There are 14 differentiated questions around using Force (N) = Mass (kg) x Acceleration (m/s^2). Students feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging. The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information can be found on their open dyslexic website. This is saved as a pdf to keep the font working (if you have not got it installed). The word version is also included so that you can choose your own font and edit the document. Typical layout of questions (most worksheets have around 14 questions) where Q1 is simplest and Q14 is hardest. Example: Q1 to 5 - 1 Chilli (Low demand). Focussed around remembering equations (students should use mini whiteboards or scrap paper for repetition) Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation. Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions. Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers. Designed so that students can choose where to start, although the highest ability will want to complete all of the questions. Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade. Perfect for: • Assessing prior knowledge • Homework (easy to mark and suggest how to move forward as focused around skills of using equations). • Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses. • Recall and Retrieval • Metacognition • Self-monitoring • Revision • Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

This resource comes with 20 multiple choice questions on the topic of magnetism and electromagnetism (transformers). Primarily aimed at GCSE students, but could equally be used as a reminder for A Level students. Questions are either given with 5 choices of answer (A,B,C,D,E) or are True/False. A great way to assess learning in a non-threatening and fun way. Each question and answer gives an indication for which area of the course the question should be asked. Always consult the specification – some topics are just for GCSE Separate Science and not relevant to GCSE Combined Science. To give an indication of difficulty, each question has been given a level of challenge. Challenge 1 is the “easiest” and Challenge 4 the “hardest”. 3 and 4 are generally aimed at students studying for the higher paper – although they will need to know 1 and 2 also! The skill has also highlighted. This might be knowledge, using an equation or recalling the correct unit. Where needed, the full method to achieve the answer is also provided.   How to use with students: Option 1 Use it as a test at the start of a topic to judge what students already know, or a plenary at the end. Easy to mark as each question has 5 multiple choice responses. Some questions are True/False and so have 2 responses. Teacher or students can mark error free. Option 2 Set the work for homework. Could upload the questions onto ShowMyHomework as a “Quiz”. It will then mark itself. Alternatively, you can also set up a Microsoft Form on Office365 and send the link to students. This will do the same. Option 3 A favourite option is to use something like “Quick Key”. Can be given to students during the lesson or given as homework. There is a free version, but the paid for version is around £30 for the year. Students then get the questions and fill their answers out on a “bubble sheet” (they colour in a circle as their answer). You can then scan the answers in using the app on your phone. The answers can then be analysed and it shows the teacher which questions a few got wrong (students can then help each other) and the teacher can focus on the questions that the majority of the class got incorrect. Option 4 Copy the QUESTION ONLY onto your PowerPoint slide. Give the students 5 seconds to think about what the answer will be. With hands down, PICK a student. Then ask another student if they agree and then ask “why?” Known as “Pose, Pause, Pounce, Bounce” – google it if you are unsure. To help students formulate an answer if they are struggling, on the NEXT slide of the PowerPoint, show what the answers could be. This could be done via “Think, Pair, Share” where students can discuss the answer. This method also means that all students will have to give a response as the answer is in front of them and they can guess if needed rather than saying “I don’t know.”

There are 20 questions - some multichoice. Easy to mark, but makes students think about how current and potential difference behave in series and parallel circuits. Answers are fully annotated to help explain if students get the question incorrect. I have used this as homework and been able to quickly mark the work as a starter activity. Students can do some question level analysis using the front page to record where they made mistakes and consequently set their own targets.

