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I am a Head of Physics and have been teaching for 14 years. I have created a range of resources appropriate for any GCSE physics course to be used formatively before the end of a topic so any misconceptions can be addressed before a test is given. I felt there was a need for extended tasks that would interest pupils and provide genuinely useful feedback on what the pupils understood. The tasks have been designed to be easy to mark and write written feedback based on the level of understanding.

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I am a Head of Physics and have been teaching for 14 years. I have created a range of resources appropriate for any GCSE physics course to be used formatively before the end of a topic so any misconceptions can be addressed before a test is given. I felt there was a need for extended tasks that would interest pupils and provide genuinely useful feedback on what the pupils understood. The tasks have been designed to be easy to mark and write written feedback based on the level of understanding.
Speed Time Graphs: Analysing Car Chase Activity
Physicsneek

Speed Time Graphs: Analysing Car Chase Activity

(40)
Students using the Matrix II DVD to create tables and speed time graphs. Pupils start a stopwatch at the point when the car chase just begins. They need to keep the stopwatch running for the whole of the chase and write down the time in seconds when each event happens in the space provided. They can then plot a graph (speed/time) of their results (I made up speeds) and then work out the acceleration between each point.
The physics of Superman
Physicsneek

The physics of Superman

(5)
Recap of Newtons three Laws using Superman. Designed for high ability GCSE class but could be used at A’level of modified to use with lower level students
GCSE Physics Extended Formative Assessment Tasks - Part 1
Physicsneek

GCSE Physics Extended Formative Assessment Tasks - Part 1

10 Resources
I have created a range of resources appropriate for any GCSE physics course to be used formatively before the end of a topic so any misconceptions can be addressed before a test is given. I felt there was a need for more extended tasks that would interest pupils and provide genuinely useful feedback on what the pupils understood.