Designed for the AQA GCSE 9-1 , building on the topic of energy. It allows the students to think about the factors that affect the energy stored within a spring. Calculate work done in stretching (or compressing) a spring (up to the limit of proportionality) using the equation:elastic potential energy = 0.5 × spring constant × extension 2 𝐸_𝑒=1/2 𝑘𝑒^2 Students should be able to calculate relevant values of stored energy and energy transfers.

This at aimed at KS3 but could be used for a low ability KS4 lesson. It is designed for the AQA KS3 syllabus and builds the students towards GCSE. Students will be expect to achive the following: Know – Describe the properties of a substance in its three states. Make relevant observations in order to decide is a substance is in its solid, liquid or gas state. Apply – Use models to investigate the relationship between the properties of a material and the arrangement of its particles. Compare the properties of a substance in its three states. Extend – Argue for how to classify substances which behave unusually as solids, liquids, or gases. Design and explain a new representation for the particle model.

Designed for the AQA 9-1 GCSE. This lesson covers the following areas. Define Newton’s Second Law and the formula F=ma. Analyse data on vehicles to determine the acceleration when given the driving force and mass of the vehicle. Explain why two identical cars that have different loads will have different accelerations. Explain why heavier vehicles have greater stopping distances than light vehicles, assuming the same braking force. Students will practice recalling and rearrange the formula F=ma with units, solving problems with the formula F=ma and prior knowledge of forces and applying Newton’s Second Law to the Top Gear video.

Designed for the AQA 9-1 specification, this lesson will assess students on the following, All – Plot a distance-time graph from given data. Most – Calculate the speed using the gradient of the line. Some – Describe what is happening at various parts of a distance-time graph.

Designed for the Physics AQA GCSE these A3 revision sheets cover all of the content that students are required to know for the topic ‘Waves’. This resource is designed so that students can work independently to gather the content needed for this topic. There are four sheets in total. The first two are for students sitting Combined Science (Trilogy) GCSE and the last two are additional sheets for Triple Physics students Formatted to be printed on A3 but can easily be printed on A4.

Designed for the Physics AQA GCSE these A3 revision sheets cover all of the content that students are required to know for the topic ‘Forces’. This resource is designed so that students can work independently to gather the content needed for this topic. There are four sheets in total. The content is relevent for students sitting Combined Science (Trilogy) GCSE and the Triple Physics with the triple content clearly labelled. Formatted to be printed on A3 but can easily be printed on A4.

Designed for the Physics International Baccalaureate (IB) but could easily be adapted for A Level. Learning Objectives Understand the various circuit symbols used in the IB program. Describing ideal and non-ideal ammeters and voltmeter Success Criteria All – Identify simple circuit symbols and draw them. Most – Identify complex circuit symbols and draw them. Build simple circuits. Some – Build complex circuits and draw them accurately.

Designed for the Physics International Baccalaureate (IB) but could easily be adapted for A Level. Learning Objectives Calculating work done in an electric field in both joules and electronvolts. Solving problems involving current, potential difference and charge Understand the difference between potential difference (pd) and electromotive force (emf). Success Criteria All – Identify when to use potential difference and when to use electromotive force. Most – Solve simple problems for work and power in joules Some – Solve complex problems for work and power using electronvolts.

AQA GCSE 9-1 Physics Momentum Lesson Lesson Objectives Understand the factors that affect momentum and solve momentum problems. Success Criteria All – Recall the factors that affect momentum and create a formula triangle. Most – Use the equation p=mv to solve a number of problems for momentum Some – Solve problems involving the conservation of momentum.

Lesson on Electric Fields design for the International Baccalaureate (IB) for Physics but could easily be delivered for A Level students. Learning Objectives Define electric field strength. Students should understand the concept of a test charge. Determine the electric field strength due to one or more point charges. Draw the electric field patterns for different charge configurations. Solve problems involving electric charges, forces and fields. Success Criteria All – Draw the electric field pattern for different charge configurations. Most – Calculate the electric field strength from a single point charge. Some – Calculate the resultant electric field strength from multiple point charges.

Designed for the Physics International Baccalaureate (IB) but can be adapted for A Level. Learning Objectives Apply the equation for resistance in the form where ρ is the resistivity of the material of the resistor. Heating effect of current and its consequences Investigating one or more of the factors that affect resistance experimentally Success Criteria All – Take measurements from an ammeter and voltmeter to calculate resistance. Most – Solve simple resistivity problems and plot graph. Some – Solve complex resistivity problems and conclude the relationship between length, cross section and resistance.

Design for the AQA GCSE 9-1 specification this lesson follows the waves part of the course. Students will build upon their knowledge of transverse and longitudinal waves and at the end of the lesson students should be able to: - Label the structure of the Earth and identify P, S and L waves on a seismometer trace. - Complete the table recalling the properties of P and S waves. - Describe and explain how evidence suggests that the Earth contains a liquid outer core.