<p>This includes a presentation I have put together to teach moments, levers and the new gears topic, then a couple of scaffolded worksheets with answers for both moments and gears.</p> <p>I have tried the moments part of the lesson with both year 9s and a year 11 separates group and it has worked well. I have used the gears section with a year 11 separates science group and it worked fairly well. It was important to make sure they had a good grasp of moments and moment calculations before moving onto gears. And when you teach it, make sure you show how a gear links to a moment carefully because I have found that gears are a more abstract idea for students to grasp than standard moments or levers.</p> <p>I hope its self explanatory but let me know if you need any more support with the lesson.</p> <p>Feedback is greatly appreciated.</p> <p>Simon</p>

I've created this for my year 11s, it consists of:<br /> - the 23 equations that year 11s have to memorize for their GCSE exams for the new specification in flashcards.<br /> -One side of the flash card will have questions e.g. Which equation links force, mass and acceleration, what are their units? Then the back of the card will have the answer including both in the form of an equation triangle and as a standard equation.<br /> - I have also added in extra questions throughout for some of the key ideas associated with those equations.<br /> - There is a two page cover sheet with some notes on how to best use the flash cards, and the physics equation sheet that the students will get in their exam. Students needs to learn the units of these equations (and obviously how to apply them!). I have included on the second page the physics equation sheet with units added to it to help them practice testing themselves on these.<br /> <br /> I hope they come in useful and I always appreciate any feedback! <br /> <br /> Thanks,<br /> Simon

<p>This is a complete set of lesson resources including PowerPoint, worksheets and answers for the resultant force topic.</p> <p>It can be used with Year 7 or 8 students or to reintroduce the topic.</p> <p>It is carefully sequenced to make it accessible.</p> <p>All resources are editable.</p>

I created this worksheet earlier this year and have used it with a number of classes in both year 9 and year 11. It has been carefully sequenced and uses worked example-problem pairs to help support students through to the more complex moments questions.<br /> <br /> Answers are included.<br /> <br /> Feedback is greatly appreciated.<br /> <br /> Simon

Two separate worksheets with answers and scaffolded to with worked examples throughout the sheets to help students to practice using the v2 - u2 = 2 x a x s equation<br /> <br /> Both include answers and have been tested with my year 11 classes this year. <br /> <br /> They worked great, the first sheet (Advanced Acceleration worksheet) has been used with both foundation, higher and separates groups and has worked well. The second (deceleration and breaking) involves rearranging the equation and is aimed at higher or separates physics groups. <br /> <br /> Feedback is really appreciated.<br /> Thanks,<br /> Simon

This is a worksheet I have used with year 9s, 10s and 11s when teaching work done = force x distance, then linking it to the weight = mass x gravity equation. It has worked well.<br /> <br /> Any feedback is greatly appreciated! <br /> <br /> Simon

Any feedback is really appreciated! <br /> <br /> This is a complete lesson with worksheet on the physics topics of moments which includes a carefully sequenced worksheet on moments. I've used this plenty of times with my year 9s of different ability groups and it worked well.

<p>This is a complete lesson for teaching refraction for GCSE that I have developed over the last few years.</p> <p>The powerpoint links up with the two worksheets.<br /> The idea of worksheet 1 is that you get students to complete it before you do the practical to help pupils learn how to measure the angles of incidence and angles of refraction accurately. I have found this helps so much in reducing the cognitive load on pupils when doing this task before they move onto work sheet 2 and the refraction practical itself.</p> <p>Both worksheets have answers in the powerpoints. The powerpoint also models how to measure the angles with a protractor accurately.</p> <p>The lesson is also sequenced so that pupils should by the end of it be able to carry out the refraction practical, explain refraction and explain why refraction + reflection causes light to disperse into a rainbow!<br /> I have used the lesson with a range of ability groups across year 10 and year 11 (14-16 year olds). The lesson could also be differentiated down for year 8.</p> <p>I have included a pdf version of worksheet 2 as this makes it easier to print. I have also included the Microsoft Publisher version that you can edit to suit the glass/perspex blocks you teach with in your school.</p> <p>Please let me know if you have any feedback as I am always looking to improve these lessons. Thanks for looking,</p> <p>Simon</p>

<p>Worksheet I have used a few times to teach students about how to calculate cost of electricity</p>

This is a scaffolded and carefully sequenced worksheet. It includes answers with workings and the includes worked example - problem pairs. <br /> <br /> The sheet gradually combines both the V=EQ equation with V=IR equation and includes worked examples at key points to help support students in accessing the more complex questions.<br /> <br /> I have used this with both lower and higher ability students as it leads onto some difficult extension questions involving applying the equations to electric circuits.<br /> <br /> <br /> All feedback is greatly appreciated.<br /> <br /> Thanks,<br /> Simon

