Energy resources

Students answer two multiple choice questions about fair testing in the context of static electricity.

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: Describe how the light rays move through a glass prism.

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

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.

Students are given stimulus material on the stopping distance of a toy car released from different heights. Students write an aim, the best way to present the results, identify the measurement required in order to calculate the average speed, and write a conclusion for the investigation.

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.

Students are given an outline of an investigation on heat loss from two different shaped objects (a cube and a sphere). They answer questions on variable control, repeat trialling, and they then graph data from this investigation.

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.

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

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.

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: Answer questions about recycling aluminium by interpreting a fact file. Assessment focus: Recycling.

Students complete tables of energy use.

Students describe what makes two boats move and change direction.

Students carry out a simple experiment to illustrate refraction. They then explain why this happened.

Students predict and investigate the way in which a concave and a convex lens distort the image of a pencil.

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

Students identify where heat is lost from a house, explain ways to reduce heat loss and suggest ways to reduce heat loss.

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