By the 17th century, people like Descartes and Newton were questioning the Greek view that the circular motions of celestial...

Teaching Guidance 14-16

The main and first evidence for the hollow atom came from Rutherford's alpha scattering experiment. However, the first...

Teaching Guidance 14-16

Multiflash photography creates successive images at regular time intervals on a single frame.

Teaching Guidance 14-16

The following is suggested as a possible first example, for students, of numerical integration. The phenomenon of a falling...

Teaching Guidance 14-16

Approximate methods are widely used in pure science. Complex X-ray analysis (of proteins, for example) uses computers to...

Teaching Guidance 14-16

A thought experiment about a common example of circular motion to stimulate a fruitful classroom discussion.

Teaching Guidance 14-16

Students will have discovered that: a constant force accelerates a given mass with constant acceleration; doubling the force...

Teaching Guidance 14-16

During each cycle of its oscillation the driver transfers some energy to the driven oscillator. Some of this energy may be...

Teaching Guidance 14-16

The Moon’s orbital period can be estimated by considering the Moon as a satellite of the Earth and using a scale drawing.

Teaching Guidance 14-16

Galileo thought that a ball, rolling or sliding down a hill without friction, would run up to the same height on an opposite...

Teaching Guidance 14-16

The tendency of a body to resist any change in its motion (speed or direction) – in other words, to resist any change in its...

Teaching Guidance 14-16

Mass is a difficult, strange and sophisticated concept but it is important to build up an understanding of it. Students may...

Teaching Guidance 14-16