England · Physics · Area

Electricity

Charge, circuits and resistance · Circuit networks · Domestic supply and electrical energy · Electrostatics

  • 4units
  • 10lectures planned

Scope and route

Filters show lectures with relevant core content. Mixed lectures retain clearly labelled Higher/separate extensions; those extensions are not required on other routes. Difficulty is a design rating, not a GCSE grade.

Shared
Physics and Trilogy, both tiers unless a Higher branch is named.
Separate Physics
Outside the Trilogy physics requirements.
Higher
Higher-only objectives, examples or assessments are labelled.
Ratings
Difficulty 1–4 and duration are proposed design choices; mastery means independently meeting exit criteria.

Electricity

Area page →

EL-U1 · Charge, circuits and resistance

Unit page →

EL-01 · EL-U1 · Planned

Circuit language and charge flow

  • ScopeShared
  • Difficulty2 / 4 · proposed
  • Time25–30 min · estimated
  • StatusPlanned

Learning objectives

Use standard symbols; calculate charge flow; explain closed-loop current and current conservation at junctions.

8463 §§4.2.1.1–4.2.1.2 / 8464 §§6.2.1.1–6.2.1.2

DfE single-science pp.39–41 / Combined pp.33–34. Evidence checked 30 September–1 October 2026. Skills: WS1.2,4.3; MS3b,3c.

Needs firstP0; EN-02

Explanation

Current is the rate of charge flow, while energy transfer is accounted for separately. A complete circuit allows charge already present in conductors to move. An ammeter goes in series so it measures the same charge flow as the branch.

Concepts, equations and units: Q=It; Q in C, I in A, t in s; conventional current direction distinguished from electron motion.

Prediction, demonstration and game exercise

Predict, observe, explain

Translate real circuit to standard schematic; demonstrate ammeter in series and a broken circuit.

Planned learner game exercise

Assemble low-voltage circuits from cells/battery, switch, resistor, variable resistor, lamp, diode, LED, fuse and meter cards; inspect thermistor/LDR symbols.

Independent practice

Three Q/I/t calculations and a symbol-recognition check.

Original practice example · Shared

A current of 0.30 A flows for 20 s. Find charge flow.

Show working and model answer

Working / reasoning

Q = It = 0.30 × 20.

Answer

6.0 C.

Exit check and success criteria

Two calculations correct and all core symbols correctly used in a closed circuit.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Current is used up; charge comes from nowhere when switch closes; current and energy are the same.

Practical preparation

Optional low-voltage circuit construction, AT6,7.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

EL-02 · EL-U1 · Planned

Potential difference and resistance

  • ScopeShared
  • Difficulty2 / 4 · proposed
  • Time25–30 min · estimated
  • StatusPlanned

Learning objectives

Relate current, resistance and p.d.; place a voltmeter correctly and calculate unknowns.

8463 §§4.2.1.3 / 8464 §§6.2.1.3

DfE single-science pp.39–41 / Combined pp.33–34. Evidence checked 30 September–1 October 2026. Skills: WS2.3,4.2; MS3b,3c.

Needs firstEL-01

Explanation

Potential difference describes energy transferred per unit charge between two points. Resistance relates p.d. and current at an operating point. A voltmeter compares two points across a component, so it belongs in parallel.

Concepts, equations and units: V=IR; V in V, I in A, R in Ω; p.d. energy per charge elaborated in EL-08.

Prediction, demonstration and game exercise

Predict, observe, explain

Predict current for different resistors at fixed p.d.; connect voltmeter in parallel.

Planned learner game exercise

Diagnose wrongly wired meters and choose a resistance giving a target current.

Independent practice

Three V/I/R questions and a qualitative comparison.

Original practice example · Shared

A resistor has 6.0 V across it and current 0.20 A. Find resistance.

Show working and model answer

Working / reasoning

R = V/I = 6.0/0.20.

Answer

30 Ω.

