Speed Time Graphs: Analysing Car Chase Activity

Speed Time Graphs: Analysing Car Chase Activity

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.
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Goalllll - Extended formative task (Graphs of motion)

Goalllll - Extended formative task (Graphs of motion)

An extended formative task based on drawing graphs and carrying out calculations. This has been designed to go with the Graphs of motion topic of the GCSE physics course. 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 symbols are levels are based on the SOLO taxonomy. In a nutshell this is •Uni structural - Pupils have one idea about a topic •Multi structural - Pupils have several ideas about a topic but are unable to link them together •Relational - The pupils are able to link their ideas about a topic together •Extended abstract - The pupils can use their understanding of the topic to look at it in a new way, form a prediction, make a generalisation, reflect upon what they know etc
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GCSE Physics Extended Formative Assessment Tasks - Part 1

GCSE Physics Extended Formative Assessment Tasks - Part 1

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. The symbols are levels are based on the SOLO taxonomy. In a nutshell this is •Uni structural - Pupils have one idea about a topic •Multi structural - Pupils have several ideas about a topic but are unable to link them together •Relational - The pupils are able to link their ideas about a topic together •Extended abstract - The pupils can use their understanding of the topic to look at it in a new way, form a prediction, make a generalisation, reflect upon what they know etc
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The Terminal - Extended formative task (Electromagnetic Waves)

The Terminal - Extended formative task (Electromagnetic Waves)

An extended formative task and marking guidance based on the uses of Electromagnetic Waves in an Airport setting. This has been designed to go with the Electromagnetic Waves topic of the GCSE physics course. 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 symbols are levels are based on the SOLO taxonomy. In a nutshell this is •Uni structural - Pupils have one idea about a topic •Multi structural - Pupils have several ideas about a topic but are unable to link them together •Relational - The pupils are able to link their ideas about a topic together •Extended abstract - The pupils can use their understanding of the topic to look at it in a new way, form a prediction, make a generalisation, reflect upon what they know etc
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Who killed Gwen Stacey? - Extended formative task (momentum)

Who killed Gwen Stacey? - Extended formative task (momentum)

An extended formative task and marking guidance based on the momentum changes that occur when Spider-Man attempts to save Gwen Stacey. This has been designed to go with the Momentum topic of the GCSE physics course. 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 to teachers on what the pupils understood. The symbols are levels are based on the SOLO taxonomy. In a nutshell this is Uni structural - Pupils have one idea about a topic Multi structural - Pupils have several ideas about a topic but are unable to link them together Relational - The pupils are able to link their ideas about a topic together Extended abstract - The pupils can use their understanding of the topic to look at it in a new way, form a prediction, make a generalisation, reflect upon what they know etc
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Tupac's (peppers) ghost - Extended formative task (reflection)

Tupac's (peppers) ghost - Extended formative task (reflection)

An extended formative task and marking guidance based on the illusion of Tupac that appeared at a concert after his death. This has been designed to go with the Reflection topic of the GCSE physics course. 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 symbols are levels are based on the SOLO taxonomy. In a nutshell this is Uni structural - Pupils have one idea about a topic Multi structural - Pupils have several ideas about a topic but are unable to link them together Relational - The pupils are able to link their ideas about a topic together Extended abstract - The pupils can use their understanding of the topic to look at it in a new way, form a prediction, make a generalisation, reflect upon what they know etc
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How it works - Extendend formative task ( Electric motors)

How it works - Extendend formative task ( Electric motors)

An extended formative task based on making a ‘How it Works’ book explaining how an Electric Motor works for a younger pupil. This has been designed to go with the Electric Circuits topic of the GCSE physics course. 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 symbols are levels are based on the SOLO taxonomy. In a nutshell this is •Uni structural - Pupils have one idea about a topic •Multi structural - Pupils have several ideas about a topic but are unable to link them together •Relational - The pupils are able to link their ideas about a topic together •Extended abstract - The pupils can use their understanding of the topic to look at it in a new way, form a prediction, make a generalisation, reflect upon what they know etc
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Explosion - extended formative task  (Static Electricity)

