Energy resources

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

This practical task requires students to test a number of circuits and to give reasons why some of the circuits do not work while others do. Students also look at other circuits and explain what happens to the brightness of the bulb.

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

Students answer four questions on echoes and sound insulation.

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

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.

Task: 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.

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.

Students answer a multi choice question and draw and explain their understandings about heat convection in a hot water cylinder. Assessment focus: Using science ideas to explain heat convection.

Students to apply their understanding of basic wave behaviour at the sea shore to make an inference about waves in a different but analogous context: to predict where the worst damage might occur in an earthquake.

Students answer questions about the size of a balloon as the air temperature changes. The resource assesses students' understanding of the effect of temperature on gases.

Explain what affects the distance travelled by toy cars, and why they eventually stop. Assessment focus: science explanations using ideas about forces and energy.

Choose which toy vehicle will roll further, and explain why. The two vehicles are set up under different conditions (ramps at different slopes, rolling onto different surfaces at the bottom). Assessment focus: science explanations using ideas about forces and energy.

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

Task: Match terms with definition. Assessment focus: science vocabulary.

Task: Identify patterns in a table and suggest ways to make a toy travel further. Assessment focus: interpreting data; energy; forces.

Students place five statements in order to show how sound travels from its source to the brain.

Task: Give examples of described energy transformations, and name energy transformations involved with named objects.

Task: Select the corect term for stored energy, identify the type of stored energy of three examples, and describe energy transformations. Assessment focus: potential energy.

Students design a low energy house.