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An outstanding physics teacher who loves using data with a purpose. My resources allow for easy marking and tracking of information to further inform student progress.

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An outstanding physics teacher who loves using data with a purpose. My resources allow for easy marking and tracking of information to further inform student progress.

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An outstanding physics teacher who loves using data with a purpose. My resources allow for easy marking and tracking of information to further inform student progress.

This resource comes with 20 multiple choice questions on the topic of magnetism and electromagnetism (transformers). Primarily aimed at GCSE students, but could equally be used as a reminder for A Level students.
Questions are either given with 5 choices of answer (A,B,C,D,E) or are True/False. A great way to assess learning in a non-threatening and fun way.
Each question and answer gives an indication for which area of the course the question should be asked. Always consult the specification – some topics are just for GCSE Separate Science and not relevant to GCSE Combined Science.
To give an indication of difficulty, each question has been given a level of challenge. Challenge 1 is the “easiest” and Challenge 4 the “hardest”. 3 and 4 are generally aimed at students studying for the higher paper – although they will need to know 1 and 2 also!
The skill has also highlighted. This might be knowledge, using an equation or recalling the correct unit. Where needed, the full method to achieve the answer is also provided.
How to use with students:
Option 1
Use it as a test at the start of a topic to judge what students already know, or a plenary at the end. Easy to mark as each question has 5 multiple choice responses. Some questions are True/False and so have 2 responses. Teacher or students can mark error free.
Option 2
Set the work for homework. Could upload the questions onto ShowMyHomework as a “Quiz”. It will then mark itself. Alternatively, you can also set up a Microsoft Form on Office365 and send the link to students. This will do the same.
Option 3
A favourite option is to use something like “Quick Key”. Can be given to students during the lesson or given as homework.
There is a free version, but the paid for version is around £30 for the year. Students then get the questions and fill their answers out on a “bubble sheet” (they colour in a circle as their answer). You can then scan the answers in using the app on your phone. The answers can then be analysed and it shows the teacher which questions a few got wrong (students can then help each other) and the teacher can focus on the questions that the majority of the class got incorrect.
Option 4
Copy the QUESTION ONLY onto your PowerPoint slide. Give the students 5 seconds to think about what the answer will be. With hands down, PICK a student. Then ask another student if they agree and then ask “why?” Known as “Pose, Pause, Pounce, Bounce” – google it if you are unsure.
To help students formulate an answer if they are struggling, on the NEXT slide of the PowerPoint, show what the answers could be. This could be done via “Think, Pair, Share” where students can discuss the answer. This method also means that all students will have to give a response as the answer is in front of them and they can guess if needed rather than saying “I don’t know.”

Bundle

A bundle of the worksheets that I have created so far.

There are 14 differentiated questions around using a mixture of electrical power questions. The three equations required are P=IV, P=I2R and V=IR.
Full answers (with method) are given for teacher/student use.
Students feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging.
The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information here: https://www.opendyslexic.org/. This is saved as a pdf to keep the font working (if you have not got it installed. The word version is also included so that you can choose your own font and edit the document.
Typical layout of questions (some worksheets have around 14 questions) where Q1 is simplest and Q14 is hardest.
Example:
Q1 to 5 - 1 Chilli (Low demand). Focussed around remembering equations (students should use mini whiteboards or scrap paper for repetition)
Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation.
Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions.
Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers.
Designed so that students can choose where to start, although the highest ability will want to complete all of the questions.
Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade.
Could be used to assess prior knowledge. Homework (easy to mark and suggest how to move forward as focused around skills of using equations).
Also use for plenary and as part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses.

