England · Electricity · Unit EL-U1

Charge, circuits and resistance

A proposed unit with 4 lectures, independent practice and a unit assessment.

Unit scope

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.

Lectures

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 →

Area capstone

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.