Explosion - extended formative task (Static Electricity)

A extended formative task based on writing an article about an explosion in a petrol station. This has been designed to go with the Static Electricity topic of the GCSE physics course. 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 symbols are levels are based on the SOLO taxonomy. In a nutshell this is Uni structural - Pupils have one idea about a topic Multi structural - Pupils have several ideas about a topic but are unable to link them together Relational - The pupils are able to link their ideas about a topic together Extended abstract - The pupils can use their understanding of the topic to look at it in a new way, form a prediction, make a generalisation, reflect upon what they know etc
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Rollback - Extended formative task (Energy, work and power)

Rollback - Extended formative task (Energy, work and power)

An extended formative task and marking guidance based on the energy changes and calculations on a roller coaster. This has been designed to go with the Energy, work and Power topic of the GCSE physics course. 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 symbols are levels are based on the SOLO taxonomy. In a nutshell this is Uni structural - Pupils have one idea about a topic Multi structural - Pupils have several ideas about a topic but are unable to link them together Relational - The pupils are able to link their ideas about a topic together Extended abstract - The pupils can use their understanding of the topic to look at it in a new way, form a prediction, make a generalisation, reflect upon what they know etc
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Eureaka - extended formative task (Density Topic)

Eureaka - extended formative task (Density Topic)

An extended formative task based on Archimedes principle and the story of the golden crown. This has been designed to go with the Density topic of the GCSE physics course. 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 symbols are levels are based on the SOLO taxonomy. In a nutshell this is Uni structural - Pupils have one idea about a topic Multi structural - Pupils have several ideas about a topic but are unable to link them together Relational - The pupils are able to link their ideas about a topic together Extended abstract - The pupils can use their understanding of the topic to look at it in a new way, form a prediction, make a generalisation, reflect upon what they know etc
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Mario's Last Fall - Extended formative task (Terminal Velocity)

Mario's Last Fall - Extended formative task (Terminal Velocity)

An extended formative task and marking guidance for which the pupils write a letter to Luigi explaining why Mario should have worn a parachute when jumping off a cliff. This has been designed to go with the Forces and Motion/Terminal Velocity part of the GCSE physics course. Use in conjuction with the resource -Terminal velocity - Super Mario (animated powerpoint) by orginter 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 symbols are levels are based on the SOLO taxonomy. In a nutshell this is •Uni structural - Pupils have one idea about a topic •Multi structural - Pupils have several ideas about a topic but are unable to link them together •Relational - The pupils are able to link their ideas about a topic together •Extended abstract - The pupils can use their understanding of the topic to look at it in a new way, form a prediction, make a generalisation, reflect upon what they know etc
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Revise! - Extended formative task (Electric Circuits)

Revise! - Extended formative task (Electric Circuits)

An extended formative task based on designing a revision guide double page spread. This has been designed to go with the Electric Circuits topic of the GCSE physics course. 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 symbols are levels are based on the SOLO taxonomy. In a nutshell this is Uni structural - Pupils have one idea about a topic Multi structural - Pupils have several ideas about a topic but are unable to link them together Relational - The pupils are able to link their ideas about a topic together Extended abstract - The pupils can use their understanding of the topic to look at it in a new way, form a prediction, make a generalisation, reflect upon what they know etc
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The physics of Superman

The physics of Superman

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
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Design an eco- friendly house formative task

Design an eco- friendly house formative task

Formative extended task based on the Heat Transfer topic of the GCSE Physics course. 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 genuinley useful feedback on what the pupils understood. The symbols are levels are based on the SOLO taxonomy. In a nutshell this is Uni structural - Pupils have one idea about a topic Multi structural - Pupils have several ideas about a topic but are unable to link them together Relational - The pupils are able to link their ideas about a topic together Extended abstract - The pupils can use their understanding of the topic to look at it in a new way, form a prediction, make a generalisation, reflect upon what they know ect. You can find out more about SOLO taxonomy here
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