There are 14 differentiated questions around using Force (N) = Mass (kg) x Acceleration (m/s^2).
Students feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging.
The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information here: https://www.opendyslexic.org/. This is saved as a pdf to keep the font working (if you have not got it installed. The word version is also included so that you can choose your own font and edit the document.
Typical layout of questions (most worksheets have around 14 questions) where Q1 is simplest and Q14 is hardest.
Example:
Q1 to 5 - 1 Chilli (Low demand). Focussed around remembering equations (students should use mini whiteboards or scrap paper for repetition)
Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation.
Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions.
Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers.
Designed so that students can choose where to start, although the highest ability will want to complete all of the questions.
Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade.
Could be used to assess prior knowledge. Homework (easy to mark and suggest how to move forward as focused around skills of using equations).
Also use for plenary and as part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses.

There are 20 differentiated questions around using scalars and vectors. The harder questions allow students to demonstrate their knowledge on Pythagoras and use of trigonometry (SOHCAHTOA) to resolve forces.
Student feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method - this worksheet has 9 additional pages of notes). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging.
The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information here: https://www.opendyslexic.org/. This is saved as a pdf to keep the font working (if you have not got it installed. The word version is also included so that you can choose your own font and edit the document.
Typical layout of questions where Q1 is simplest and the last is hardest (towards AS Level Physics).
Example:
Q1 to 5 - 1 Chilli (Low demand). Focussed around remembering equations (students should use mini whiteboards or scrap paper for repetition)
Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation.
Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions.
Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers.
Designed so that students can choose where to start, although the highest ability will want to complete all of the questions.
Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade.
Could be used to assess prior knowledge. Homework (easy to mark and suggest how to move forward as focused around skills of using equations).
Also use for plenary and as part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses.

There are 14 differentiated questions around using Hooke’s Law and Elastic Potential energy.
Student feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging.
The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information here: https://www.opendyslexic.org/. This is saved as a pdf to keep the font working (if you have not got it installed. The word version is also included so that you can choose your own font and edit the document.
Typical layout of questions (some worksheets have around 14 questions) where Q1 is simplest and Q14 is hardest.
Example:
Q1 to 5 - 1 Chilli (Low demand). Focussed around remembering equations (students should use mini whiteboards or scrap paper for repetition)
Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation.
Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions.
Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers.
Designed so that students can choose where to start, although the highest ability will want to complete all of the questions.
Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade.
Could be used to assess prior knowledge. Homework (easy to mark and suggest how to move forward as focused around skills of using equations).
Also use for plenary and as part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses.

There are 14 Powerpoint Pages of levelled revision questions on Electricity. 3 questions per page. Rules are below. For a class set, you will need to print them twice. This allows for students to see and answer the same questions repeatedly, allowing for repetition, repetition, repetition!
The topics included are:
Plugs
AC / DC graphs
P=IV
P=I2R
National Grid / Transformers
Sankey Diagrams (energy transfer & efficiency)
Rules:
Each student finds a pair. The teacher should take part too (can then target/assess key students during the activity)
On each page, start with question 1 which is the simplest. IF students get it correct, they move onto question 2. If they get it correct, they move onto question 3.
If they make an error, the conversation STOPS at that question. The person reading the question SHOWS their friend the answer AND reads it out. Reinforces and repetition again for both students.
Once they have both had a turn, they SWAP pieces of paper and then find a new pairing.
Once completed - takes around 15 minutes, a mini test or quiz can be done to re-inforce what they can recall and describe. A real confidence booster.
After a few goes, students will no longer need reminding to swap - it might take a few attempts, but this is one of the best revision styles that I have ever used in terms for engagement and improving confidence. I also give my students a copy and these can act as their flash cards.
Each question is levelled - this is only for guidance. I wanted students to gain in confidence as the questions get harder. I have **loosely ** called them grades 1-3, 4-6 and 7-9.

