Lesson covering the evolution of our understanding of the atom. Looks at each model in chronological order: Democritus ‘Atomos’; JJ Thompson ‘Plumb Pudding’; Ernest Rutherford Gold foil experiment - includes practice questions for students Ideal for AQA GCSE (9-1) P4, Cambridge iGCSE P11 and more Developing: Recall the names and locations of the three sub-atomic particles found inside every atom. Securing: Describe the major differences between J.J. Thomson’s plum pudding model and Rutherford’s nuclear model of the atom. Exceeding: Explain how alpha-radiation may be used to determine the distribution of mas and positive charge inside atoms.

Lesson designed to introduce and explain the various uses of radioactivity - including practice questions for students Ideal for AQA GCSE (9-1) P4, Cambridge iGCSE P11 and more Developing: Describe three ways that radioactive isotopes are used. Securing: Describe why it is important to use small quantities of radioactive tracers with short half-lives. Exceeding: Apply knowledge of radioactive decay to quantitatively estimate the ages of objects.

Lessons designed to build on prior knowledge of radioactivity and radioactive decay. Introducing and explaining fission of radioactive materials and fusion - includes practice questions for students. Ideal for AQA GCSE (9-1) P4, Cambridge iGCSE P11 and more Lesson 1/2 Developing: State the meaning of nuclear fission. Securing: Recall the basic design features of a nuclear fission power station and the location of the nuclear fission process. Exceeding: Recall the basic design features of a nuclear fission power station and the location of the nuclear fission process. Lesson 2/2 Developing: State the main differences between nuclear fusion and nuclear fission. Securing: Recall that fusion takes place naturally in the centre of stars. Exceeding: Evaluate in simple terms why nuclear fusion reactors are not used to produce energy in nuclear fusion reactors.

Lessons designed to build on prior knowledge of nuclear radiation. Covers Alpha & Beta decay and half-life - includes practice questions for students. Ideal for AQA GCSE (9-1) P4, Cambridge iGCSE P11 and more Lesson 1/2 Developing: Describe the composition of different nuclei in terms of protons and neutrons. Securing: State that during alpha or beta decay the nucleus changes to that of a different element. Exceeding: Use equations involving nuclide notation to represent changes in the composition of the nucleus when particles are emitted. Lesson 2/2 Developing: Recall that nuclear decay is spontaneous and random. Securing: Describe what is meant by half life, in terms of number of nuclei and activity. Exceeding: Calculate half-life from data or decay curves from which background radiation has not been subtracted.

Lessons designed to introduce and explain all areas on nuclear radiation, including their uses; background radiation; penetration and ionization levels - contains practice questions for students. Ideal for AQA GCSE (9-1) P4, Cambridge iGCSE P11 and more Lesson 1/2 Developing: Recall the main three types of nuclear radiation. Securing: Recognise the different properties of the main three types of nuclear radiation. Exceeding: Demonstrate knowledge of the influence of electric and magnetic fields on nuclear radiation through diagrams. Lesson 2/2 Developing: Demonstrate understanding of back ground radiation. Securing: Describe a method that can be used to detect alpha, beta and gamma nuclear radiation. Exceeding: Apply conceptual knowledge of back ground radiation to count rate problems.

Lesson introducing and explaining what makes up atoms and isotopes - includes practice questions for students. Ideal for AQA GCSE (9-1) P4, Cambridge iGCSE P11 and more Developing: Describe the structure of the atom in terms of a positive nucleus and negative electrons. Securing: Recognise the distinguishing feature of isotopes. Exceeding: Apply knowledge of mass number to establish the identity of different elements.

Lessons introducing and explaining the various logic gates with various work sheets. Ideal for Cambridge iGCSE P10 and more Lesson 1/2 Developing: Define what is meant by the terms analogue and digital in terms of continuous variation and high/ low states. Securing: Describe the action of AND, OR, NOT logic gates. Exceeding: Design simple circuits using AND, OR, NOT logic gates. Lesson 2/2 Developing: Define what is meant by the terms analogue and digital in terms of continuous variation and high/ low states. Securing: Describe the action of AND, OR, NOT logic gates. Exceeding: Design simple circuits using AND, OR, NOT logic gates.

Lesson building upon the basics of electronics. Introducing and explaining the use of transistors in circuits. Ideal for Cambridge iGCSE P10 and more Developing: Draw and label the transistor circuit symbol. Securing: Recognise the transistor role as that of a processor in an electrical system. Exceeding: Show understanding of circuits operating as light-sensitive switches and temperature operated alarms

Lesson designed to introduce students to electronics and circuit construction. Ideal for Cambridge iGCSE P10 and more Developing: Recall the three parts of all electronic systems. Securing: Summarise the differences between analogue and digital signals. Exceeding: Explain how alternating current is converted in to direct current

Lesson building on knowledge of transformers and magnetic fields. Includes practice questions for students. Ideal for AQA GCSE (9-1) P7, Cambridge iGCSE P9 and more. Developing: Recall and use the equation Ip Vp = Is Vs (for 100% efficiency) Secure: Describe the use of the transformer in high-voltage transmission of electricity. Exceeding: Explain why power losses in cables are lower when the voltage is high.

