Physical World resources

Students are given pictures of four different ways time can be measured (sundial, hourglass, candle with lines, clock). Students then explain how each can be used to measure time.

Task: Match definitions to terms about light rays. Assessment focus: scientific vocabulary.

Task: Look for the similarities and differences in how students draw graphs to display information.

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

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

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.

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.

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

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

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

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

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

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.

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.

Three key variables related to high altitude flight are displayed graphically. Students use the information provided to answer a series of questions about flight.

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.

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

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

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

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.

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.

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