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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.)