This is the second lesson in a unit of work on sound. This lesson is aimed towards KS3 classes but could easily be adapted for other levels. The main aim of the lesson is to introduce pupils to the speed of sound and explain why the speed of sound is different in solids, liquids and gases. For a bundle of all five lessons in this unit, click here. Part of this lesson requires a vacuum chamber with a sound maker in it to demonstrate sound’s inability to travel through a vacuum. A video has been included as an alternative task to this. During this lesson pupils will: Estimate the speed of sound in air. Share their own knowledge of sound during discussion. Recap transverse and longitudinal waves and suggest the types of media they can move through. Watch vacuum chamber demo to show sound cannot travel through a vacuum. Use the particle model of states of matter to explain why sound travels fastest through solids and slowest through gas. Make a string telephone and complete analysis of the activity. Complete consolidation questions. Use the speed equation to calculate the speed of sound in different situations (higher ability.) Visit my shop for more lessons in this unit and other science, history and geography resources.

This is the third lesson in a unit of work on sound. The lesson is aimed towards KS3 but could be adapted to other levels. The main focus of the lesson is to get pupils to interpret oscilloscope traces and identify the difference between high pitch and low pitch, loud and soft sounds. For a bundle of all five lessons in this unit, click here. During this lesson pupils will: Recap general knowledge about waves from prior lessons. Recap the features of transverse waves: Wavelength, amplitude and frequency. Identify high and low frequency sounds from a trace. Use a virtual (or real) oscilloscope to see how a trace changes with different types of sounds. Identify the difference between loud and soft sounds. Identify the difference between high pitch and low pitch sounds. Complete consolidation activities including drawing traces of different sounds. Investigate the audible frequency range of different animals and graph them. Suggest why different animals have different ranges based on activity and environment. Identify animals that can hear infrasound and ultrasound. Please visit my shop for more lessons in this unit and other science, history and geography resources.

This is the first lesson in a unit of work on motion and pressure. The lesson is aimed towards KS3 but could be adapted for other levels. The main focus of the lesson is to introduce pupils to the concept of speed, the speed equation and to conduct some short practicals on measuring speed. During this lesson pupils will: Discuss who is faster, Usain Bolt or a cheetah. Complete questions to assess their own knowledge about speed. Consider the speed equation and use a formula triangle to rearranging it to find distance and time. Complete calculation questions using the speed equation to find speed, distance and time. Use a video to measure Usain Bolts speed during his world record race and compare it to a cheetah to answer question from start of lesson. Complete a short practical to measure the speed of a rolling ball including calculating mean speed, measuring distance and measuring time. Complete a short practical to measure the speed of a person walking. Please visit my shop for more lessons in this unit and other science, history and geography resources.

This is the first lesson in a GCSE physics unit of work on Energy. The lesson was designed for Edexcel but could easily be adapted for other exam boards and levels. The main focus of the lesson it to build on knowledge of energy gained during KS3 and introduce pupils to the concepts of energy stores and transfers between energy stores. During this lesson pupils will: Discuss the idea of energy, where is comes from and what it is used for. Define energy, its purpose and units. Use images to identify some of the types of energy that exist. Identify energy stores associated with specific types of energy. Create flow charts to identify and show energy transfers between different stores in a number of different situations. Identify the importance of the thermal/heat store. Complete some short consolidation tasks. For more lessons from this unit and other science, history and geography resources please visit my shop.