Exit check and success criteria

Two calculations correct and both meter connections justified.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Resistance slows charge until it piles up indefinitely; p.d. is measured through a component in series.

Practical preparation

Preparation for RP-P3/P4 and RP-C15/C16; AT6,7.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

EL-03 · EL-U1 · Planned

Investigating resistance

  • ScopeShared
  • Difficulty3 / 4 · proposed
  • Time35–40 min · estimated
  • StatusPlanned

Learning objectives

Plan both wire-length resistance and series/parallel resistor comparisons; evaluate heating and measurement limits.

8463 §§4.2.1.3;8.2.3 / 8464 §§6.2.1.3;10.2.15

DfE single-science pp.39–41 / Combined pp.33–34. Evidence checked 30 September–1 October 2026. Skills: WS2.1–2.7,3.4–3.7; MS2a,2b,3c,4c,4d.

Needs firstEL-02

Explanation

A longer uniform wire has greater resistance when material, cross-section and temperature stay fixed. Measurement leads and contacts can add an offset. Resistance practical preparation must also test resistor combinations in series and parallel, not only wire length.

Concepts, equations and units: R=V/I; Ω; wire length m; fixed material, cross-section and temperature; equivalent resistance.

Prediction, demonstration and game exercise

Predict, observe, explain

Use a ruler, wire, meters and controlled low current; compare series/parallel fixed resistors.

Planned learner game exercise

Collect repeated resistance-versus-length readings then test resistor combinations with a checked schematic.

Independent practice

Graph R–length, find gradient/intercept, explain contact/lead resistance and heating bias.

Original practice example · Shared

Wire readings are 0.50 V and 0.10 A. Find resistance. Name a control for comparing lengths.

Show working and model answer

Working / reasoning

R = 0.50/0.10 = 5.0 Ω. Keep temperature, material and cross-sectional area fixed.

Answer

5.0 Ω; temperature is one valid control.

Exit check and success criteria

Valid plans for both specified parts, correct R values and one justified improvement for each.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

The practical requires only wire length; low resistance means safe at arbitrary current; repeat readings remove systematic error.

Practical preparation

RP-P3/RP-C15, both (a) wire length and (b) series/parallel resistor circuits; AT1,6,7.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

EL-04 · EL-U1 · Planned

Component characteristics and I–V investigation

  • ScopeShared
  • Difficulty3 / 4 · proposed
  • Time35–40 min · estimated
  • StatusPlanned

Learning objectives

Compare resistor, lamp and diode I–V characteristics; explain temperature dependence; describe LDR/thermistor responses.

8463 §§4.2.1.4 / 8464 §§6.2.1.4

DfE single-science pp.39–41 / Combined pp.33–34. Evidence checked 30 September–1 October 2026. Skills: WS2.2–2.7,3.5; MS4c,4d,4e.

Needs firstEL-02,EL-03

Explanation

An ohmic resistor has a straight I–V relation at constant temperature. A filament lamp warms as current increases, increasing resistance. A diode conducts mainly in one direction. Thermistor and LDR resistance responds to temperature and light respectively.

Concepts, equations and units: Ohmic resistor at constant temperature; lamp resistance rises with temperature; diode direction; thermistor R falls as temperature rises, LDR R falls as light rises.

Prediction, demonstration and game exercise

Predict, observe, explain

Sweep positive/negative p.d. safely in a model; compare three graphs and explain nonlinear lamp heating.

Planned learner game exercise

Build each circuit; choose p.d. steps and repeats; add separate temperature/light sensor demonstrations.

Independent practice

Plot three I–V graphs, calculate resistance at stated operating points and choose a sensor application.

Original practice example · Shared

A lamp has 3 V across it and current 0.25 A at one operating point. Find its resistance there.

Show working and model answer

Working / reasoning

R = 3/0.25; this does not imply constant R at other voltages.

Answer

12 Ω at that operating point.

