Knowledge resources

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.

Students are asked to identify two impending signs of a volcanic eruption and to describe four geological events that are linked to volcanic eruptions.

Students classify six common substances as either a solid, liquid, or a gas. Students then group these substances into elements, mixtures, or compounds.

Task: Describe where water goes when washing is drying and from a swimming pool, and discuss factors that affect this process. Assessment focus: evaporation.

Students explain the differences between the terms; genotype and phenotype; and homozygous and heterozygous.

Students review their knowledge of greenhouse gases and the effects of global warming. They identify areas where they are unsure, as well as things they know.

Students list four properties of copper metal and state if each property is physical or chemical. Students then explain how copper sulfate solution can be separated.

Explain how to test if a solution is an acid or not, and describe and explain what happens if rusty nails are put in an acid. Assessment focus: acid reactions.

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

Task: Answer six true or false questions. Assessment focus: Definitions of genetic terms.

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.

Task: Select which state of water applies to a list of places where water can be found. Assessment focus: states of water.

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.

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.

Task: Describe how the light rays move through a glass prism.

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