Lesson designed to build upon prior knowledge of magnetic fields, motors and generators. Covers mutual induction, step up & step down transformers and the transformer equation - includes practice questions for students. Ideal for AQA GCSE (9-1) P7, Cambridge iGCSE P9 and more Developing: Describe the construction of a basic transformer with a soft-iron core, as used for voltage transformations. Secure: Understand that mutual induction occurs in coils that are magnetically linked. Exceeding: Apply the equation (Vp / Vs) = (Np / Ns) to transformer problems and recall the meaning of the terms “step up” and “step down”.

Lesson designed to build on prior knowledge of Flemming’s rules. Introduces and explains simple AC generators - includes practice questions for students. Ideal for AQA GCSE (9-1) P7, Cambridge iGCSE P9 and more Developing: Distinguish between direct current (d.c.) and alternating current (a.c.) Secure: Describe and explain a rotating-coil generator and the use of slip rings Exceeding: Sketch a graph of voltage output against time for a simple a.c. generator and relate the position of the generator coil to the peaks and zeros of the voltage output

Lessons designed to build upon students knowledge of current and magnetic fields. Includes methods of increasing the rate of induction and Flemming’s right hand rule - contains practice questions for students. Ideal for AQA GCSE (9-1) P7, Cambridge iGCSE P9 and more Lesson 1/2 Developing: Show understanding that a conductor moving across a magnetic field or a changing magnetic field linking with a conductor can induce an e.m.f. in the conductor. Secure: State the factors affecting the size of an induced e.m.f. Exceeding: Describe an experiment to demonstrate electromagnetic induction. Lesson 2/2 Developing: Recall that an induced current always flows in a direction such that it opposes the change which produced it. Secure: Describe an experiment to demonstrate Lenz’s law. Exceeding: Predict the location of north and south poles of a solenoid’s magnetic field when a bar magnet approaches and recedes from the solenoid.

Lesson designed to build upon prior knowledge of magnetic fields and electric current. Covers the motor effect and how to increase the strength of an electric motor - includes practice questions for students. Ideal for AQA GCSE (9-1) P7, Cambridge iGCSE P9 and more Developing: State that a current-carrying coil in a magnetic field experiences a turning effect and that the effect is increased by: – increasing the number of turns on the coil – increasing the current – increasing the strength of the magnetic field. Secure: Relate this turning effect to the action of an electric motor including the action of a split-ring commutator. Exceeding: Apply Fleming’s left-hand rule to determine the direction of rotation of a current carrying coil in a a magnetic field.

Lesson designed to build on prior knowledge of magnets, magnetic fields and current. Introduces and explains Flemming’s Left Hand Rule and also the turning effect on a coil - leading up to motors in the next lesson. Contains practice questions for students. Ideal for AQA GCSE (9-1) P7, Cambridge iGCSE P9 and more Developing: Recall that a current carrying wire experiences a force in a magnetic field. Secure: Describe applications of current carrying wires in magnetic fields. Exceeding: Apply Fleming’s left-hand rule to real world situations.

Lesson designed to build upon prior knowledge of current, magnets and magnetic fields. Covers creating an electromagnets; magnetic relay switches; magnetic storage (CD & Hard drive) and circuit breakers - includes practice questions for students. Ideal for AQA GCSE (9-1) P7, Cambridge iGCSE P9 and more Developing: Distinguish between the design and use of permanent magnets and electromagnets Secure: Describe applications of the magnetic effect of current, including the action of a relay and magnetic storage. Exceeding: Explain how electromagnets can be used in the production of circuit breakers

Lesson designed to build upon prior knowledge of current and magnetic fields - includes practice questions for students. Ideal for AQA GCSE (9-1) P7, Cambridge iGCSE P9 and more Developing: State that a current in a wire produces a magnetic field Secure: Describe and sketch the magnetic field lines around a single wire/ loop Exceeding: Explain the magnetic field pattern around a solenoid using the right hand grip rule

Lessons building on KS3 knowledge of magnets to explain where magnetism comes from. Includes ferrous and non-ferrous materials; domains; magnetic fields; inducing magnetism and de-magnetization - contains practice questions for students. Ideal for AQA GCSE (9-1) P7, Cambridge iGCSE P9 and more Lesson 1/2 Developing: Distinguish between magnetic and non-magnetic materials Secure: Describe the forces between magnets and give an account of induced magnetism Exceeding: methods of magnetization and demagnetization Lesson 2/2 Developing: Draw the pattern of magnetic field lines around a bar magnet Secure: Describe an experiment to identify the pattern of magnetic field lines, including the direction Exceeding: Explain that magnetic forces are due to interactions between magnetic fields