<p>I have created and used this lesson for my year 11s and year 9s when teaching elastic potential energy as part of the new GCSE specification.<br /> It includes a complete PowerPoint with some of the calculation examples when using Ee = 0.5 x spring constant x extension2. It also includes answers with a complete explanation for each.<br /> Then there is a sequence of worksheets to use that could be offered either as extension work or additional homework practice.</p> <p>How to use them:<br /> Print the pdfs. Because publisher often changes format when you open these files on different when opened on different PCs, it is easiest to open and print the worksheets from the pdf versions. You should then also be able to print them A5 size, 2 per sheet and back to back to minimise printing costs, or A4 stapled if you have the budget.</p> <p>Why the worksheets are designed this way? – The evidence base<br /> With the worksheets I have incorporated scaffolding based on cognitive load theory including lots of worked examples problem pairs, faded examples then multiple-choice questions to foster student self-explanation. There is a large body of research that has shown faded examples and worked example problem pairs are much more effective for student learning than standard problem solving. The self-explanation multi-choice questions are based on further research that has found that this helps middle and lower ability students to understand why they carry out certain procedures. These types of questions have also been found to be useful at helping students apply what they have learnt to novel problems.</p> <p>See:</p> <p>Renkl, A. Atkinson, R. Merrill, M. (2003); Transitioning From Studying Examples to Solving Problems: Effects of Self-Explanation Prompts and Fading Worked-Out Steps; Journal of Educational Psychology<br /> <a href="http://mrbartonmaths.com/resourcesnew/8" target="_blank" rel="nofollow">http://mrbartonmaths.com/resourcesnew/8</a>. Research/Making the most of examples/Fading out and Prompts.pdf<br /> Transitioning From Studying Examples to Solving Problems: Effects of Self-Explanation Prompts and Fading Worked-Out Steps<br /> Author(s): Robert K. Atkinson, Alexander Renkl and Mary Margaret Merrill</p> <p>Please if you get chance can you review this and let me know any feedback too. Thanks</p> <p>Updates: WS1 v6 has been uploaded to included a small correction on q16 diagram</p>

This is a complete lesson for teaching the advanced acceleration equation: v2 - u2 = 2 x a x d. <br /> It's a difficult new topic to teach at GCSE for year 11s so I have developed this lesson with worksheets to help students (and other teachers!) get through the topic.<br /> <br /> The two worksheets are both carefully sequenced and include lots of worked examples throughout to support students. They both include answers.<br /> <br /> I have used this with both a triple set and a foundation group. For both of them it took the best part of 1.5-2 hours to go through both sets of worksheets although you could always set one of them as a homework. <br /> <br /> Please let me know if you have any feedback, hope its useful! <br /> <br /> Thanks,<br /> Simon

Worksheet to help students develop their skills using the force = change in momentum ÷ time equation.<br /> <br /> It has been carefully planned so that the questions get steadily more complex and cover a range of different types of momentum questions.<br /> It includes worked example-problem pairs which has been shown from empirical research to be one of the most effective ways to teach problem solving. It makes teaching these problems to a class of 30 much easier! <br /> <br /> I have developed this resource and tested it with my year 11s and it worked really well in helping support the students in getting onto some seriously challenging momentum change problems. <br /> <br /> Feedback is always appreciated,<br /> Thanks,<br /> Simon

This is a set of practice problems to help students memorize the prefixes for A level physics

This has been designed so that there are four practice slots for students to place glass or perspex blocks onto before carrying out the refraction practical. <br /> I have found that this served as great support even for more able students as it breaks down the task into bitesized chunks. Gradually students have to add more information to the diagrams as they go on. (e.g. adding the normal themselves)<br /> The main advantage I would immediately be able to tell if students were not measuring the angle of incidence or angle of refraction correctly when they carried out this practical as I know what they will be in advance of students measuring them (something loads of students get wrong!)<br /> <br /> Make sure you change the size of the glass block on the worksheet to match the ones you are using in your science department. I have included instructions on how to do this on the worksheet.<br /> <br /> All feedback is really appreciated,<br /> <br /> Thanks,<br /> Simon

I've used this with year 8s and year 10 both with high and low ability and have gradually sequenced it to help students solve the more complex reflections problems. It builds up to a complex mirror maze activity and an extension sheet as well.<br /> <br /> Let me know what you think,<br /> Thanks,<br /> <br /> Simon

I've found these useful for my year 12s for homework - lots of practice on prefixes at the start of year 12 to ensure they know them off by heart.