There are 14 differentiated questions on the topic of Velocity-Time Graphs. Student feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging. The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information can be found on their open dyslexic website. This is saved as a pdf to keep the font working (if you have not got it installed). The word version is also included so that you can choose your own font and edit the document. Typical layout of questions where Q1 is simplest and the last is hardest (towards AS Level Physics). Example: Q1 to 5 - 1 Chilli (Low demand). Focused around remembering equations (students should use mini whiteboards or scrap paper for repetition) Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation. Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions. Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers. Designed so that students can choose where to start, although the highest ability will want to complete all of the questions. Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade. Perfect for: • Assessing prior knowledge • Homework (easy to mark and suggest how to move forward as focused around skills of using equations). • Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses. • Recall and Retrieval • Metacognition • Self-monitoring • Revision • Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

For KS4 Combined Science / Physics students. There are 14 differentiated questions around using Energy (J) = Power (W) x Time (s). Worksheet comes with a YouTube video of the solutions - focussing on WAGOLL (What a great one looks like). Like students do in maths, students will be able to apply the equation and use the triangle method for rearranging. It has been designed to build confidence as well as low-stakes competition into lessons. The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information can be found on their open dyslexic website. Typical layout of questions (some worksheets have around 14 questions) where Q1 is simplest and Q14 is hardest. Example: Q1 to 5 - 1 Chilli (Low demand). Focussed around remembering equations (students should use mini whiteboards or scrap paper for repitition) Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focussed around using the equation - e.g. simple conversion or having to rearrange the equation. Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions. Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers. Designed so that students can choose where to start, although the highest ability will want to complete all of the questions. Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chillis that the student has and this suggests a current working at grade. Answers available through a tutorial on YouTube (teach yourself and/or make available to students). Perfect for: • Assessing prior knowledge • Homework (easy to mark and suggest how to move forward as focused around skills of using equations). • Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses. • Recall and Retrieval • Metacognition • Self-monitoring • Revision • Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

There are 14 differentiated questions on the topic of Density = Mass ÷ Volume, ρ = m / V, and particle theory/model. Student feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging. The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information can be found on their open dyslexic website. This is saved as a pdf to keep the font working (if you have not got it installed). The word version is also included so that you can choose your own font and edit the document. Typical layout of questions where Q1 is simplest and the last is hardest (towards AS Level Physics). Example: Q1 to 5 - 1 Chilli (Low demand). Focused around remembering equations (students should use mini whiteboards or scrap paper for repetition) Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation. Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions. Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers. Designed so that students can choose where to start, although the highest ability will want to complete all of the questions. Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade. Perfect for: • Assessing prior knowledge • Homework (easy to mark and suggest how to move forward as focused around skills of using equations). • Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses. • Recall and Retrieval • Metacognition • Self-monitoring • Revision • Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

There are 14 differentiated questions on the topic of Pressure = Force ÷ Area and Pressure = height x density x gravitational field strength. Student feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging. The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information can be found on their open dyslexic website. This is saved as a pdf to keep the font working (if you have not got it installed). The word version is also included so that you can choose your own font and edit the document. Typical layout of questions where Q1 is simplest and the last is hardest (towards AS Level Physics). Example: Q1 to 5 - 1 Chilli (Low demand). Focused around remembering equations (students should use mini whiteboards or scrap paper for repetition) Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation. Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions. Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers. Designed so that students can choose where to start, although the highest ability will want to complete all of the questions. Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade. Perfect for: • Assessing prior knowledge • Homework (easy to mark and suggest how to move forward as focused around skills of using equations). • Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses. • Recall and Retrieval • Metacognition • Self-monitoring • Revision • Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

There are 14 differentiated questions around using the topics linked to the National Grid. The harder questions allow students to demonstrate their knowledge of rearranging the power equation for the primary and secondary coils of a transformer. Student feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method - this worksheet has 9 additional pages of notes). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging. The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information can be found on their open dyslexic website. This is saved as a pdf to keep the font working (if you have not got it installed). The word version is also included so that you can choose your own font and edit the document. Typical layout of questions where Q1 is simplest and the last is hardest (towards AS Level Physics). Typical example: Q1 to 5 - 1 Chilli (Low demand). Focussed around remembering equations (students should use mini whiteboards or scrap paper for repetition) Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation. Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions. Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers. Designed so that students can choose where to start, although the highest ability will want to complete all of the questions. Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade. Perfect for: • Assessing prior knowledge • Homework (easy to mark and suggest how to move forward as focused around skills of using equations). • Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses. • Recall and Retrieval • Metacognition • Self-monitoring • Revision • Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

