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- 07:21, 19 December 2012 5-MAG-5 (hist) [2,872 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can build a working speaker * Pupils can understand some uses for the motor effect ==Specification References== 6.12 understand that a force is exe...)
- 07:22, 19 November 2012 5-MAG-8 (hist) [4,294 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can begin to understand how transformers function * Pupils can appreciate the affect of changing the number of coils ==Specification References== ...)
- 06:23, 19 November 2012 5-MAG-9 (hist) [1,136 bytes] Mrsaunders (Talk | contribs) (New page: *6.17 describe the structure of a transformer, and understand that a transformer changes the size of an alternating voltage by having different numbers of turns on the input and output si...)
- 06:13, 19 November 2012 5-MAG-10 (hist) [115 bytes] Mrsaunders (Talk | contribs) (New page: The final lesson in the scheme is used to finish off work or to give a mini test on magnetism and electromagnetism.)
- 13:14, 1 November 2012 5-MAG-3 (hist) [2,253 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * students can sketch magnetic field patterns for various electromagnets and make link to bar magnets * students explain how the electric bell and different relays work * pupi...)
- 13:03, 1 November 2012 5-MAG-2 (hist) [2,460 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can recall ways to magnetise and demagnetise ferromagnetic materials * Pupils can explain the difference between magnetically soft and hard materials * Pupils know ho...)
- 12:41, 1 November 2012 5-MAG-1 (hist) [3,546 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils understand that magnets exert forces on each other and other magentic materials. These forces can be magnetic attraction or repulsion * Pupils can plot a magnetic fi...)
- 12:20, 1 November 2012 Magnetism and Electromagnetism (hist) [545 bytes] Mrsaunders (Talk | contribs) (New page: *5-MAG-1 (x2) - Magnet basics (field shapes, field lines etc.) *5-MAG-2 (x1) - Build and test a simple electromagnet *5-MAG-3 (x2) - Shape of electromagnetic fields, build a si...)
- 10:23, 4 September 2012 5-SLG-4 (hist) [1,810 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can ... * Pupils can ... ==Specification References== 5.13 understand that an increase in temperature results in an increase in the average speed o...)
- 10:39, 22 August 2012 5-SLG-3 (hist) [3,065 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can describe Brownian motion * Pupils can convert '''°'''C and K ==Specification References== *5.9 understand the significance of Brownian motion,...)
- 10:26, 22 August 2012 5-SLG-2 (hist) [730 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can draw particle arrangements for solids, liquids and gases * Pupils can describe what happens during freezing/melting and boiling/condensing ==[[Specifications|Spec...)
- 10:03, 22 August 2012 5-SLG-1 (hist) [2,258 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can still use equations introduced last year * Pupils can appreciate that freezing is not instantaneous ==Specification References== *5.2 know and...)
- 09:17, 22 August 2012 Solids, Liquids and Gases Cont. (hist) [467 bytes] Mrsaunders (Talk | contribs) (New page: 5-SLG-1 (x2) - Review density and pressure, then carry out latent heat practical 5-SLG-2 (x1) - Review particle arrangements for SLG (studied in 3rd form Chem) 5-SLG-3 (x2) - B...)
- 07:59, 21 May 2012 3Turn-9 (hist) [3,772 bytes] Ellie (Talk | contribs) (New page: ==Outcomes== * Pupils can sketch the shape of Force verses Extension graphs for helical springs, metal wires and rubber bands. *Pupils can identify and recall that the initial linear regi...)
- 04:47, 21 May 2012 3Turn-8 (hist) [3,083 bytes] Ellie (Talk | contribs) (New page: ==Outcomes== * Pupils can sketch the shape of Force verses Extension graphs for helical springs, and rubber bands. * Pupils can identify and recall that the initial linear region of a for...)
- 15:34, 26 April 2012 3Turn-4 (hist) [2,624 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * ''Pupils apply the principle of moments for a balanced object.'' * ''Pupils investigate how the upward forces on a light beam varies with the position of a heavy object plac...)
