Physical World resources

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

Task: Draw, using symbols, circuit diagrams of three described circuits. Assessment focus: using conventions of circuit diagram; knowledge of circuit construction.

Task: Identify direction of currents and explain reason for pattern. Assessment focus: convection patterns.

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 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: 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 two questions about judging model aeroplanes. Assessment focus: reading tables.

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

Data from a test of comparative strengths of different magnets is provided. Students graph the data and make a conclusion.

This task is about describing the behaviour of light rays.

Students to apply their understanding of basic wave behaviour at the sea shore to make an inference about waves in a different but analogous context: to predict where the worst damage might occur in an earthquake.

Task: interpret data from a table and complete two calculations. The context is balancing a see-saw. Assessment focus: using a scientific formula to identify trends.

Students use stimulus material to answer a number of questions relating to temperature change in materials which are at different distances from a heat source.

Task: Select the correct words to decribe what is happening to light as it travels through a drop of water. Assessment focus: scientific vocabulary.

Students interpret a circuit diagram to decide whether a bulb will glow with different settings of two switches.

Using a diagram of a torch, students explain the function of the following parts; cell, metal cone, metal strip, spring, and switch. Students also draw a circuit diagram for the torch.

Task: Answer questions about how a seesaw works and use an equation to calculate how to balance the seesaw.

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: Complete a graph from data in a table, and answer two questions. Assessment focus: speed and stopping.

Task: Transfer information from a table to a graph, label the bottom axis and describe the pattern of the data. Assessment focus: graph construction; graph interpretation.

Task: Describe which cyclist uses more energy and why. Assessment focus: forces created by air resistance.

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

Task: interpret a graph of a car's journey and add to the graph to represent a further description of the journey. Assessment focus: graph interpretation.

Students interpret distance-time graphs for a number of scenarios.

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