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Students list four things that wouldn't work and the problems this would cause if there was a power cut to their home.

Task: Answer a multiple choice question and explain the reason for choice. Assessment focus: simple circuits and switches.

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

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

Students use circuit diagrams to answer three questions about switches and which lamps will light up.

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.

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.

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

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

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: 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.