- 14:19, 26 April 2012 3Turn-3 (hist) [3,649 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can identify the force, pivot and perpendicular distance to the pivot for a range of machines/tools and are able to calculate the moment in Nm. * Pupils understand ho...)
- 02:29, 23 April 2012 3Turn-2 (hist) [2,401 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can find the centre of gravity for a lamina using a pin and plumbline. * Pupils can label the centre of gravity for a range of objects and can appreciate that it may ...)
- 11:19, 22 April 2012 3Turn-1 (hist) [2,244 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can find the centre of gravity for a lamina using a pin and plumbline. * Pupils can label the centre of gravity for a range of objects and can appreciate that it may ...)
- 10:17, 20 April 2012 3Turn-7 (hist) [3,346 bytes] Ellie (Talk | contribs) (New page: ==Outcomes== * Pupils can sketch the shape of Force verses Extension graphs for helical springs ==Specification References== 1.27 describe how extension varies with app...)
- 10:37, 19 February 2012 4Energy-2 (hist) [478 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can describe various energy transfers ==Specification References== ==Starter== Have pupils list all 9 types of energy from previous lesson ==Main...)
- 10:14, 19 February 2012 4Energy-8 (hist) [1,153 bytes] Mrsaunders (Talk | contribs) (New page: ==Specification References== * Recall and use Weight = mass * gravity * Weight is always acting downwards (when working with diagrams) * recall and use work done = force...)
- 10:11, 19 February 2012 4Energy-11 (hist) [1,494 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils understand why electrical energy is commonly used. * Pupils understand how common electricity generation methods operate. * Pupils understand the advantages and disad...)
- 09:55, 19 February 2012 4Energy-5 (hist) [1,530 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils understand that thermal energy is transferred in three ways: conduction, convection and radiation. * Pupils understand the process of evaporation as a decrease in the...)
- 07:40, 18 February 2012 4Energy-3 (hist) [2,795 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can recall the Law of the Conservation of Energy. * Pupils understand how the conservation of energy applies in real-life contexts. * Pup...)
- 07:34, 18 February 2012 4Energy-1 (hist) [1,736 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can describe the different forms of energy. * Pupils understand that energy can be transferred from one form to another. * Pupils understan...)
- 07:33, 18 February 2012 Turning & Stretching (hist) [402 bytes] Mrsaunders (Talk | contribs) (New page: *3Turn-1 - Centre of mass, practicals *3Turn-2 - Centre of mass, notes and questions *3Turn-3 - Moments *3Turn-4 - Principle of moments, practical *3Turn-5 - Principle ...)
- 11:41, 17 February 2012 IGCSE Energy (hist) [703 bytes] Mrsaunders (Talk | contribs) (New page: 4Energy-1 (x2) - Energy Circus - Types and Transfers 4Energy-2 (x1) - Energy transfer practice 4Energy-3 (x2) - Efficiency of a trolley up a slope 4Energy-4 (x1) - Efficie...)
- 05:09, 6 January 2012 3Fall-8 (hist) [1,187 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can apply the orbital velocity equation * Pupils can ==Specification References== 1.33 use the relationship between orbital speed, orbital radius ...)
- 07:58, 4 January 2012 3Fall-7 (hist) [2,877 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can apply the orbital velocity equation * Pupils can ==Specification References== 1.33 use the relationship between orbital speed, orbital radius ...)
- 07:57, 4 January 2012 3Fall-6 (hist) [1,571 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can explain the difference between planetary orbits and cometary orbits * Pupils can state some numerical facts about the universe ==Specification ...)
- 07:55, 4 January 2012 3Fall-5 (hist) [0 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can name some of the key features of the solar systetm * Pupils can start to appreciate the size of the universe ==Specification References== none ...)
- 07:54, 4 January 2012 3Fall-4 (hist) [1,547 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can explain that drag increases with velocity * Pupils can appreciate why objects reach terminal velocity * Pupils can identify the factors which affect terminal velo...)
