Physics concepts resources

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

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

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

Students answer a multiple choice question about what happens when a magnetised object is cut in half, and then draw the lines of the magnetic field around two magnets.

Task: students, in small groups, discuss a concept cartoon about rolling cans, before making a prediction about which will roll further. Assessment focus: making predictions about friction.

Students use the term force to explain why a heavier hammer could drive nails into denser material and explain density.

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

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

Task: describe how different features of a racing car help it go fast. Assessment focus: technological responses to forces.

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

Students are given some information on levers. They use this to label the pivot, load, and effort force on four other common examples of levers.

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

Students name the force that delivers water to households from a water tower and then explain advantages and disadvantages of a wind-powered pump compared to a petrol-powered pump.

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.

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: 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 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.

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.

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

Task: Answer questions about the surface of water in a water cooler on a moving train. Assessment focus: forces.

Task: calculate answer to questions about speed, distance, and time. Assessment focus: using a formula.

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

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