A worksheet on refraction, focusing on the angles of incidence and angles of refraction for a glass block, as well as some missing words for sentences about what refraction is. Ideal for Key Stage 3 students.
For higher ability students, have them measure the angles of incidence and refraction and note down what they observe. This could work well with a practical activity of a similar nature.
Success criteria for applying ray diagram/reflection/refraction knowledge to recommend the best angle for the Queen to orient the lights in her display cabinet to best show off her diamond jubilee diamonds. Can be used as a basis for planning and writing a scientific investigation too.
select teams and explain and image will slowly appear of the screen. The objective is to guess what type of cells are in the image before the opposition. Teacher pauses the video when the student thinks they can answer the question correctly. Suggested follow up questions to award extra points: 'What is a function of this cell type?' and 'How is it suited to it job?'
Pair pupils and give them the tables with the various species from the animal and plant kingdoms. They pick either a plant or animal, write it's name on a post-it note and then stick the post-it note onto their partner forehead (without them seeing the species name). The pair then take it in turn to ask each other 'Am I in the ...?' (use powerpoint slide as a reminder), and their partner answers yes or no. They use the flow charts to navigate through the different taxonomic ranks and the first person to correctly find what species they are is the winner!
**This resource has been recommended by the TES Resource Team**
Resource UPDATED June 2016. Thank you for all the positive comments and ratings.
This highly visual presentation contains 67 slides that will get your learners thinking about electricity and electric circuits. Scaffolded note-taking worksheets for pupils, homework assignments and a quiz are also provided. Appropriate for your Year 7 or Year 8 pupils. Learning objectives covered in this resources are listed below.
• By the end of this lesson, pupils should know:
1. that electricity is a form of energy.
2. that current electricity can be produced from cells, batteries or the mains
3. that there are a range of appliances in the home, which use electricity.
4. that we can represent components by symbols.
5. that current electricity flows in conductors but not in insulators.
6. that a complete path is needed from one side of the battery to the other for electricity to flow.
7. how a switch works.
8. that there are two types of circuit, series and parallel.
9. that current is measured in Amps.
10. that current is measured using an ammeter.
11. how to connect and use an ammeter.
12. that in a series circuit, the current is the same all the way round the circuit.
13. that in a parallel circuit, the current is shared but not lost or used up.
14. that the current in a series circuit depends upon the number and type of components used.
15. that a battery is a store of electrical energy.
16. that voltage is a measure of the amount of energy or push given to the current.
17. that more cells in series equals more voltage.
18. that the effect of voltage upon current and bulb brightness.
19. that an electric current causes a wire to become hot. .
20. that the bigger the current, the higher the temperature of the wire.
21. that if too much current flows, the wire will melt.
Hope you find it useful. Please rate and comment.
**UPDATED May 2016** Thank you for all the positive comments and ratings.
This resource includes a 53 slide PowerPoint presentation, three activity worksheets, a mind map, and a quiz . I used them to teach the unit on sound with my Year 7 and Year 8 classes. Appropriate in KS3 or KS4.
By the end of these lessons, pupils will know:
1. that sound is made by objects that vibrate
2. that the frequency of vibration of the source is measured in Hertz (Hz)
3. how sound is made in different musical instruments
4. that a vibrating source causes the layers of air around it to move
5. that sound travels by compressing and expanding the surroundings
6. that sound travels as a longitudinal wave
7. that sound travels best through solids and worst through gases because of the arrangement of the particles
8. the relative speed of sound in different mediums
9. that sound waves cannot travel through a vacuum because there are no molecules
10. that sound waves detected by the ear cause the ear drum to vibrate
11. the structure of the ear
12. how sound is transmitted through the ear to the brain
13. that different people have different ranges of hearing
14. that the average human range of hearing is 20 to 20,000 Hz
15. that loudness is measured in decibels (dB's)
16. that 0 dB is the threshold of hearing and 130 dB's is the threshold of pain whilst 140 dB's causes damage
17. that loud sounds can have permanent and temporary effect on the ear
18. that some common causes of ear damage
19. that noise is unwanted sound
20. that a loud sound is produced by a large vibration and vice versa
21. that a high pitched sound is produced by a very frequent (quick) vibration and vice versa
22. that an microphone can change sound to electricity and that this can then be displayed on an oscilloscope
23. that the wave displayed on an oscilloscope is a transverse wave
24. how to identify the amplitude, the wavelength and the frequency of a wave
25. recognise the link between the loudness of the sound and the amplitude of the wave
26. recognise the link between the pitch of the sound and the frequency/wavelength of the wave
Hope you find these resources helpful. Please rate and comment.
Past paper questions workbook relating to the new (2016) WJEC A level specifications.
Booklet contains 28 pages of relevant questions covering Unit 2.7 Photons.
The 14 questions range from 2009 to 2015 and are numbered so that they may be used as an assessment or homework task.
Mark schemes are also included.