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This lesson is aimed at the new GCSE specification, on the topic of ‘Energy’. More lessons from this series can be found in my TES Shop: /teaching-resources/shop/SWiftScience Pupils begin by considering what types of objects have a store of kinetic energy and then they can ‘Think, Pair, Share’ - what factors might affect how much kinetic energy an object actually has? The lesson then moves on to show pupils the calculation to work out kinetic energy, you can work through two model questions with pupils on the board. Pupils are then given a table where the calculation is broken down into sections. They are given the mass and the speed of an object, they will need to calculate 0.5 x mass in one column and the speed squared in another - from this they can calculate the kinetic energy. Once complete pupils can assess their work using a red pen. The next part of the lesson introduces how to rearrange the equation and then an activity follows with slightly harder calculations on kinetic energy, where they may be required to use the rearranged equation. Self-assessment of work when complete. **Higher ability students should now have a go at the past-paper question from the NEW AQA GCSE specimen material, they can complete the question and mark their work using the mark scheme provided** The plenary is game of ‘equation bingo’ - the students write 6 equations/words/phrases into their books, you describe their meaning and if students have the correct equation/word/phrase they can cross them out of their book. The first person to cross all of them out correctly can shout bingo! All resources are included in the PowerPoint - enjoy :)

This lesson is designed for the NEW AQA Trilogy Physics GCSE, particularly the 'Molecules & Matter ’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience This lesson begins with a definition of density as well as the calculation (and units) for density. Students can take notes using the PowerPoint presentation and then work through the worked example on the board, before the answer to this question is revealed. Students will now need to rearrange the equation in order to calculate either the mass of the object or the the volume of the object. Students will now copy and complete a table on the different densities of materials, using the equations written in their books they will need to calculate the mass/volume/density of these materials. The mark scheme for this work is included in the PowerPoint presentation so students can self-assess their work once it is complete. Students will now focus on the ‘Maths Skill’ of converting units into standard form, an example if first given to students before they work through a set of numbers - converting to standard form. Students can self-assess their work using the answers provided once this is complete. Students will now work their way through a set of questions, some ‘exam-style questions’ on density. Students must show all their working, the mark scheme for these questions is included in the PowerPoint so students can self-assess their work once it is complete. The next part of the lesson demonstrates to pupils how they can work out the density of a solid object with an irregular shape, as well as the density of an unknown liquid. Students are shown the steps needed to calculate the density of these substances, they will then be given a set of problems to work through. Once complete students can self-assess their work using the mark scheme provided. The final two tasks are firstly a past-paper exam question and then a ‘True or False’ activity - both to assess students knowledge of what they have learned this lesson. The plenary task requires pupils to write down three sentences to summarise what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Physics GCSE, particularly the ‘Forces in Action’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience The lesson begins with an introduction to moments, using a spanner. Students are then introduced to the calculation - moment = force x distance from the pivot. Students are then shown a worked example using the calculation, before being presented with a problem to solve themselves. Next, students are shown a diagram of a man pushing down on one side of a see saw, at the other side is a bag of money. This diagram is labeled to show the effort force, pivot and load. Students are then given a worksheet on levers, students will need to identify the effort force, pivot and load in each of the diagrams and also match the key words to the correct definition. This work can be self-assessed using the mark scheme provided once it is complete. The last two tasks are assessment tasks, firstly students will copy and complete the paragraph, using the key words provided, to summarise what they have learned this lesson. This can then be self-assessed using the mark scheme provided. Lastly, students are presented with a set of moment problems, using the calculation they learned at the beginning of the lesson students will need to work through these calculations. The mark scheme for this task is also included so students can self-assess or peer-assess their work. Lastly, students will be shown a diagram of apparatus which can be used to investigate the turning effect of a force. Students are asked some questions about this investigation, they will then need to complete a ‘Quick Check’ task which will assess students knowledge of what they have learned this lesson. This task can then be self-assessed using the mark scheme provided. The plenary task requires students to copy and complete a sentence starter to summarise what they have learned this lesson. All resources are included at the end of the presentation, thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated The plenary