A simple task with a Single Point Rubric (SPR) to check the skills of drawing results tables, producing graphs (currently set up with uncertainties being included), and finding the gradient to make a conclusion. I like the SPR approach as I can comment on work from the ‘expectation’ I have of the student in question, rather than a predetermined level. These are short tasks, often homeworks, and I usually leave the product up to the student - they just need to meet the criteria. The file can also be found in my google drive: https://docs.google.com/document/d/1d3T1NrhNmbctt1lyS6eUosVBYLV1GdVPfNmQQ2mfWvA/edit?usp=sharing

I like to complete a sample IA twice before the real one is written by the students. This is one I have used recently which worked well. The file is also available in my google drive: https://docs.google.com/document/d/14hj1o43AgWv9iAJMUe7eEAhStUfUYjaIJJbbklM3EqY/edit?usp=sharing

A simple task with a Single Point Rubric (SPR) to encourage students to think about what moves in the model of current we teach. I like the SPR approach as I can comment on work from the ‘expectation’ I have of the student in question, rather than a predetermined level. These are short tasks, often homeworks, and I usually leave the product up to the student - they just need to meet the criteria. The file can also be found in my google drive: https://docs.google.com/document/d/1eHj6FzWJ_HiEPWsHVOiciOFOwtuSIiAobz3MO0vw1n4/edit?usp=sharing

A simple task with a Single Point Rubric (SPR) to check graph drawing skills and the understanding of an Ohmic relationship. I like the SPR approach as I can comment on work from the ‘expectation’ I have of the student in question, rather than a predetermined level. These are short tasks, often homeworks, and I usually leave the product up to the student - they just need to meet the criteria. The file can also be found in my google drive: https://docs.google.com/document/d/1t0U4Iu4lrIxKzCbTjKbQznYZbrRZwljp5OWkK1sUne8/edit?usp=sharing

A simple task with a Single Point Rubric (SPR) to check the concepts behind circuit analysis (this is phrased in terms of Kirchoff’s and Ohm’s laws). I like the SPR approach as I can comment on work from the ‘expectation’ I have of the student in question, rather than a predetermined level. These are short tasks, often homeworks, and I usually leave the product up to the student - they just need to meet the criteria. The file can also be found in my google drive: https://docs.google.com/document/d/1Bsam5vuTN4zKk0kh1q0Y8UC7D5EaCxyD7Gk-G184ZnY/edit?usp=sharing

A simple task with a Single Point Rubric (SPR) to check how the student has understood circuit analysis rules. I like the SPR approach as I can comment on work from the ‘expectation’ I have of the student in question, rather than a predetermined level. These are short tasks, often homeworks, and I usually leave the product up to the student - they just need to meet the criteria. The file can also be found in my google drive: https://docs.google.com/document/d/19SgH9CNFxHjAqRkv-SJZeY1HKvxwzdZC2VktT-ajFWE/edit?usp=sharing

A simple task with a Single Point Rubric (SPR) to check the concepts behind calculating a total resistance from a combination of components. I like the SPR approach as I can comment on work from the ‘expectation’ I have of the student in question, rather than a predetermined level. These are short tasks, often homeworks, and I usually leave the product up to the student - they just need to meet the criteria. This can also be accessed through google drive: https://docs.google.com/document/d/1nuC2srGQoDIoSdESl2i-mOYyExcD6dPOdZgLNtalF_c/edit?usp=sharing

A simple task with a Single Point Rubric (SPR) to reinforce the idea that potential difference is actually a description of energy changes. I like the SPR approach as I can comment on work from the ‘expectation’ I have of the student in question, rather than a predetermined level. These are short tasks, often homeworks, and I usually leave the product up to the student - they just need to meet the criteria. The file can also be found in my google drive: https://docs.google.com/document/d/1sAQEUPnjWKeakLfaB-3WFEF7I4ZyiZLYJb0yl1nhuv4/edit?usp=sharing

A simple task with a Single Point Rubric (SPR) to check the concepts behind reflection using mechanics and waves. I like the SPR approach as I can comment on work from the ‘expectation’ I have of the student in question, rather than a predetermined level. These are short tasks, often homeworks, and I usually leave the product up to the student - they just need to meet the criteria. This can also be opened in google drive: https://docs.google.com/document/d/1q776Hh1sJuOxfwhnCLA7HuuIovMKiWHXf5gQMkYnW3I/edit?usp=sharing