Exit check and success criteria

All graph types identified, diode direction correct and one heating/control limitation explained.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Lamp obeys constant R; diode has identical resistance in either direction; sensors create charge.

Practical preparation

RP-P4/RP-C16: resistor, filament lamp and diode. LDR/thermistor demonstrations supplement the RP. AT6,7.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

EL-U2 · Circuit networks

Unit page →

EL-05 · EL-U2 · Planned

Series circuits

  • ScopeShared
  • Difficulty2 / 4 · proposed
  • Time25–30 min · estimated
  • StatusPlanned

Learning objectives

Use equal series current, shared p.d. and summed resistance to solve simple circuits.

8463 §§4.2.2 / 8464 §§6.2.2

DfE single-science pp.39–41 / Combined pp.33–34. Evidence checked 30 September–1 October 2026. Skills: WS1.2,3.6; MS3c,3d.

Needs firstEL-04

Explanation

A series circuit has one current path. The same current flows through its components, supply p.d. is shared, and resistor values add. Charge is not consumed as it passes through a lamp.

Concepts, equations and units: R_total=R1+R2; V_supply=sum component p.d.; V=IR; A,V,Ω.

Prediction, demonstration and game exercise

Predict, observe, explain

Add one resistor and predict changed current; measure each p.d. and current.

Planned learner game exercise

Wire a series lamp/resistor circuit to meet a supplied meter target.

Independent practice

Three two-resistor circuit problems and an explanation of removing one lamp.

Original practice example · Shared

A 4 Ω and an 8 Ω resistor are in series across 6 V. Find total R and current.

Show working and model answer

Working / reasoning

R_total = 4 + 8 = 12 Ω; I = 6/12.

Answer

12 Ω and 0.50 A.

Exit check and success criteria

Two correct solutions with consistent current and p.d. accounting.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Each resistor gets full supply p.d.; charge is consumed by first lamp.

Practical preparation

RP-P3/RP-C15 series part reinforcement; AT6,7.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

EL-06 · EL-U2 · Planned

Parallel circuits

  • ScopeShared
  • Difficulty3 / 4 · proposed
  • Time30–35 min · estimated
  • StatusPlanned

Learning objectives

Use equal branch p.d. and total current; explain reduced total resistance as branches are added.

8463 §§4.2.2 / 8464 §§6.2.2

DfE single-science pp.39–41 / Combined pp.33–34. Evidence checked 30 September–1 October 2026. Skills: WS1.2,1.4; MS3c,3d.

Needs firstEL-05

Explanation

Parallel branches share the same supply p.d. Their currents depend on branch resistance and add at junctions. Adding an extra branch increases total current at fixed supply p.d., so equivalent resistance decreases.

Concepts, equations and units: I_total=sum branch currents; each branch V=V_supply; equivalent R=V/I_total; no reciprocal formula required.

Prediction, demonstration and game exercise

Predict, observe, explain

Compare series and parallel lamps; remove one branch and measure remaining current.

Planned learner game exercise

Build a two-branch lighting system and diagnose a broken branch from meter data.

Independent practice

Calculate branch and total currents then equivalent resistance; explain domestic circuit advantages.

Original practice example · Shared

A 6 Ω and a 3 Ω resistor are in parallel across 6 V. Find branch currents, total current and equivalent R.

Show working and model answer

Working / reasoning

I1 = 6/6 = 1 A; I2 = 6/3 = 2 A; total = 3 A; R_eq = 6/3.

Answer

1 A and 2 A; total 3 A; equivalent 2 Ω.

Exit check and success criteria

Two correct calculations and correct independent-branch explanation.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Parallel branches share current equally regardless of resistance; adding parallel resistance increases total R.

Practical preparation

RP-P3/RP-C15 parallel part; AT6,7.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

EL-U3 · Domestic supply and electrical energy

Unit page →

EL-07 · EL-U3 · Planned

AC, mains and electrical safety

  • ScopeShared
  • Difficulty2 / 4 · proposed
  • Time30–35 min · estimated
  • StatusPlanned

Learning objectives

Distinguish AC/DC; explain live, neutral, earth and hazard protections in a supplied diagram.

