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.

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: 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.

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

Task: Identify examples of experiencing sound. Assessment focus: sound.

Task: Answer questions about energy transformations of a yoyo. Assessment focus: energy transformations.

Students answer questions about energy transformation.

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

Students classify the type of energy used in seven given examples as being either potential energy, kinetic energy, or radiant energy.

On the outline provided, students colour in a rainbow. They then identify atmospheric conditions needed to see rainbows.

Task: Select which stirrer would feel hottest and explain why, and in which container soup would cool fastest, and explain why. Assessment focus: heat conduction.

Task: Match definitions to terms about light rays. Assessment focus: scientific vocabulary.

Students answer four questions on echoes and sound insulation.

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.

From a collection of familiar objects, students identify all those that can be a source of light. They then explain the term 'source of light'.

Task: Answer two questions about light shades. Assessment focus: reflection.