task requires students to write a Whatsapp message to summarise what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the KS3 Year 8 Science course, specifically the P2 1.2 unit on ‘Energy. The lesson begins with a ‘Think > Pair > Share’ task whereby students are asked to think about why explorers need some large quantities of energy? What foods would provide them with such daily energy requirements? Students should have the covered the ‘Diet & Nutrients’ topic in Biology by this point, so after a short discussion in pairs they can feed their ideas back to the class and the answer can be revealed. Students will now be provided with a set of food labels, if possible they should also be allowed access to the Internet via phones/laptops, using these tools students should estimate their daily energy intake, compare this with others and then make a list of all the ways their body might use this energy. This follows into a task whereby students will look at activities, students will need to place these activities in order from most energy intensive to least energy intensive. Once complete, students can assess their work against the answers provided in the PowerPoint presentation. Students are now provided with a set of data on the energy required to perform a range of activities for one hour. They will firstly need to plot this data onto a bar graph, they will also need to answer a set of questions. The mark scheme for this task is included in the PowerPoint presentation so students can self-assess their work once it is complete. Lastly, students will complete an investigation into the energy content within food. The practical worksheet is included, students can collect the equipment listed and follow the steps in the method to fill in the results table in their books. Once complete, students should answer the summary questions. The plenary task requires students to write a twitter message to their friends, including #keywords. All resources are included at the end of the presentation, thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Physics GCSE, particularly the 'Electricity’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience The lesson begins with an introduction to the safety features of a plug which ensures that a person does not get electrocuted, this includes details of the role of the earth wire and the purpose of double insulation. Students will now be given some information about plugs, wall sockets and cables, using which they will need to answer a set of questions. Students can then use the mark scheme provided to self-assess or peer-assess their work. Students will then look at why cables with different thicknesses are used for different purposes, students will complete notes on this topic by completing a fill-in-the-blank task. The mark scheme is included in the PowerPoint presentation so students can either self or peer assess their work. The next part of the lesson focuses on fuses, students will watch a video about fuses and using the information provided in the video students will answer a set of questions. Once this task is complete students can check their work against the mark scheme provided. Lastly, students will be given a past-paper question to complete, higher ability students could close their books and try to complete the question without their notes. The mark scheme for this task is included in the PowerPoint presentation for students to check their work. The plenary task will require pupils to write a set of three quiz questions aimed at testing students knowledge of what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Physics GCSE, particularly the 'Electricity’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience The lesson begins with a recap on the calculations that students have learned so far in this topic, students are asked to ‘Think > Pair > Share’ their ideas about the calculation needed to work out the energy transferred to an appliance and the power supplied to an appliance. The answers can then be revealed and students will need to complete a set of questions on a worksheet, this task can be self-assessed using the mark scheme provided. Next, students will watch a video on ‘efficiency’ and whilst watching they will need to answer a set of questions, this work can then be self-assessed using the answers provided. Next, pupils will need to rearrange the equation for efficiency in order to work out the output power of an appliance and using this they will answer a set of questions. The mark scheme for the first part of the questions are included in the PowerPoint so students can assess their own work. Pupils will now be given a set of problems to work through, using the efficiency calculations they have just learned, if they finish the questions on the PowerPoint slide there is a separate worksheet of problems that pupils can work their way through. The mark scheme for the first set of questions is included in the PowerPoint for pupils to self-assess their work. Next, students will be shown how electrical appliances lose waste energy, from this information students will need to summarise using a fill-in-the-blank task. Again, the answers for this task is included in the PowerPoint for students to either peer or self-asses their work. The plenary task is an anagram challenge, pupils will have to unscramble a 6 words which all relate to the ‘Electricity’ topic. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the KS3 Year 8 Science course, specifically the P2 1.1 unit on ‘Electricity & Magnetism’. The lesson begins with an introduction to electromagnets, students are shown a diagram of an electromagnet and told how an electromagnet is made; students can make a note of these details in their books. This follows into a video, students will watch the video and whilst watching will be given a series of questions to answer. Once this task is complete, students can then self-assess their work against the mark scheme that is provided. Students will now be asked to consider what might affect the strength of an electromagnet, students can be given a few minutes to come up with their ideas in pairs before feeding back into a class discussion. Students will now complete an investigation into whether the following two factors - number of coils of wire & voltage - will affect the strength of an electromagnet. Students should follow the instructions provided on the PowerPoint presentation and complete the table of results in their books. Once the investigation has been completed, students will complete a ‘Quick Check’ task in their books to assess their knowledge of what they have learned this lesson. The mark scheme for this is included for students to self-assess their work once it is complete. Lastly, students will complete a ‘Copy and Correct’ task whereby students will need to copy a paragraph of information into their books, correcting any of the information that they seem to be erroneous. This task can also be checked against the answers provided on the PowerPoint presentation. All resources are included at the end of the presentation, thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Physics GCSE, particularly the ‘Radioactivity’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience This lesson begins with an introduction which includes a brief outline of the various uses of radiation in medicine. Students will then watch a video on the uses of radiation in medicine, during the video they will need to answer a set of questions. This work can be self-assessed using the mark scheme provided once students have completed the task. During the next activity, students will each be given a card of information describing a use of radiation in medicine - radioactive tracers, gamma imaging, radiotherapy and radioactive rods. Students will need to share information with each other by walking around the room in order to complete a summary table for all the different uses. The mark scheme for this task in included in the PowerPoint so students can self-assess their work once it is complete. The next activity requires students to consider the benefits, risks and precautions of using nuclear radiation for medical purposes. Students will be given a card sort and they will need to determine if statements are referring to a benefit, risk or precaution. The answers to this task in included for students to self-assess or peer-assess their work. The last task is a ‘Quick Check’ activity, students will need to answer a set of questions using what they have learned this lesson. Once this task is complete students can self-assess their work using the mark scheme provided. The plenary task requires students to complete sentence starter, from the selection given, in order to summarise what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Physics GCSE, particularly the ‘Forces in Action’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience This lesson begins with a ‘Think > Pair > Share’ task, students are asked to consider the question ‘What is a force?’. Students will be given a few minutes to discuss in pairs, before feeding back to the class before the answer is revealed. Forces can be described as ‘contact’ or ‘non-contact’, students are asked to discuss what they think the differences between these types of forces are. After a short class discussion, the definition for each is revealed to students, they can make a note of this in their books. Next, students will be provided with a list (and diagrams) of different forces , they will need to sort into either contact or non-contact forces. This task can be self-assessed once it is complete. Next, students are introduced to Newton’s Third Law of Motion, when two objects interact with each other, they exert equal and opposite forces on each other. Students will then watch a video to demonstrate the principles of this law, students will answer a set of questions whilst doing so. Once complete, students can self-assess their work using the mark scheme provided. Next, students are provided with a further example of this law which they can take notes on their books. After this, students will complete a ‘quick check’ task to assess their knowledge of what they have learned so far this lesson. This work can then be marked and corrected using the answers provided on the PowerPoint presentation. Lastly, students complete a ‘fill-in-the-blank’ task to summarise what they have learned this lesson, this can be self-assessed using the mark scheme provided. The plenary task requires students to write down three facts, three key words and one question to test their peers on what they have learned so far this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Physics GCSE, particularly the 'Molecules & Matter’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience This lesson begins with a recap on the definition for different changes of state - melting, freezing & boiling. Students are then introduced to the idea of ‘impurities’ which can affect the melting/boiling point of a pure substance, i.e. addition of salt to a pan of water you want to boil. Next, students are shown a graph which shows how the temperature of a substance changes over time, as it is heated. Students will need to sketch the graph into their books, then using the labels provided they can annotate the graph to describe what is happening to the particles of the substance as it changes from a solid -> liquid -> gas. This task, once complete, can then be self-assessed using the mark scheme provided. Next, students are shown a diagram and given some information which helps to explain the energy changes which are