There are 14 differentiated questions on the topic of Momentum = mass x velocity (p=mv). This resources been written especially for combined science and does not go into the depth required for the separate physics gcse. Student feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging. The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information can be found on their open dyslexic website. This is saved as a pdf to keep the font working (if you have not got it installed). The word version is also included so that you can choose your own font and edit the document. Typical layout of questions where Q1 is simplest and the last is hardest (towards AS Level Physics). Example: Q1 to 5 - 1 Chilli (Low demand). Focused around remembering equations (students should use mini whiteboards or scrap paper for repetition) Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation. Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions. Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers. Designed so that students can choose where to start, although the highest ability will want to complete all of the questions. Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade. Perfect for: • Assessing prior knowledge • Homework (easy to mark and suggest how to move forward as focused around skills of using equations). • Starters / plenaries - part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses. • Recall and Retrieval • Metacognition • Self-monitoring • Revision • Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

This resource is based on the AQA Combined Science Physics Paper 1 on Kinetic Energy. There are 20 questions, each multiple choice and answers provided at the end. The topics of the questions are as follows (on the front page of the exam style paper): • Meaning of kinetic energy • Kinetic energy unit • Kinetic energy equation • Kinetic energy equation • Kinetic energy equation • Kinetic energy equation • KE equ. & conversion • Calculate mass • Mass unit • Velocity unit • Calculate mass • Calculate velocity • Calculate velocity • Calculate velocity (2sf) • Calculate KE from weight • Calculate KE • Calculate KE (2sf) • Calculate KE from table • Terminal velocity & KE • Most KE using table I have used this for homework, but there is no reason that it couldn’t be used in lessons. I have included the word document so that you can edit the resource as you wish. The pdf is also there for quick printing. Students can write their answers on the front page. Easy marking for teachers, but lots of exam question exposure for students. This resource will give you more time to spend on the feedback and where students have made mistakes. The answers provide a step by step method so that students can identify exactly where they have gone wrong. I have used this to build confidence with my students, but also as part of continually revisiting earlier parts of the course that I have taught. Repetition, repetition, repetition! #SLOP - shed loads of practice The YouTube video explains about Kinetic Energy and this worksheet follows on to assess understanding the application. The pdf that was used in the video is also included (without the annotation and voice-over) to use as you require.

This resource is based on the AQA Combined Science Physics Paper 1 on Electrical Power (P=IV) and Efficiency. There are 20 questions, each multiple choice and answers provided at the end. The topics of the questions are as follows (on the front page of the exam style paper): • Power definition • Power unit • Power Equation • Using Power Equation • Rearranging Power Equ. • Rearranging Power Equ. • Power Equ & kW • Power Equ & prefix • Ammeter • Voltmeter • Circuit diagram - Power • Circuit diagram - Current • Current unit • Potential difference unit • Circuit diagram – P.d. • Power Equation • Power Equation & sig fig. • Replacement fuses • Efficiency equation • Calculating efficiency I have used this for homework, but there is no reason that it couldn’t be used in lessons. I have included the word document so that you can edit the resource as you wish. The pdf is also there for quick printing. Students can write their answers on the front page. Easy marking for teachers, but lots of exam question exposure for students. This resource will give you more time to spend on the feedback and where students have made mistakes. I have used this to build confidence with my students, but also as part of continually revisiting earlier parts of the course that I have taught. Repetition, repetition, repetition! #SLOP - shed loads of practice