This is designed for physics IB students to guide the IA writing process. Website: https://sites.google.com/view/writing-a-physics-ia/home

this is a short course designed to bring students up to speed if they missed out on the validity section of their course. There are sections dealing with instrumental uncertainties, experimental uncertainties and graphical uncertainties. The tasks are attached as a list as I use them differently depending on circumstance. the link is: https://sites.google.com/view/uncertainties-short-course/home

This is my grade 10 (MYP/iGCSE/GCSE equivalent) course. The unit plans are MYP friendly, but could be used in several frameworks. https://sites.google.com/view/concept-based-physics/home Feel free to email me on pwilliamson@physics.org if you want further information.

This is my grade 10 (MYP/iGCSE/GCSE equivalent) course. The unit plans are MYP friendly and can be used. The export to word is not always great so the originals can be found here: https://drive.google.com/drive/folders/12mVt7rPbx_1UBZtN4dZ4yriAr4UhDwkF?usp=sharing an updated version of this course exists online: https://sites.google.com/view/concept-based-physics/home The knowledge statements are very short and are expanded in the following page. These expansions are set to our grading system of 1-7 (7 highest) and are given to the students to evidence (evidence logs included here again correctly formatted in google drive). They provide this for the reports, I look after the applications and skills sections and building towards the conceptual understandings. Just a quick explanation of why it is structured the way it is. Feel free to email me on pwilliamson@physics.org if you want further information.

Good for iGCSE, GCSE, MYP (or review for older years) physics. Four analysis questions and a step-by-step solution to each. The files are attached here as powerpoint but the original presentation is available in my google drive with the following links: https://docs.google.com/document/d/12byQWJptawQi-J76xe3zEvJBnGNf9Hqf-dTQo2dCOCM/edit?usp=sharing https://docs.google.com/presentation/d/1f_aPdvOGSd1fWK91mfGnTVjIcfJJlxO1i9YbGLTvR3o/edit?usp=sharing

Good for iGCSE, GCSE, MYP physics. A discussion of potential difference. This is attached here as a powerpoint but the original presentation is available in my google drive with the following link and correct formatting: https://docs.google.com/presentation/d/1oHndJcq3lKxKMwEzX3rJdxKzFZgJ3RdtXq0nDVzrhME/edit?usp=sharing

This is my grade 10 (MYP/iGCSE/GCSE equivalent) course. The unit plans are MYP friendly and can be used. The export to word is not always great so the originals can be found here: https://drive.google.com/open?id=1ePoW_-TGyFW7QXCcI5CDWlIUdzUFx7v- an updated version of this course exists online: https://sites.google.com/view/concept-based-physics/home The knowledge statements are very short and are expanded in the following page. These expansions are set to our grading system of 1-7 (7 highest) and are given to the students to evidence (evidence logs included here again correctly formatted in google drive). They provide this for the reports, I look after the applications and skills sections and building towards the conceptual understandings. Just a quick explanation of why it is structured the way it is. Feel free to email me on pwilliamson@physics.org if you want further information.

Good for iGCSE, GCSE, MYP physics and chemistry. This reviews subatomic particles, taking information from the periodic table, drawing and interrpreting isotops. I use it in conjunction with the electron configuration task I have also uploaded. The google link will take you to the original presentation. The formatting is not great in powerpoint but can be deited if you prefer. The link to the original in my google drive is: https://drive.google.com/open?id=1SlxwthVWSPhQDWLhVKuvNmvN1fg4l1LI5fMMzQahSRs

This is a google drawing which can be edited to use as you wish. The image is for illustration purposes. The file that can be copied is found at: https://drive.google.com/open?id=1uaHcevewbkEmn3DAPaoz1ubhaYidVlNt5tIGsM0mdp8

Good for iGCSE, GCSE, MYP, KS3 physics. A set of examples for students to complete as well as some basic guidance. This is attached here as a powerpoint but the original presentation is available in my google drive with the following link:https://drive.google.com/open?id=1QrcSkCqs9LyBcUxUuQQqtmouS6e3f74PGIypsqWUS70

This is a google drawing which can be edited to use as you wish. The image is for illustration purposes. The file that can be copied is found at: https://drive.google.com/open?id=1ktIKm_RyA_2Mf_72PFxlf5Ld5FpIvHkrmxD0yHY-Wt0