Electricity resources

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

Students list four things that wouldn't work and the problems this would cause if there was a power cut to their home.

Students draw two wires to complete a simple circuit diagram from a battery to a bulb so that it shines.

Task: Select the correct reason why a bird on a power line does not get electrocuted and select pictures of danger of electrocution, justifying choice. Assessment focus: understanding of the route taken by electricity/electrocution.

Students are required to show their understanding of circuits by drawing wires to link a battery to bulbs so that the bulbs will light up.

Students use a circuit diagram to answer questions about how removing bulbs affects the other bulbs in the circuit. Assessment focus: Electrical circuits

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

Students interpret a circuit diagram to decide whether a bulb will glow with different settings of two switches.

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.

Using a diagram of a torch, students explain the function of the following parts; cell, metal cone, metal strip, spring, and switch. Students also draw a circuit diagram for the torch.

Using the equipment supplied students make a series circuit according to a circuit diagram. Then students are asked to construct another circuit using different criteria and draw as a circuit diagram.

Task: Answer a multiple choice question and explain the reason for choice. Assessment focus: simple circuits and switches.

Students match each of seven circuit symbols provided to its respective name. Then the students use the symbols to complete the simple circuit diagram as described.

Students use keywords to label a simple circuit, and then explain how someone would know if the circuit is on or off.

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

Answer questions about a table comparing the energy usage and lifespan of different sorts of lights, and use this information to complete a second table to describe advantages and disadvantages of each. Assessment focus: reading a technical table.

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.

Students are given six different circuit diagrams. They state how brightly these bulbs will glow when compared to another circuit.

Students are provided with an illustration of two different circuits. Students are required to draw the two illustrations as circuit diagrams.

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

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 indicate how brightly a bulb would glow in three different circuits. Students then use pictures of four appliances, showing the arrangement of their cells, to draw circuit symbol diagrams illustrating this cell arrangement.

Task: Draw, using symbols, circuit diagrams of three described circuits. Assessment focus: using conventions of circuit diagram; knowledge of circuit construction.

Students complete tables of energy use.

This practical task requires students to plan, process, and evaluate an investigation on types of fruit and the voltage that each can produce.