Physics concepts resources

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 six different circuit diagrams. They state how brightly these bulbs will glow when compared to another circuit.

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

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.

Task: Complete a diagram to show where two people will sit on a seesaw to balance it, and explain answer.

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.

Task: Answer a multiple choice question. Assessment focus: displacement.

Task: Answer questions about eggs put into water of different densities. Assessment focus: density.

Task: Identify how to balance a ruler and give a reason for the answer. Assessment focus: balance.

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: Use data in a table to construct a graph and answer questions about the patterns. Assessment focus: interpreting tables and graphs.

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 items to the correct temperature. Assessment focus: temperature.

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

Students complete tables of energy use.

Students describe what makes two boats move and change direction.

Task: Name the parts of a bike and describe how some of them work. Assessment focus; knowledge of the working systems of a bicycle.

Task: Students answer questions about what will make mountain bike riders go faster. Assessment focus: Air resistance.

Students suggest why two girls of the same weight go down a slide at different speeds, and then identify the forces acting on the girls. The assessment focus is on the forces of gravity and friction.

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

Task: Select which picture correctly shows an ice cube in a glass of water and select correct explanation. Assessment focus: density of ice.