This resource is a single-sided A4 worksheet containing twelve carefully sequenced and realistic wave-equation calculations, designed for use by students studying GCSE physics. <br /> <br /> The sheet is included in Word and PDF formats. The resource includes a PowerPoint presentation with worked solutions to all twelve calculations.<br /> <br /> Useful as an in-class worksheet, a homework or as a quick 'refresher' starter for a lesson following one on use of the formula v = f lambda.

<p>This resource includes:</p> <ul> <li>Double-sided A4 sheet of questions about electrical power: P = VI = V^2 / R = I^2 R</li> <li>Answer sheet with worked solutions</li> <li>Powerpoint presentation (2 slides) with answers for display</li> </ul> <p>Probably only suitable for higher tier students.<br /> Final question is ‘stretch and challenge’ - goes into the power-matching situation for internal resistance.</p>

This resource could be used as an in-class 'quiz', recap activty, short test or homework task for A-level physics students. It was designed for and used with students studying the OCR A physics A-level (originally G485 in the H558 specification, but now the H556 specification), but it would be suitable for students studying any A-level physics course.<br /> <br /> The short-answer knowledge test features 17 questions, in a deliberate, structured order, with a total of 20 marks. <br /> <br /> This resource includes the quiz/test itself (2 sides of A4 paper) in Word and PDF format, and answers to the questions in Word and PDF format.<br /> <br /> It would be appropriate to use this only before the full 'truth' about neutrinos in beta decay has been taught, since the nuclear equations written for beta decay (beta minus and plus) omit the antineutrino/neutrino in the same style as GCSE nuclear physics.<br /> <br /> Connects with the OCR A specification (H556) 6.4 Nuclear and particle physics. In the AQA specification (7408) 3.2.1 Particles and radiation.

<p>This resource includes:</p> <ul> <li>Double-sided A4 sheet of questions on electrical power P = VI = I^2R = V^2/R.</li> <li>Separate word document containing the questions and worked solutions.</li> <li>Powerpoint show (2 slides) containing the answers only.</li> </ul> <p>It assumes students have already done some work on internal resistance, but it probably won’t matter too much (except for the final, extension question) if they haven’t.</p> <p>Includes a recap of choosing correct fuse to use with certain P and V.</p>

<p>This resource contains:</p> <ul> <li>A single-sided sheet of questions based on the kinetic energy formula with worked answers on Page 2</li> <li>Powerpoint presentation (1 slide) with the answers</li> </ul> <p>Questions include qualitative work and quantitative work with E as the subject, m as the subject and (finally) v as the subject.</p> <p>One question (about a proton) uses standard form notation.</p>

Seven 'Top-Trumps'-style cards for the seven conventional regions of the electromagnetic spectrum. Each card features information about typical wavelength, frequency and the speed in a vacuum. There are also uses in communications, healthcare and food industries, and also risks at high and low power.<br /> <br /> Each card features a 'wavelength' graphic and a symbol to indicate whether the radiation is ionizing or non-ionizing. The individual cards are nominally A4-sized, but it is easy to print them in a set at smaller sizes using the print option in Adobe Acrobat Reader.<br /> <br /> The cards were designed for and have been used with GCSE classes, but are also suitable for A-level physics students. Standard form is used on some of the cards to denote the typical frequency or wavelength. Units for speed are written m/s.<br /> <br /> The cards can be used in many ways - a sequencing activity (increasing wavelength, increasing frequency) or as a talking point prompt about the speed of electromagnetic radiation in a vacuum, or the uses and risks.<br /> <br /> The set of seven cards (plus a title card) are included as the original Publisher document, and as a PDF.

This resource is intended to help A level physics students investigate the transmission of light through polarising filters, perhaps as an introduction to the phenomenon of polarisation or maybe as a path towards Malus' law. The practical equipment required is the sort of thing that most A-level labs will already have - the 'light intensity sensor' in this case is simply an LDR connected to a multimeter set to measure resistance.<br /> <br /> The resource includes a two-sided A4 instruction sheet for students (with photographs to help set up the equipment correctly) and a pre-prepared set of graph axes to speed up data plotting. <br /> <br /> There is also a template for the two polarising filter holders with a built-in 360 degree protractor. Each template requires a small piece of linear polarising film (about the size of a 35 mm slide) to be mounted in alignment with masking tape or similar. Pieces of polarising film are available from educational suppliers and other sources. I have made up a class set of these and re-use them year after year. <br /> <br /> The instructions are provided as a Word document, which can be amended to suit your local equipment. Desk lamps can obviously be substituted by any bright unpolarised light source (such as an LED torch, or smartphone 'flashlight') and, with a little more work, the LDR/multimeter could be replaced by a smartphone running a 'light intensity meter' app.<br /> <br /> All three sheets (instructions, graph axes and filter templates) are also provided in PDF format.

This resource is a practical demonstration starter for teaching about frequency and period, common to all physics 'Waves' topics at GCSE - and could also be used as a refresher at A level. It uses widely available equipment, is simple to set up, and engages students at the start of a lesson/topic with a 'mystery' for them to predict and discuss...<br /> <br /> The first slide in the PowerPoint shows a photograph of a simple practical demo set up, involving 100g, 200g, 300g... masses hanging from identical springs, with the masses propped up on rulers so they have a small displacement above their equilibrium position. The question asks students to consider which one will oscillate with the greatest frequency - and more importantly, how would they *know* if they were right when the green boxes are knocked out?<br /> <br /> The second slide features examples of what is meant by the term 'frequency' and the unit hertz.<br /> <br /> The third slide has a skeleton table and brief instructions for investigating the period and calculating the frequency of the different oscillating masses. Students with stopwatches can use the 'time ten oscillations then divide by ten' technique, then use the frequency = 1/period formula to find frequency.

This resource contains a one-sided A4 worksheet on the basics of working with frequency, designed for use with students studying waves as part of a GCSE physics course.<br /> <br /> The questions are carefully sequenced, using realistic data and examples, and the demand builds throughout the sequence. The final question is a 'stretch and challenge' question about interpreting oscilloscope traces.<br /> <br /> This sheet could be used as part of a lesson, or as a homework. A PowerPoint presentation containing the solutions to the questions is also included.<br /> <br /> Key vocabulary: frequency, hertz, Hz, oscillate, unit, oscilloscope.