This resource is based on the AQA Combined Science Physics Paper 1.
There are 20 questions, each multiple choice and answers provided at the end. I have used this for homework, but there is no reason that it couldn’t be used in lessons. I have included the word document so that you can edit the resource as you wish. The pdf is also there for quick printing.
The 20 question topics are as follows:
Circuit symbols
Circuit symbols
Circuit symbols
Circuit symbols
Resistance and current
Power, current, resistance
Power, current, resistance
Thermistor
Charge flow
Data anomalies
Renewable energy
Energy transferred & sf
Environmental impact
Alpha particles
Beta particles
Gamma rays
Isotopes
Isotopes
Half-life
Plugs
I have used this to build confidence with my students, but also as part of continually revisiting earlier parts of the course that I have taught. Repetition, repetition, repetition!
I use “quickkeyapp” on my iphone to mark the work (see bubble sheets at the end of the resource), but you do not need this app. Just get the students to write a,b,c,d or e as their answer.
Extremely easy to mark and therefore giving you more time to spend on the feedback.
#SLOP - shed loads of practice

For KS4 Combined Science / Physics students.
There are 14 differentiated questions around using Energy (J) = Power (W) x Time (s). Each worksheet comes with a video of the solutions - focussing on WAGOLL (What a great one looks like).
Like students do in maths, students will be able to apply the equation and use the triangle method for rearranging. It has been designed to build confidence as well as low-stakes competition into lessons.
The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information here: https://www.opendyslexic.org/
Typical layout of questions (some worksheets have around 14 questions) where Q1 is simplest and Q14 is hardest.
Example:
Q1 to 5 - 1 Chilli (Low demand). Focussed around remembering equations (students should use mini whiteboards or scrap paper for repitition)
Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focussed around using the equation - e.g. simple conversion or having to rearrange the equation.
Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions.
Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers.
Designed so that students can choose where to start, although the highest ability will want to complete all of the questions. Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chillis that the student has and this suggests a current working at grade.
Could be used to assess prior knowledge. Homework (easy to mark and suggest how to move forward as focussed around skills of using equations). Also use for plenary and as part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses.
Answers available through a tutorial on YouTube (teach yourself and/or make available to students).

There are 5 differentiated questions around using Plugs.
Please note that this resource has 5 questions rather than the normal 14-20. This is because the questions are based qualitative thinking. The answers are provided in full. Aimed at students as well as teachers who are new to teaching physics.
Student feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging.
The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information here: https://www.opendyslexic.org/. This is saved as a pdf to keep the font working (if you have not got it installed. The word version is also included so that you can choose your own font and edit the document.
Designed so that students can choose where to start, although the highest ability will want to complete all of the questions.
Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade.
Could be used to assess prior knowledge. Homework (easy to mark and suggest how to move forward as focused around skills of using equations).
Also use for plenary and as part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses.

There are 14 differentiated questions around using the physics concepts of resultant forces and weight calculations.
Students feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging.
The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information here: https://www.opendyslexic.org/. This is saved as a pdf to keep the font working (if you have not got it installed. The word version is also included so that you can choose your own font and edit the document.
Typical layout of questions (most worksheets have around 14 questions) where Q1 is simplest and Q14 is hardest.
Example:
Q1 to 5 - 1 Chilli (Low demand). Focussed around remembering equations (students should use mini whiteboards or scrap paper for repetition)
Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation.
Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions.
Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers.
Designed so that students can choose where to start, although the highest ability will want to complete all of the questions.
Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade.
Could be used to:
assess prior knowledge
Homework (easy to mark and suggest how to move forward as focused around skills of using equations)
Use for plenary and as part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses.

There are 14 differentiated questions around using the physics concepts of resultant forces and weight calculations.
Students feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging.
The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information here: https://www.opendyslexic.org/. This is saved as a pdf to keep the font working (if you have not got it installed. The word version is also included so that you can choose your own font and edit the document.
Typical layout of questions (most worksheets have around 14 questions) where Q1 is simplest and Q14 is hardest.
Example:
Q1 to 5 - 1 Chilli (Low demand). Focussed around remembering equations (students should use mini whiteboards or scrap paper for repetition)
Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation.
Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions.
Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers.
Designed so that students can choose where to start, although the highest ability will want to complete all of the questions.
Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade.
Could be used to:
assess prior knowledge
Homework (easy to mark and suggest how to move forward as focused around skills of using equations)
Use for plenary and as part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses.