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.

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.

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.

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.

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 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 AQA 9-1 GCSE, this can be taught as two seperate lessons or for the more able combined into one. Learning Objectives (AQA Specification) The resistance of a thermistor decreases as the temperature increases. The applications of thermistors in circuits e.g. a thermostat is required. The resistance of an LDR decreases as light intensity increases. Investigate the relationship between the resistance of a thermistor and temperature. Success Criteria Know (Grade 1-4) State that the resistance of a thermistor decreases as the temperature increases. State that the resistance of a thermistor decreases as the temperature increases. Recall some uses of thermistors and LDRs. Apply (Grade 5-7) Draw graphs to show how the resistance of a thermistor changes with temperature. Calculate the resistance of a thermistor given the range of resistances for that component and the temperature that it is placed in. Draw graphs to show how the resistance of an LDR will vary with light intensity. Calculate the resistance of an LDR given the range of resistances for that component and the conditions that it is placed in. Extend (Grade 8+) Describe and explain real world applications of thermistors and LDRs including thermostats and switching on lights when it gets dark. Images that are not my own are referenced in the notes.

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 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.

Designed for the AQA GCSE 9-1, building upon the topic of energy. The lesson gets the students to think about the factors that will affect the energy in a gravitational store. Understand how to calculate the gravitational potential energy of an object. Understand how different factors affect a objects gravitation potential energy.

Designed for the new AQA GCSE 9-1, this lesson introduces students to the waves unit. It covers the following topics, transverse and longitudinal waves, labelling waves, frequency, wavelength, time period, wave speed, amplitude and the wave equation. Understand the difference between a transverse and longitudinal wave. Understand what waves are used for giving examples. Understand what is meant by amplitude, frequency, wave speed and wavelength. Understand and apply the formulae f=1/T and v=fλ This presentation is designed to be delivered over two lessons.

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.

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 GCSE 9-1 specification. I teach the topic over two lessons to unsure a full understanding. Lesson objectives include Understand how to measure velocity changes. Understand what a horizontal line on a velocity-time graph tells you. Understand how to use a velocity-time graph to work out whether an object is accelerating or decelerating. Understand what the area under a velocity-time graph tells you (Higher) Students will be assessed in the following ways Plot a velocity-time graph from given data Calculate the acceleration from the gradient of a velocity-time graph Describe the motion at various stages of a velocity time graph Calculate the area under the graph for simple graphs. Calculate the total distance travelled for complex graphs. Calculate the distance travelled by counting squares I have included a number of worksheets that accompany the PowerPoint. Images that are not my own are referenced in the resource.

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.

This lesson covers energy from the Sun and Earth. Designed for the AQA GCSE 9-1 specification. Learning Objectives - Describe the differences between solar cells and solar heating systems.  - State that radioactive decay is the source of heating in geothermal systems.  - Describe the operation of a solar power tower.  - Describe the operation of a geothermal power plant. Success Criteria All – Label the layers of the Earth and compare solar cells and heating panels. Most – Describe each stage of a geothermal power plant. Some – Solve calculation problems relating to solar energy. All images that are not my own are referenced in the notes in the presention.

This resource is a whole lesson on centre of mass designed for the AQA GCSE Physics 9-1 specification. The success criteria for this lesson are, All - Recall what is meant by the centre of mass and find the centre of mass for a symmetrical object. Most - Find the centre of mass for an irregular object. Some - Balance twelve nails on one single nail using their centre of mass. There are extension task related to each task. The final activity will require 13 nails and a piece of wood as demonstrated in the images on the presentation. All images that are not my own are referenced in the notes on the presentation.

Design for the OCR H156 A/S level. This lesson covers the wave equation and the relationship between intensity, amplitude and distance from the source. This resource includes a presentation and a worksheet that accompanies it. Learning Objectives Understand and apply the formula v=fλ. Understand the intensity of a progressive wave I=P/A and that intensity α amplitude2

This is aimed at KS4 students and summaries the key points needed to answer a question on freefall. This assess students ability to: - draw accurate force diagrams - identify forces acting on an object during freefall - calculate net force - calculate weight - calculate acceleration - calculate terminal velocity - describe how velocity affects drag. This resources contains two differentiated worksheets with all students working towards the same objective. Builds upon knowledge of forces, freefall, gravitational fields and motion.