This resource is based on the topic of resistance (V=IR) There are 20 questions, each multiple choice and answers provided at the end. The topics of the questions are as follows (on the front page of the exam style paper): • Resistance definition • Unit for resistance • Resistance equation • Resistance calculation • Resistance calculation • Resistance calculation • Resistance calculation • Current calculation • Circuit symbol ammeter • Circuit symbol voltmeter • Resistance of a circuit • Current in a circuit • Unit for current • Unit for potential difference • Potential difference (circuit) • Resistance calculation • Resistance (sig fig) • Fuse size • Ammeter/voltmeter circuit • Resistance of a wire prac. I have used this for homework, but there is no reason that it couldn’t be used in lessons. I have included the word document so that you can edit the resource as you wish. The pdf is also there for quick printing. Students can write their answers on the front page. Easy marking for teachers, but lots of exam question exposure for students. This resource will give you more time to spend on the feedback and where students have made mistakes. I have used this to build confidence with my students, but also as part of continually revisiting earlier parts of the course that I have taught. Repetition, repetition, repetition! #SLOP - shed loads of practice

This resource is based on the topic of weight, mass and gravitational field strength / gravity (W=mg) There are 20 questions, each multiple choice and answers provided at the end. The topics of the questions are as follows (on the front page of the exam style paper): • Gravitational field direction • Gravitational field direction • Equation • Unit for mass • Unit for weight • Unit for gravitational field • Mass and weight difference • Estimate value • Calculate weight • Calculate weight • Calculate weight • Calculate weight • Calculate weight • Mass and weight difference • Calculate mass • Calculate mass • Calculate weight (sig fig) • Compare weight • Calculate mass (grams) • Use of data (mass) I have used this for homework, but there is no reason that it couldn’t be used in lessons. I have included the word document so that you can edit the resource as you wish. The pdf is also there for quick printing. Students can write their answers on the front page. Easy marking for teachers, but lots of exam question exposure for students. This resource will give you more time to spend on the feedback and where students have made mistakes. I have used this to build confidence with my students, but also as part of continually revisiting earlier parts of the course that I have taught. Repetition, repetition, repetition! #SLOP - shed loads of practice

10 fully answered questions to support students understand the difference between distance, displacement, speed and velocity. Task takes around 15 - 20 minutes to complete, dependent on the group. Would also work as a great homework activity. File saved as a word document so that you can easily edit.

Just under a page of key revision notes with worked example followed by 10 stepped questions which increase in difficulty. Last few questions are based around the idea of the conservation of momentum. All questions have fully worked solutions with drawn diagrams (where necessary) showing what I believe to be the best method to follow when dealing with these tricky questions. Activity likely to take about 15-20 minutes to complete followed by marking time. Given in word document so that it is easily editable. You will therefore be able to change the questions quickly, following my method if you need to make any more for your students.

This resource is based on the topic of speed and distance-time graphs There are 20 questions, each multiple choice and answers provided at the end. The topics of the questions are as follows (on the front page of the exam style paper): • Graph describing motion • Average speed calculation • Equation recall • Units • Conversion • Speed calculation d-t graph • Speed calculation d-t graph • Average speed calculation • Distance calculation • Distance calculation • Time calculation • Distance calculation • Acceleration from d-t graph • Constant speed from graph • Speed from graph • Speed from graph • Speed from graph • Gradient understanding • Average speed • Stationary WARNING! Due to the nature of using graphs to make calculations, many questions take up one side of A4 and therefore will make it a large document when printed. I have used this for homework, but there is no reason that it couldn’t be used in lessons. I have included the word document so that you can edit the resource as you wish. The pdf is also there for quick printing. Students can write their answers on the front page. Easy marking for teachers, but lots of exam question exposure for students. This resource will give you more time to spend on the feedback and where students have made mistakes. I have used this to build confidence with my students, but also as part of continually revisiting earlier parts of the course that I have taught. Repetition, repetition, repetition! #SLOP - shed loads of practice

Posters. Large files for optimum display.

large files to keep resolution

3 posters on W = mg Large files for maximum resolution / quality