With this a-level video tutorial, the presenter talks about how we get the equation speed = distance / time and then looks at the differences between a distance / time and a speed / time graph.  It also demonstrates what the area under the graph represents as well as the gradient.  This can be followed by the...

Produced by the Learning and Skills Improvement Service, this activity takes students through a step-by-step approach to understanding the basic principles of distance-time and velocity-time graphs. Working through the activity will help students to:
* Understand the terms distance, time, velocity and...

This series of Marvin and Milo cards include eight simple experiments that can be performed at home that link in to the theme of light, using: - A torch and a bottle to show total internal reflection - A glass of water to make a lens - Milk and water to show the scattering of light - Making a light bulb light up...

This video asks people if they believe cell phones can cause cancer.  It then considers the available evidence logically, that is types of radiation emitted by a cell phone (non-ionising) and the power rating to conclude that the radiation should not be harmful. However, recent evidence suggests that heat-shock...

Produced by Nelson Thornes, this resource helps students look at aspects of how science works. In particular, students are asked to plan an investigation into whether water expands when it freezes or when it thaws. The context is set by considering that in winter many people report burst water pipes when a thaw...

This video demonstrates how applying pressure to ice melts it, yet on removal of the pressure the ice re-freezes.  This is called regelation.

Like the Deflection tube investigation this allows A-level students to measure the specific charge for an electron. It provides a step-by-step guide, along with the calculations that are required to find this measurement.

This resource has been provided by Keith Gibbs.

This kit and their associated resources are designed to help teach about double-slit and diffraction patterns.

Before teaching this, students should:

• be familiar with constructive and destructive interference;
• be aware that we get diffraction when a wave travels through a gap;
• ...

These diagnostic questions and response activities (contained in the zip file) support students in being able to:

• Identify in which fluid an object has the biggest drag force
• Describe how streamlining reduces drag force        
• Explain why the drag force on an object increases with...

Collision Course is a comedy play from the Association for Science Education (ASE) and it involves spaceships, gods and the laws of physics! The play follows the attempt of spaceships to save the world from an incoming meteor despite the unintentional interference of the gods.

Drama is very popular with...

This resource, from the Association for Science Education (ASE), is a play script for students studying the Solar System. The play can be used as a stimulus for students to write their own scripts exploring other bodies in the Solar System.

Written by teachers at Paddock Wood Primary School, Tonbridge, the...

This resource, provided by the Association for Science Education (ASE), is a play about the history of radioactivity, and how we discovered its uses and dangers. It was written for students aged 14-16 years on the theme of ideas and evidence.

Drama is very popular with students and can be used to stimulate...

This activity, from the Royal Observatory Greenwich, allows students to visualise the orbits of planets as ellipses, rather than circles, and allows for the further study of the geometry of these orbits through basic algebra, using terms derived from the drawing...

This simple activity from NASA allows classrooms to study rocket stability as students construct and fly small "indoor" paper rockets. The rockets can be used for a range of activities into forces and movement in which students collect data and interpret the results.

From NASA, this resource looks at how bodies in the solar system are classified. In 2006, the International Astronomical Union (IAU) defined the terms "planet" and "dwarf planet". The IAU's decision created an opportunity for students to understand the solar system better by considering the definitions of planet,...