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 can be found on their open dyslexic website. 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. Perfect for: • Assessing prior knowledge • Homework (easy to mark and suggest how to move forward as focused around skills of using equations). • Starters / plenaries - 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. • Recall and Retrieval • Metacognition • Self-monitoring • Revision • Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

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 can be found on their open dyslexic website. 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. Perfect for: • Assessing prior knowledge • Homework (easy to mark and suggest how to move forward as focused around skills of using equations). • Starters / plenaries - 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. • Recall and Retrieval • Metacognition • Self-monitoring • Revision • Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

This resource is based on the topic of resistance (V=IR) There are 20 questions, each multiple choice and answers provided at the end. The topics of the questions are as follows (on the front page of the exam style paper): • Resistance definition • Unit for resistance • Resistance equation • Resistance calculation • Resistance calculation • Resistance calculation • Resistance calculation • Current calculation • Circuit symbol ammeter • Circuit symbol voltmeter • Resistance of a circuit • Current in a circuit • Unit for current • Unit for potential difference • Potential difference (circuit) • Resistance calculation • Resistance (sig fig) • Fuse size • Ammeter/voltmeter circuit • Resistance of a wire prac. 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. Students can write their answers on the front page. Easy marking for teachers, but lots of exam question exposure for students. This resource will give you more time to spend on the feedback and where students have made mistakes. 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! #SLOP - shed loads of practice

This resource comes with 20 multiple choice questions on the topic of Nuclear Decay Equations and Half-Life. Primarily aimed at GCSE / iGCSE students, but could equally be used as a reminder for A Level students. The topics of the questions are as follows (on the front page of the exam style paper): • Labelling atom • Alpha definition • Beta definition • Particle names • Periodic Table • Neutron facts • Alpha/Gamma compare • Alpha decay • Alpha decay • Beta decay • Beta decay • Alpha or beta? • Alpha or beta? • Half-life definition • Activity definition • Half-life graph • Half-life graph • Using data – activity • Half-life from data • Half-life from data Questions are given with 5 choices of answer (A,B,C,D,E). Each answer is “plausible”, which makes the student think and allows misconceptions to be discussed quickly. A great way to assess learning in a non-threatening and fun way. 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! Students can write their answers on the front page. Easy marking for teachers, but lots of exam question exposure for students. Feedback from teachers is that it is extremely easy to mark and therefore giving more time to spend on the feedback and where students have made mistakes. Extensive answers are provided – giving the full working / method where required. The answers provide a step by step method so that students can identify exactly where they have gone wrong. The word document is included so that you can edit the resource as you wish. The pdf is also there for quick printing. #SLOP - shed loads of practice The resource has primarily been made for AQA Science. As with most topics however, each exam board will require the same knowledge – physics is physics. Always consult your specification.

v2 - u2 = 2as Starts with the equation followed by a worked example. All 8 questions are multiple choice to allow for quick diagnosis and marking. They require application of using and rearranging the equation to find the solution. Builds confidence as students can choose from possible options and get quick feedback when the answers are shared. Each question has a full method, step by step, focussing on the strategy of how to tackle these questions. BUG - Box, Underline and Go (and check) and also step by step guidance where students follow good habits that they can check in the reflection activity at the end. PDF for quick printing provided and Word document for editability. Can also copy and paste questions into Microsoft Forms / Google so self marking as a homework activity.

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.”

There are 20 questions - some multichoice. Easy to mark, but makes students think about how current and potential difference behave in series and parallel circuits. Answers are fully annotated to help explain if students get the question incorrect. I have used this as homework and been able to quickly mark the work as a starter activity. Students can do some question level analysis using the front page to record where they made mistakes and consequently set their own targets.

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 can be found on their open dyslexic website. 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. Perfect for: • Assessing prior knowledge • Homework (easy to mark and suggest how to move forward as focused around skills of using equations). • Starters / plenaries - 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. • Recall and Retrieval • Metacognition • Self-monitoring • Revision • Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

This resource is based on the topic of speed and distance-time graphs There are 20 questions, each multiple choice and answers provided at the end. The topics of the questions are as follows (on the front page of the exam style paper): • Graph describing motion • Average speed calculation • Equation recall • Units • Conversion • Speed calculation d-t graph • Speed calculation d-t graph • Average speed calculation • Distance calculation • Distance calculation • Time calculation • Distance calculation • Acceleration from d-t graph • Constant speed from graph • Speed from graph • Speed from graph • Speed from graph • Gradient understanding • Average speed • Stationary WARNING! Due to the nature of using graphs to make calculations, many questions take up one side of A4 and therefore will make it a large document when printed. 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. Students can write their answers on the front page. Easy marking for teachers, but lots of exam question exposure for students. This resource will give you more time to spend on the feedback and where students have made mistakes. 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! #SLOP - shed loads of practice

There are 14 differentiated questions on the topic of Momentum = mass x velocity (p=mv). This resources been written especially for combined science and does not go into the depth required for the separate physics gcse. 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 can be found on their open dyslexic website. 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). Focused 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. Perfect for: • Assessing prior knowledge • Homework (easy to mark and suggest how to move forward as focused around skills of using equations). • Starters / plenaries - 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. • Recall and Retrieval • Metacognition • Self-monitoring • Revision • Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

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 can be found on their open dyslexic website. 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. Perfect for: • Assessing prior knowledge • Homework (easy to mark and suggest how to move forward as focused around skills of using equations). • Starters / plenaries - 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. • Recall and Retrieval • Metacognition • Self-monitoring • Revision • Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

There are 14 differentiated questions on the topic of Velocity-Time Graphs. 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 can be found on their open dyslexic website. 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). Focused 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. Perfect for: • Assessing prior knowledge • Homework (easy to mark and suggest how to move forward as focused around skills of using equations). • Starters / plenaries - 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. • Recall and Retrieval • Metacognition • Self-monitoring • Revision • Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

There are 14 differentiated questions on the topic of Specific Heat Capacity. 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 can be found on their open dyslexic website. 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). Focused 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. Perfect for: • Assessing prior knowledge • Homework (easy to mark and suggest how to move forward as focused around skills of using equations). • Starters / plenaries - 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. • Recall and Retrieval • Metacognition • Self-monitoring • Revision • Cover lessons (fully explained mark scheme that can support students and non-specialist teachers)

This resource is based on the AQA Combined Science Physics Paper 1 on Kinetic Energy. There are 20 questions, each multiple choice and answers provided at the end. The topics of the questions are as follows (on the front page of the exam style paper): • Meaning of kinetic energy • Kinetic energy unit • Kinetic energy equation • Kinetic energy equation • Kinetic energy equation • Kinetic energy equation • KE equ. & conversion • Calculate mass • Mass unit • Velocity unit • Calculate mass • Calculate velocity • Calculate velocity • Calculate velocity (2sf) • Calculate KE from weight • Calculate KE • Calculate KE (2sf) • Calculate KE from table • Terminal velocity & KE • Most KE using table 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. Students can write their answers on the front page. Easy marking for teachers, but lots of exam question exposure for students. This resource will give you more time to spend on the feedback and where students have made mistakes. The answers provide a step by step method so that students can identify exactly where they have gone wrong. 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! #SLOP - shed loads of practice The YouTube video explains about Kinetic Energy and this worksheet follows on to assess understanding the application. The pdf that was used in the video is also included (without the annotation and voice-over) to use as you require.

3 posters on W = mg Large files for maximum resolution / quality

large files to keep resolution

Posters. Large files for optimum display.