8463 §§4.2.3.1–4.2.3.2 / 8464 §§6.2.3.1–6.2.3.2

DfE single-science pp.39–41 / Combined pp.33–34. Evidence checked 30 September–1 October 2026. Skills: WS1.5,3.6,4.1; MS4a.

Needs firstEL-06

Explanation

AC repeatedly reverses polarity; DC maintains one direction. Mains live conductors are dangerous relative to earth. In an earthed metal appliance, a live-to-case fault can drive a large fault current that operates protection. Diagram knowledge is not permission to handle mains.

Concepts, equations and units: UK mains about 230 V, 50 Hz AC; brown live, blue neutral, green/yellow earth; earth/neutral about 0 V; fuse and earthing.

Prediction, demonstration and game exercise

Predict, observe, explain

Use labelled diagrams and AC traces; show a live conductor can remain dangerous with a switch off.

Planned learner game exercise

Audit simulated appliances for insulation, correct wiring and earth connection; explain fault-current/fuse sequence.

Independent practice

Compare AC/DC traces and write three causal safety explanations.

Original practice example · Shared

Identify live, neutral and earth by the standard UK wire colours.

Show working and model answer

Working / reasoning

Live brown; neutral blue; earth green/yellow.

Answer

Brown live, blue neutral, green/yellow earth.

Exit check and success criteria

Three wires identified and both electric-shock and live-to-earth fault paths accurately explained.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Earth normally carries operating current; neutral can always be touched; a switched-off appliance is necessarily safe.

Practical preparation

Diagram-only mains activity; hands-on circuits use approved low voltage, AT7.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

EL-08 · EL-U3 · Planned

Electrical work, power and appliances

  • ScopeShared
  • Difficulty3 / 4 · proposed
  • Time35–40 min · estimated
  • StatusPlanned

Learning objectives

Calculate appliance energy and power; explain p.d. as work per charge and connect chemical/electrical/thermal transfers.

8463 §§4.2.4.1–4.2.4.2 / 8464 §§6.2.4.1–6.2.4.2

DfE single-science pp.39–41 / Combined pp.33–34. Evidence checked 30 September–1 October 2026. Skills: WS1.2,4.5; MS1c,3b,3c.

Needs firstEL-02,EN-07,EN-10

Explanation

Electrical power gives energy transfer rate. Energy depends on both power and duration; charge-flow energy also depends on p.d. A battery decreases its chemical store while electrical work transfers energy to components and surroundings.

Concepts, equations and units: P=VI=I²R; E=Pt=QV; W, V, A, Ω, J, C, s; optional kWh billing context with conversion.

Prediction, demonstration and game exercise

Predict, observe, explain

Run two rated heaters for specified times; track charge flow and energy separately.

Planned learner game exercise

Select appliances and usage durations for an energy budget; calculate useful/wasted transfers.

Independent practice

Four mixed calculations including time conversion; explain battery versus mains source transfers.

Original practice example · Shared

A 12 V heater draws 2 A for 60 s. Find power and transferred energy.

Show working and model answer

Working / reasoning

P = VI = 12 × 2 = 24 W; E = Pt = 24 × 60.

Answer

24 W and 1440 J.

Exit check and success criteria

Three calculations correct and valid stores/pathways explanation for one appliance.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

kW and kWh interchangeable; more powerful always more energy regardless of time; electron movement is the energy store.

Practical preparation

Links heater data to RP-P1/RP-C14; optional low-voltage energy measurement AT5,6.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

EL-09 · EL-U3 · Planned

The National Grid

  • ScopeShared
  • Difficulty3 / 4 · proposed
  • Time30–35 min · estimated
  • StatusPlanned

Learning objectives

Explain Grid structure and qualitative roles of step-up/down transformers; connect high p.d. to reduced transfer losses.

