Energy resources

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.

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

Students are provided with information and data on different makes of soccer balls. Students answer questions on fair testing, and write conclusions from the given data.

Students answer five questions interpreting data on temperature decrease in three different types of cups.

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

This practical task requires students to use a plastic comb and wool to generate static electricity. Students investigate different materials to find those that are attracted to the static charge.

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

Task: Identify direction of currents and explain reason for pattern. Assessment focus: convection patterns.

Task: Plan a fair test to see which of two solar showers of different colours heats up more. Assessment focus: controlling variables.

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.

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: 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

Task: Using statements from four people decide and justify whether or not each person supports wind farms. Identify which person has a misconception about wind farms, giving a reason. Assessment focus: identifying different perspectives.

Task: Select the correct words to decribe what is happening to light as it travels through a drop of water. Assessment focus: scientific vocabulary.

For this practical task students investigate convection currents when tea leaves are placed into a beaker of water that is being heated. They are asked to make observations and to provide an explanation of what they have observed.

This practical task is about heat absorption. From a given list students choose the equipment they would use to heat cold tap water as much as possible. Students complete the investigation, explain why each piece of equipment was selected, and record their results.

Students are given two equations describing the burning of petrol. Students identify each as either complete or incomplete combustion and then describe two disadvantages of incomplete combustion.

From a collection of familiar objects, students identify all those that can act as sources of light.

Task: Describe what happens to water on black plastic and explain why. Assessment focus: effect of colour on heat retention.

Task: Complete a table to show how energy is transformed in eight objects and describe the energy transformations in two others. Assessment focus: energy transformation.

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

Students are given an experimental setup of heating water with a burning peanut and are asked how they could change this in three ways to get a greater temperature increase. Students are also asked to give two important experimental conditions that should remain the same if the experiment was repeated.

Task: Interpret data from tables. Assessment focus: data interpretation.

For this practical task students write a plan to find out if a microwave has a 'hot spot'. Students carry out their plan, collect, and interpret results.