- 07:54, 4 January 2012 3Fall-3 (hist) [2,232 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can talk about what forces act during free fall * Pupils can explain why objects accelerate in a gravitational field ==Specification References== 1...)
- 07:53, 4 January 2012 3Fall-2 (hist) [1,308 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can identify the factos which affect stopping distance * Pupils can use PASCO light gates to measure speed ==Specification References== 1.17 descri...)
- 07:48, 4 January 2012 3Fall-1 (hist) [3,565 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can identify factors which affect reaction time * Pupils can appreciate that stopping distance is a combination of thinking distance and stopping distance * Pupils ca...)
- 07:27, 4 January 2012 4Wave-13 (hist) [315 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can ... * Pupils can ... ==Specification References== ==Starter== ==Main Body of Lesson== ==Plenary== ==Homework== =Additional Information= ===Re...)
- 07:26, 4 January 2012 4Wave-11 (hist) [2,886 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils understand that light travels at different speeds in different media. * Pupils understand that the changing speed of light leads to the pheonmenon of refraction. ==[[...)
- 07:08, 4 January 2012 4Wave-9 (hist) [3,831 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can use a raybox. * Pupils can construct ray diagrams * Pupils can use a raybox. * Pupils can define the term 'reflection'. * Pupils understand the law of reflection....)
- 03:06, 5 December 2011 4Wave-5 (hist) [1,879 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can identify the key differences between analogue and digital signals. * Pupils can identify and discuss the advantages and disadvantages of analogue and digital sign...)
- 16:20, 30 October 2011 5WACS-5 (hist) [1,879 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can identify the key differences between analogue and digital signals. * Pupils can identify and discuss the advantages and disadvantages of analogue and digital sign...)
- 16:17, 30 October 2011 5WACS-4 (hist) [0 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils understand the phenomenon of total internal reflection. * Pupils understand the role of critical angle in TIR. * Pupils recall uses of TIR. ==[[Specifications|Specifi...)
- 15:59, 30 October 2011 5WACS-3 (hist) [2,886 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils understand that light travels at different speeds in different media. * Pupils understand that the changing speed of light leads to the pheonmenon of refraction. ==[[...)
- 15:26, 30 October 2011 4Wave-4 (hist) [1,911 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can talk about pitch and loundness in terms of frequency and wavelength * Pupils can take values from oscilloscope readouts ==Specification Referen...)
- 14:57, 30 October 2011 4Wave-2 (hist) [1,848 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can draw diffraction patterns through "large" and "small" gaps * Pupils can say whether diffraction will occur based on gap size and wavelength ==[[Specifications|Spe...)
- 14:54, 30 October 2011 4Wave-8 (hist) [2,118 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can identify the sections of the electromagnetic spectrum. * Pupils can identify the uses and dangers of sections of the electromagnetic spectrum. ==[[Specifications|...)
- 13:19, 30 October 2011 4Wave-7 (hist) [2,577 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can identify the sections of the electromagnetic spectrum. * Pupils can identify the uses and dangers of sections of the electromagnetic spectrum. ==[[Specifications|...)
- 13:09, 30 October 2011 Falling & Space (hist) [446 bytes] Mrsaunders (Talk | contribs) (New page: A video about [http://www.youtube.com/watch?v=u1Yi58jtNdY Relative ''Planet'' sizes])
- 13:04, 30 October 2011 4ELEC-16 (hist) [1,459 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can recall one volt is one joule per coulomb ==Specification References== *2.19 recall that: voltage is the energy transferred per unit charge pass...)
- 12:47, 30 October 2011 4ELEC-14 (hist) [180 bytes] Mrsaunders (Talk | contribs) (New page: This lessons allows you to extend the activities started in the single lesson by doing more questions or analysing the graphs more. It also allows time for making sufficient notes.)