8463 §§4.2.4.3 / 8464 §§6.2.4.3

DfE single-science pp.39–41 / Combined pp.33–34. Evidence checked 30 September–1 October 2026. Skills: WS1.4,3.6; MS3c.

Needs firstEL-08,EN-11

Explanation

The Grid links generators and consumers through cables and transformers. At the same transmitted power, higher p.d. permits lower current, reducing cable heating. Quantitative transformer ratios are a separate Physics Higher branch, while the qualitative Grid role is shared.

Concepts, equations and units: Grid: cables and transformers; high V enables lower I for same P; cable heating linked to I²R qualitatively; numerical transformer ratios reserved MG-09 P-H.

Prediction, demonstration and game exercise

Predict, observe, explain

Compare model transmission routes for fixed delivered power; distinguish distribution from energy resource.

Planned learner game exercise

Choose transformer locations and transmission p.d.; complete a system transfer map.

Independent practice

Calculate two cable powers using supplied I,R and give a three-link explanation.

Original practice example · Shared

Compare cable losses at 10 A and 5 A through the same 2 Ω cable.

Show working and model answer

Working / reasoning

P_loss = I²R: 10² × 2 = 200 W; 5² × 2 = 50 W.

Answer

200 W versus 50 W; halving current quarters loss.

Exit check and success criteria

Correct topology and high V → lower I → less heating explanation; no claim transformers create energy.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

High voltage means more power automatically; every transformer topic is Combined Higher content.

Practical preparation

No RP; optional safe transformer demonstration by teacher.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

EL-U4 · Electrostatics

Unit page →

EL-10 · EL-U4 · Planned

Static charge and electric fields

  • ScopeSeparate Physics
  • Difficulty2 / 4 · proposed
  • Time30–35 min · estimated
  • StatusPlanned

Learning objectives

Explain charging by electron transfer, sparks and non-contact electric forces; sketch fields.

8463 §§4.2.5.1–4.2.5.2 / No Trilogy counterpart

DfE single-science pp.39–41 / Combined pp.33–34. Evidence checked 30 September–1 October 2026. Skills: WS1.2,1.5,3.6; MS5b.

Needs firstEL-01,AT-01 before microscopic explanation

Explanation

Rubbing insulating materials transfers electrons rather than creating charge. An object losing electrons becomes positive and one gaining them becomes negative. An electric field describes the force on a positive test charge; field arrows are a model.

Concepts, equations and units: Positive/negative charge; electrons move between insulating materials; field direction is force on positive test charge; no new equation.

Prediction, demonstration and game exercise

Predict, observe, explain

Rub two model insulators; conserve charge; show field weakening with distance and a spark from large p.d.

Planned learner game exercise

Transfer electron tokens between objects, predict attraction/repulsion, and place test-charge arrows around an isolated charge.

Independent practice

Explain three charging/spark cases and draw positive/negative radial fields.

Original practice example · Separate Physics

An initially neutral insulator loses electrons. What charge does it acquire, and which way do its radial field arrows point?

Show working and model answer

Working / reasoning

It has an excess of positive charge relative to electrons; a positive test charge is repelled.

Answer

Positive; arrows outward.

Exit check and success criteria

Charge conserved, signs correct and two field directions correct.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Friction creates electrons; protons move between rubbed objects; fields are physical lines; charged objects attract only.

Practical preparation

Optional safe static demonstrations; no RP and no learner high-voltage apparatus instructions.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

Sources and full programme

Sources checked 30 September–1 October 2026. Specifications govern content; textbooks supplement it. England has no single prescribed Physics course book. The full planning document includes sourced comparisons of Collins separate Physics and Trilogy books, Hodder/Hachette Physics and Oxford Physics listings, with access/approval limitations.

Download the complete Markdown programme and coverage matrix

A subsection map is proposed coverage. Clause-level educator review, item moderation, model validation and hands-on provision remain release gates. No all-board alignment or exam-board endorsement is claimed.