Physical World resources

Task: Match each part of a torch to its name, identify whether the torch in the diagram is on or off and provide evidence for opinion, and suggest ways to make the torchlight brighter. Assessment focus: parts of a torch and the function of some of these parts.

Students are given some information on levers. They use this to label the pivot, load, and effort force on four other common examples of levers.

Students are provided with a diagram of a bag used in solar showers. They answer questions about this bag relating to heat absorption, heat transfer, and radiation.

Task: Order wheels according to technological development, then answer questions about advantages and disadvantages of different wheels. Assessment focus: how wheels work.

Task: Match simple machines to items, select length of bar to lift a rock, and draw how to set up bar and a block of wood to lift the rock. Assessment focus: levers.

Task: Answer questions about how a thermometer works. Assessment focus: expansion of water on heating.

Task: Predict which objects will float. Assessment focus: flotation.

Task: Answer questions about car tyres. Assessment focus: friction; air pressure.

Task: Answer questions about rowing. Assessment focus: levers.

Task: Answer two questions about pruning loppers. Assessment focus: levers.

From a collection of 9 common objects, students identify those objects that are attracted to magnets.

Students match pictures of six objects to their appropriate energy source from the list provided.

Students answer short questions to show their knowledge of heat transfer through metal and plastic spoons.

Task: Identify which car will be coolest and explain why. Assessment focus: air currents.

Task: Select what would happen when like poles of a magnet come together, and explain why a plastic rather than a metal car was used in the investigation. Assessment focus: magnetism.

Task: Identify the colours on a taxi sitting under a red streetlight. Assessment focus: Coloured light can be produced by blocking some parts of the spectrum.

Task: explain the effect of temperature on metal and wood. Assessment focus: the effect of heat on different materials.

Students indicate on a circuit diagram where they would place switches in order to achieve various situations, such as the lamps being on, off, and other combinations.

Task: Include three given words in an explanation about how ramps work. Assessment focus: work, distance and force.

Task: Explain what is meant by 'efficient', calculate the amount of energy produced per second and name three forms of 'waste energy' of steam engines. Assessment focus: energy transformations.

Task: Answer two multiple choice questions. Assessment focus: forces.

Students use the term force to explain why a heavier hammer could drive nails into denser material and explain density.

Task: Discuss opinions, presented as a concept cartoon, about why a toy car rolled down a slope eventually stops and develop group explanation. Assessment focus: explanations

Students use a diagram of a circuit to answer questions about which bulbs are in parallel and which are in series. Students are also required to put a switch into the circuit diagram provided.

Students are provided with a diagram of a rocket showing the different stages. Students use this to answer four questions.