- 12:47, 30 October 2011 4ELEC-12 (hist) [192 bytes] Mrsaunders (Talk | contribs) (New page: This lessons allows you to extend the activities started in the single lesson by doing more questions or analysing the graphs more. It also allows time for making sufficient notes.)
- 10:58, 30 October 2011 4Wave-1 (hist) [4,292 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can identify types of wave: ocean surface, sound, EM, etc. * Pupils can describe the differences between longitudinal and transverse waves. * Pupils recall that waves...)
- 10:26, 30 October 2011 4Wave-3 (hist) [2,897 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can recall the hearing range of a human and determine whether a frequency lies within the range and understand that * Pupils understand that any sound wave with a fr...)
- 10:22, 30 October 2011 IGCSE Waves (hist) [1,164 bytes] Mrsaunders (Talk | contribs) (New page: ==Electricity== ===Separate Award=== key:(x2) denotes a double lesson and (x1) denotes a single lesson *4Wave-1 (x2) - Review previous test and go through wave intro *4Wave-2 (x...)
- 06:06, 30 October 2011 3Move-Test and Review (hist) [300 bytes] Mrsaunders (Talk | contribs) (New page: The test can be found in the shared drive. In the following lessons go through the test with the group and ensure that they make corrections to their paper. Those that did well in the te...)
- 06:00, 30 October 2011 3Force-1 (hist) [1,120 bytes] Mrsaunders (Talk | contribs) (New page: Go through the test with the group and ensure that they make corrections to their paper. Those that did well in the test can attempt the extension questions. Those that did less well on ...)
- 11:34, 18 October 2011 5WACS-2 (hist) [2,376 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can use a raybox. * Pupils can define the term 'reflection'. * Pupils understand the law of reflection. ==Specification References== * '''3.14''' r...)
- 11:09, 18 October 2011 5WACS-1 (hist) [2,273 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can use a raybox. * Pupils can construct ray diagrams. ==Specification References== * '''3.16''' construct ray diagrams to illustrate the formatio...)
- 14:44, 17 October 2011 3Force-11 (hist) [1,267 bytes] Mrsaunders (Talk | contribs) (New page: This lesson is the first part of a two lesson investigation/fun activity. The idea is to have the pupils build and test parachutes. This links in with the work they have been doing on type...)
- 14:43, 17 October 2011 3Force-10 (hist) [1,302 bytes] Mrsaunders (Talk | contribs) (New page: This lesson is the first part of a two lesson investigation/fun activity. The idea is to have the pupils build and test parachutes. This links in with the work they have been doing on type...)
- 14:42, 17 October 2011 3Force-9 (hist) [3,180 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils should be able to recall and use the relationship: <math>F=ma</math> * Pupils should know that that acceleration happens when the forces are unbalanced and that F in ...)
- 14:40, 17 October 2011 3Force-8 (hist) [1,257 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can aprreciate that mass remains constant whilst weight changes when travelling the universe * Pupils can use and rearrange the weight equation ==[[Specifications|Spe...)
- 14:39, 17 October 2011 3Force-7 (hist) [2,292 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== Pupils should be able to give examples for, label and name a range of forces including *Spring Force *Electrical Force (electrostatic attraction/repulsion) *Magnetic Force =...)
- 14:38, 17 October 2011 3Force-6 (hist) [2,501 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== Pupils should be able to give examples for, label and name a range of forces including *Air resistance (drag) *Thrust *Upthrust *Tension Force ==[[Specifications|Specificat...)
- 14:36, 17 October 2011 3Force-5 (hist) [2,119 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== Pupils should be able to give examples for, label and name a range of forces including *Applied Force (push/pull) *Frictional Forces *Normal Force (Reaction) *Gravitational F...)
- 14:32, 17 October 2011 3Force-4 (hist) [2,720 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils appreciate that force is a vector quantity and understand the nature of this. * Pupils can name and label forces on stationary objects using arrows (1-D) and show tha...)
