Physics Education Resources
Why did we make the decision to create a student App? What did we decide to do differently? Who are we aiming it at? What little hiccups happened along the way? The Birth of the Idea The first seed of
The start of a new academic year is a time of promise and anticipation. Staff are feeling organised and energised. Students are feeling motivated and determined. Sadly, this nascent feeling does not always last. The question is then, how can
Welcome to the fourth instalment of the ‘Making it Relevant’ series: Waves. Firstly, we are going to take a look at why we teach Waves at GCSE. Then the content typically required in the new GCSE specifications will be summarised.
Do a quick internet search with the keywords ‘girls’, ‘physics’ and ‘STEM’. Go on… I did, it was illuminating. Up came headlines such as: ‘Girls are under-represented in physics’ (1); ‘Only 20% of girls choose to study physics at A
Welcome to the third instalment of our ‘Making it Relevant’ Series. Firstly, we are going to take a look at why we teach Atoms & Radiation at GCSE. Then the content typically required in the new GCSE specifications will be
Firstly, we are going to take a look at why we teach electricity at GCSE. Then the content typically required in the new GCSE specifications. Finally we will be thinking about how this can be made engaging and relevant to
Whole School Implications On June 30th 2016 The Department For Education published their most recent statistics on the teaching workforce in the UK. Looking at the data for secondary schools in the UK, from 2015 to 2016 there has been
A little over 30 years ago, the town of Pripyat became a household name when one of the nuclear reactors at the massive Chernobyl plant exploded. When you are teaching the topics of radioactivity or generation of electricity it is difficult
In this article: Firstly the reasons for learning about energy will be discussed, then the typically specified GCSE energy content will identified and finally some ideas abut how this can all be taught in an engaging and relevant manner will
Frequently by the time girls start senior school they have already formed their own strong ideas about whether they like physics or not. We can not change this pre-existing disposition but, as teachers and educators, we can try to sway