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

Students classify the type of energy used in seven given examples as being either potential energy, kinetic energy, or radiant energy.

Task: Answer two questions about light shades. Assessment focus: reflection.

Students describe what makes two boats move and change direction.

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.

Task: Identify examples of experiencing sound. Assessment focus: sound.

Students answer short questions to show their knowledge of heat transfer through metal and plastic spoons.

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.

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

From a collection of familiar objects, students identify all those that can act as sources of light.

Students match pictures of six objects to their appropriate energy source from the list provided.

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

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

Task: Describe what happens to water on black plastic and explain why. Assessment focus: effect of colour on heat retention.

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 questions about energy transformations of a yoyo. Assessment focus: energy transformations.

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

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 answer questions about energy transformation.

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

Task: explain the effect of temperature on metal and wood. Assessment focus: the effect of heat on different materials.

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

Students draw two wires to complete a simple circuit diagram from a battery to a bulb so that it shines.

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.