occurring as a substance goes through changes of state from a solid to a gas. Students are then given the opportunity of conducting their own investigation to find the melting point of a solid substance, the results they collect from this investigation can be plotted onto a graph. The last two tasks are aimed at assessing students knowledge of what they have learned so far this lesson, firstly pupils will be given some date - from which they will need to plot a graph and answer some questions. This work can then be self-assessed using the mark scheme provided. Lastly, students are asked to complete an ‘Exam-style’ question which students can then either peer or self assess using the mark scheme provided. The plenary activity is a ‘Pick a Plenary’ - students will either summarise what they have learned during the lesson in 3 sentences or they will need to write definitions for a list of key words. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Physics GCSE, particularly the ‘Radioactivity’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience This lesson begins with an introduction to some key terms, including ‘activity’ and ‘count rate’, students can take notes from the board so they have the key definition in their books. Next students will be introduced to the idea of a ‘half-life’, students will be given the definition and shown a graph and a diagram to help illustrate this concept. Students will then have an opportunity to investigate whether the radioactive is random or predictable, students will be given a coin in pairs and will be asked to flip it 20 times. Can you predict the outcome of the next flip? What was the rough ratio of coins flipped head:tails? This investigation demonstrates that the process of radioactive decay is random but with a large enough sample it is possible to predict the number that will decay in a certain amount of time. Students will then be shown how to complete half-life calculations using a worked example, before students are given a set of problems to work through. The mark scheme for this work is included in the PowerPoint for students to assess their work. Pupils are given another worksheet of problems to work through, students must show their working at all time. This task can also be self-assessed or peer-assessed using the mark scheme included in the PowerPoint. The last task requires students to fill-in-the-blanks on a paragraph which summarises what they have learned this lesson. The answers to this task is also included so students can mark and correct their own work… The plenary task is for students to write a set of summary sentences about what they have learned this lesson, including as many key words as possible from the list provided. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 P2 ’Sound’. For more lessons designed for KS3 and KS4 please visit my shop at: /teaching-resources/shop/SWiftScience. This lesson begins with a definition of ‘Friction’, students can take notes on this and then ‘Think > Pair > Share’ their ideas about how friction can be reduced. Two ideas that are then revealed are lubrication using oil/grease or smoothing surfaces down in order to reduce friction. Students will then need to complete worksheet on frictional forces, once students have completed this task they can either self-assess or peer-assess their work using the mark scheme provided. Next, students are introduced to the idea of a ‘drag force’, including the examples of air resistance and water resistance. Students will then need to create a mind map listing the ways in which the effect of drag forces could be reduced. Once students have discussed and noted their ideas down, their answers can be checked using the answers provided on the PowerPoint. In the last activity students will be given a set of statements, they will need to sort these statements into either either a ‘True’ or ‘False’ column. Students can then self-assess or peer-assess their work using the mark scheme provided. The plenary task is a ‘Pick a Plenary’ - so students can either summarise what they have learned in three sentences, or write a definition for a list of key words that students would have learned over the course of the ‘Forces’ topic so far. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This homework activity is designed for the KS3 Science Course, specifically Year 7 P1.4 Module on ‘Space’ For more lessons designed for KS3 and KS4 please visit my shop at: /teaching-resources/shop/SWiftScience. This activity contains a set of differentiated questions, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension/revision activity in class. I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know @swift_science_education or swift.education.uk@gmail.com, any feedback would be appreciated :)

This homework activity is designed for the KS3 Science Course, specifically Year 7 P1.2 Module on ‘Sound’ For more lessons designed for KS3 and KS4 please visit my shop at: /teaching-resources/shop/SWiftScience. This activity contains a set of differentiated questions, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension/revision activity in class. I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know @swift_science_education or swift.education.uk@gmail.com, any feedback would be appreciated :)

This homework activity is designed for the KS3 Science Course, specifically Year 8 B2.1 Module on ‘Motion & Pressure’ For more lessons designed for KS3 and KS4 please visit my shop at: /teaching-resources/shop/SWiftScience. This activity contains a set of differentiated questions, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension/revision activity in class. I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know @swift_science_education or swift.education.uk@gmail.com, any feedback would be appreciated :)