by a laser is monochromatic.

Last lesson in the series looking at how changing the amplitude and wavelength of a waveform will affect a sound. Also includes uses of sounds like ultrasound - includes practice questions for students. Ideal for AQA GCSE (9-1) P6, Cambridge iGCSE P6 and more Developing: State the approximate range of audible frequencies for a healthy human ear is 20 Hz to 20,000 Hz. Securing: Relate the loudness and pitch of sound waves to amplitude and frequency. Exceeding: Apply the wave equation to quantitatively analyse the differences between sound waves.

Lesson used to deepen students understanding of sound. Explores various ways of measuring the speed of sound and calculating echoes - includes practice questions for students. Ideal for AQA GCSE (9-1) P6, Cambridge iGCSE P6 and more. Developing: Recall the typical values for the speed of sound in gases, liquids and solids. Securing: Describe how the reflection of sound may produce an echo. Exceeding: Describe an experiment to determine the speed of sound in air.

Lesson delving deeper into longitudinal waves and sound waves. Contains lots of animations to help students grasp exactly what sound is includes bell jar experiment example and practice questions for students. Ideal for AQA GCSE (9-1) P6, Cambridge iGCSE P6 and more. Developing: Recall that vibrations cause sound waves Securing: Describe how a medium is needed to transmit sound waves. Exceeding: Analyse oscilloscope traces and determine which sound waves have greatest frequency and amplitude.

Lesson designed to introduce the various wave effects with many real life examples, also introduces the wave equation. - contains practice example questions. Ideal for AQA GCSE (9-1) P6, Cambridge iGCSE P6 and more. Developing: Recall that waves can be reflected, refracted and diffracted. Securing: Draw diagrams that illustrate how waves can be reflected, refracted and diffracted. Exceeding: Accurately predict the behaviour of waves in real world situations by applying knowledge of reflection, refraction and diffraction.

Lesson designed to introduce waves to KS4 students, contains lots of animations - includes practice questions for students. Ideal for AQA GCSE (9-1) P6, Cambridge iGCSE P6 and more Developing: Recall the meaning of the terms “speed”, “frequency”, wavelength” and “amplitude”. Securing: Distinguish between transverse and longitudinal waves and give suitable examples. Exceeding: Quantitatively analyse waves by applying the wave equation to real world examples.

Lesson explaining the phenomena of latent heat and also how to calculate using E =mL - includes practice questions for students. Developing: Recall that temperature does not change during a change of state. Securing: Apply the latent heat equation to calculate the energy required for a change in state. Exceeding: Qualitatively assess the behaviour of particles during a change of state and explain in terms of energy what happens during a change of state.

Lesson taking a deep look at specific heat capacity both practically and via calculation. Links to storing thermal energy are made and understanding which materials would be best for this - includes practice questions for students. Developing: Define the term specific heat capacity Securing: Recall the formula used to calculate the specific heat capacity of different materials. Exceeding: Calculate the amount of energy transferred to an object

Lesson covering phenomena of liquids and vapours. Condensation and evaporation in real life examples e.g. sweating and refrigeration, linking to kinetic theory. Developing: Distinguish between boiling and evaporation. Securing: Relate evaporation to the constant cooling of the liquid from which the particles have escaped. Exceeding: Explain the cooling of a body in contact with an evaporating liquid.

Lesson covering thermal radiation that also recaps other methods of heat transfer. Also examines emitters, absorbers, insulation and vacuum flasks - contains student practice questions. Could also be used for a higher KS3 class Developing: Recognise that thermal energy transfer by radiation does not require particles. Securing: Describe the effect of surface colour (black or white) and texture (dull or shiny) on the emission, absorption and reflection of radiation. Exceeding: Outline experiments to show the properties of good and bad emitters and absorbers.

Lesson covering convection currents with animations to aid explanations. Contains real life examples e.g. fridges and linking to plate tectonics - contains practice questions for students. Suitable for higher level KS3 students. Developing: Recognise convection as a process that transfers energy. Securing: Use models to describe convection currents in real world situations. Exceeding: Explain with reference to thermal expansion and density how convection transfers energy from one location to another.

Lesson taking a deeper look at thermal conduction, could be used for higher KS3 classes. Includes conductors and insulators and examines why conductors are colder to the touch than insulators. Developing: Draw particle diagrams to display the transfer of heat energy through conduction. Securing: Assess the different qualities of thermal conductors and insulators. Exceeding: Explain with reference to sub atomic particles, why metals are the best thermal conductors.