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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.

Task: Answer two questions about pruning loppers. Assessment focus: levers.

Task: Include three given words in an explanation about how ramps work. Assessment focus: work, distance and force.

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.

Task: Answer two multiple choice questions. Assessment focus: forces.

Task: Answer questions about making a bike go faster. Assessment focus: friction; gearing.

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.

From a key of terms (heat, kinetic, light, potential and sound), students select the word which describes some common examples of energy change.

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

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.

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

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

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

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 use a circuit diagram to answer questions about how removing bulbs affects the other bulbs in the circuit. Assessment focus: Electrical circuits

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.

Students indicate on a circuit diagram where they would place switches in order to achieve various situations, such as the lamps being on, off, and other combinations.

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

This resource assess students' understanding of circuits when they explain what is wrong in five different circuit diagrams.

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.