- 14:30, 17 October 2011 3Force-3 (hist) [2,476 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can arrange all the GCSE quantities into two groups: scalars and vectors. * Pupils appreciate that force is a vector quantity and understand the nature of this. * Pup...)
- 14:23, 17 October 2011 3Force-2 (hist) [3,908 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can arrange all the GCSE quantities into two groups: scalars and vectors. * Pupils appreciate that force is a vector quantity and understand the nature of this. ==[[...)
- 14:22, 17 October 2011 Forces (hist) [396 bytes] Mrsaunders (Talk | contribs) (New page: *3Force-1 - Test review *3Force-2 - Scalars and Vectors *3Force-3 - *3Force-4 - *3Force-5 - *3Force-6 - *3Force-7 - *3Force-8 - *3Force-9 - *[[3F...)
- 15:42, 11 September 2011 4ELEC-18 (hist) [824 bytes] Mrsaunders (Talk | contribs) (New page: ==Starter== Using the PASCO light sensor (as introduced in ELEC-4) measure the light given off by a torch and by a lamp. The first time you do this you should set the sample rate to a low ...)
- 15:41, 11 September 2011 4ELEC-17 (hist) [2,783 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can explain how light intensity affects resistance in an LDR * Pupils can explain how temperature affects resistance in a thermistor * Pupils can set up data logging ...)
- 15:41, 11 September 2011 4ELEC-15 (hist) [2,070 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can understand how current and voltage are related for bulbs, diodes and wires/resistors * Pupils can produce the relevant I-V graphs for bulbs, diodes and wires/resi...)
- 15:40, 11 September 2011 4ELEC-13 (hist) [1,961 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can explain how changing resistance changes current * Pupils can link voltage, current and resitance ==Specification References== * 2.12 describe ...)
- 14:20, 4 September 2011 4ELEC-11 (hist) [1,841 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can describe the difference between a series and a parallel circuit * Pupils can appreciate the advantages and disadvantages of series and parallel circuits ==[[Spec...)
- 15:00, 3 July 2011 3Move-11 (hist) [1,031 bytes] Mrsaunders (Talk | contribs) (New page: *Pupils can identify the key features of velocity-time graphs *Pupils can calculate acceleration and distance travelled form velocity-time graphs ==Specification Referen...)
- 14:52, 3 July 2011 3Move-10 (hist) [990 bytes] Mrsaunders (Talk | contribs) (New page: * Pupils can identify the key features of velocity time graphs ==Specification References== *1.5 interpret velocity-time graphs *1.6 determine acceleration from the grad...)
- 14:47, 3 July 2011 3Move-9 (hist) [1,688 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can understand the basic principles of ticker timers * Pupils can build ticker timer graphs ==Specification References== ==Starter== *Recap the sh...)
- 14:46, 3 July 2011 3Move-8 (hist) [1,134 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can identify the 3 quantities involved with the acceleration equation * Pupils can begin to understand the difference between speed and velocity ==[[Specifications|S...)
- 14:43, 3 July 2011 3Move-5 (hist) [750 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can find gradients on distance-time graphs and understand what this represents ==Specification References== 1.2 understand and use distance-time gr...)
- 14:14, 3 July 2011 3Move-4 (hist) [1,815 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can collect distance and time data from videos and scale maps ==Specification References== ==Starter== Log in and locate the video (put location o...)
- 14:08, 3 July 2011 3Move-7 (hist) [1,243 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can plot distance time graphs ==Specification References== 1.2 understand and use distance-time graphs ==Starter== *Give out 10 stop clocks and ha...)
- 14:04, 3 July 2011 3Move-6 (hist) [1,241 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can use the Spark SLS data logger to some extent ==Specification References== none ==Starter== pupils to collect a Spark SLS and a postion detecto...)
- 14:03, 3 July 2011 3Move-3 (hist) [2,221 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can confidently rearrange the speed equation * Pupils can apply the speed equation to various situations * Pupils can convert between different units for speed ==[[...)
