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.

This was created using some of the great resources on TES and put in a format that I feel is manageable for my classes. Credit must go to cmsciguy https://www.tes.com/teaching-resource/newton-s-laws-6203395 for some of the examples used. I have created a worksheet to go with this as I find my students like to have something to refer to that is of the same nature as the lesson I am delivering.

Design for the new AQA 9-1 GCSE, this lesson covers where we find refraction and how water and light refract. At the end of the lesson students should be able to, - identify what happens to the frequency, wavelength, direction and velocity of a wave during refraction - draw a ray diagram showing the refraction of light through a glass block - describe how the properties of light change as it is passes through a glass block. Rate and please leave a review!

Simple table to fill in missing links, either symbol or name. Great starter or mini plenary.

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.

Lesson aimed at year 7 and 8 students on the skeleton. Images and content taken from Kerboodle and placed in a easier to deliver PowerPoint. Includes a name the bone exercise which I used as a starter activity.

Designed for the AQA Physics GCSE 9-1 course, this lesson builds upon students knowledge of longitudinal waves and focuses on sound waves. Students will: Understand how the vibration of sound waves allow us to hear. Show how frequency and amplitude affect a sound wave. Describe how sound waves travel through mediums such as solids, liquids and gases. Understand the limits of human hearing. Calculate the depth of water using echo sounding/location. I recommend using an oscilloscope to demonstrate the differences pitch and loudness have on the appearance of a sound wave. The lesson includes and inspiration and amazing video of a young boy who has learnt to use echo-location to help him "see". Please leave a review :)

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.

Designed for the new AQA GCSE 9-1 specification. This lesson builds upon properties of waves and looks at reflection. Students will be taught how to draw ray diagrams and show the reflection of light against a mirror, stating the relationship between the angle of incidence and the angle of reflection. Students will then apply this knowledge by looking at periscopes and drawing the path light rays take. Support sheets are provided to help with drawing ray diagrams through a periscope.

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 resource is used at the start of the year with my KS4 Physics classes. It covers topics such as SI units and why they are important, quantities and symbols. Students also show what instruments should be used to measure each quantity and how they can improve the accuracy of a reading. The second part of this resources goes into standard form and why this is very important. Students are given worked examples of how to convert into standard form and a worksheet that allows that to convert from decimals to fractions to standard form. Can be used as one whole lesson or split over two.

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.

PowerPoint on how organisms are adapted to their environment and how they may compete with one another. I am lucky enough to have access to a farm, so I took the students down to the farm where they then completed the worksheet. I left one row free for them to choose an animal of their choice. Images could be shown of the animals instead of going to a farm. Aimed at year 7 and 8 students but equally could be used across a wide range of ages dependent on ability. I used the worksheet to differentiate, with higher ability student being able to write down why the adaptation was an advantage for the organism.

Lesson where students use the equation magnification = image distance / object distance = image height / object height, to solve problems. Designed around the Rays and Waves topic of the Cambridge Physics iGCSE course. Follows on from topics such as reflection, refraction and lenses. Differentiation worksheet that stretches the high ability students and supports the lower end. Images are not my own but have been edited to suit the lesson.

Designed to run as 4 stations separated into grades 1-2, 3-4, 5-6 and 7-8. Uses the new GCSE grading system. Covers a range of topics including work done, Hooke's Law, plotting graphs, moments, elastic potential energy, forms of energy and parallel and series springs. Ideas on how to use this - - Students start at the grade they are current on. - Complete the worksheet (10 minutes) - Mark their work (5 minutes) - Above 75% move up a grade, below 75% correct work and move up a grade, below 25% correct work and move down a grade. Shows progress through out the lesson. Images are not my own.

Simple table that the students will have to complete using the missing units or symbol. The sheet then asks the students to break down some of the SI units into simpler units using formula for that quantity. I believe this is a fundamental skill that students should have if they are taking A Level Physics and the table can easily be used at GCSE. It follows the dimensional analysis principle very closely.

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 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 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.

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.