Physical World resources

Identify from four circuit diagrams which bulbs will light up. Assessment focus: electrical circuits.

Students answer a multiple choice question about what happens when a magnetised object is cut in half, and then draw the lines of the magnetic field around two magnets.

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

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

Task: Answer questions about what happens to the light form a torch. Assessment focus: light.

Task: Answer a multiple choice questions about what would be seen on earth if a meteor hit the moon, and explain why that answer is correct. Assessment focus: how sound and light travel.

Task: Describe how energy is transformed in three situations. Assessment focus: energy transformation.

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.

For this task students look at a diagram showing household electrical wires and then answer some questions about these.

Students name the force that delivers water to households from a water tower and then explain advantages and disadvantages of a wind-powered pump compared to a petrol-powered pump.

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.

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.

Students are asked to match six everyday objects to the main energy transformation that occurs in each of these objects.

Task: Answer questions about the surface of water in a water cooler on a moving train. Assessment focus: forces.

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 compare cars from different eras. They describe how different features of modern cars make them safer. The task assesses students' understanding of how technology can make cars faster and safer.

Task: Name the parts of a bike and describe how some of them work. Assessment focus; knowledge of the working systems of a bicycle.

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

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

Students carry out a simple experiment with static electricity and then explain their findings.

Students describe what makes two boats move and change direction.

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

Task: Students answer questions about what will make mountain bike riders go faster. Assessment focus: Air resistance.

Students use circuit diagrams to answer three questions about switches and which lamps will light up.

This resource assess students' understanding of circuits when they explain what is wrong in five different circuit diagrams.