- 14:02, 3 July 2011 3Move-2 (hist) [1,700 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can confidently use the speed equation * Pupils can convert between various speed units ==Specification References== 1.3 recall and use the relat...)
- 14:01, 3 July 2011 3Move-1 (hist) [932 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils have all the correct stationary * Pupils are comfortable with standard form ==Specification References== none ==Starter== *First lesson of the yea...)
- 13:58, 3 July 2011 Movement (hist) [651 bytes] Mrsaunders (Talk | contribs) (New page: 3Move-1 - Welcome to Physics, stationery, calculators and standard form 3Move-2 - Defining speed 3Move-3 - Rearranging equations 3Move-4 - Driving to Hartswood 1; collectin...)
- 06:50, 3 July 2011 4ELEC-10 (hist) [1,375 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can explain why electrical current can heat things up and identify where this is used in the home ==Specification References== * 2.4 know some of t...)
- 06:39, 3 July 2011 4ELEC-9 (hist) [3,410 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can use the equation P=IV to find out how the power of a light bulb changes with V ==Specification References== 2.6 recall and use the relationsh...)
- 06:26, 3 July 2011 4ELEC-8 (hist) [1,211 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can identify and explain the use of different electrical safety devices ==Specification References== 2.2 recall the hazards of electricity includin...)
- 06:19, 3 July 2011 4ELEC-7 (hist) [2,516 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can be aware of electrical hazards and how to safely wire a plug ==Specification References== 2.2 recall the hazards of electricity including fray...)
- 05:02, 3 July 2011 4ELEC-6 (hist) [2,153 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can use the equation: Q = I × t * Pupils can identify the direction of movement of charge in a wire, charge in an electrolyte and the direction of flow of convention...)
- 04:47, 3 July 2011 4ELEC-5 (hist) [2,823 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can identify the coulomb as the unit of charge * Pupils can identify the Ampere as the unit of current and that it is a SI Base Unit * Pupils can use the equation Q =...)
- 04:16, 3 July 2011 4ELEC-4 (hist) [1,003 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can ... * Pupils can ... ==Specification References== ==Starter== ==Main Body of Lesson== ==Plenary== ==Homework== =Additional Information= ===Re...)
- 03:39, 3 July 2011 4ELEC-3 (hist) [1,987 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can explain charging by induction * Pupils can describe dangers and uses of electrostatic charge ==Specification References== 2.24 explain electro...)
- 03:31, 3 July 2011 4ELEC-2 (hist) [1,262 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can describe dangers and uses of electrostatic charge ==Specification References== 2.24 explain electrostatic phenomena in terms of the movement o...)
- 10:18, 2 July 2011 Homework policy (hist) [613 bytes] Mrsaunders (Talk | contribs) (New page: ==Physics Department Homework Policy== This policy should be read in conjunction with the School’s Homework Policy (http://bit.ly/lpXryw). While there is a lot of research about the pr...)
- 09:28, 2 July 2011 4ELEC-1 (hist) [3,334 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils understand that atoms have a neutral charge * Pupils understand that the movement of electrons (through friction) cause insulators to gain electrostatic charge * Pupi...)
- 09:26, 2 July 2011 IGCSE Electricity (hist) [1,428 bytes] Mrsaunders (Talk | contribs) (New page: ==Electricity== ===Separate Award=== key:(x2) denotes a double lesson and (x1) denotes a single lesson *4ELEC-1(x2) - Welcome to the 4th form and charging by friction *4ELEC-2(x...)
- 08:16, 22 April 2011 3-Sum1-E (hist) [3,080 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * '''Pupils apply the principle of moments for a balanced object.''' * '''Pupils investigate how the upward forces on a light beam varies with the position of a heavy object p...)
- 08:13, 22 April 2011 3-Sum1-B (hist) [3,952 bytes] Mrsaunders (Talk | contribs) (New page: ==Outcomes== * Pupils can identify the force, pivot and perpendicular distance to the pivot for a range of machines/tools and are able to calculate the moment in Nm. * Pupils understand ho...)