There are 14 differentiated questions around using a mixture of electrical power questions. The three equations required are P=IV, P=I2R and V=IR.
Full answers (with method) are given for teacher/student use.
Students feedback says that they love the layout. They can measure their own progress and it is easy and quick to mark and leave specific feedback (the answers include a full method). It has been designed to build confidence as well as low-stakes competition into lessons. Like students do in maths, students will be able to apply equations and use the triangle method for rearranging.
The font used is “OpenDyslexic” - this helps students with dyslexic tendencies to access the work easier. More information here: https://www.opendyslexic.org/. This is saved as a pdf to keep the font working (if you have not got it installed. The word version is also included so that you can choose your own font and edit the document.
Typical layout of questions (some worksheets have around 14 questions) where Q1 is simplest and Q14 is hardest.
Q1 to 5 - 1 Chilli (Low demand). Focussed around remembering equations (students should use mini whiteboards or scrap paper for repetition)
Q6 to 8 - 2 Chilli’s (Low/Middle Demand). Focused around using the equation - e.g. simple conversion or having to rearrange the equation.
Q9 to 11 - 3 Chilli’s (Middle/High Demand). Rearranging the equation and using conversions.
Q12 to 14 - 4 Chilli’s (High Demand). Stretch questions, e.g. towards Year 12 or short written answers.
Designed so that students can choose where to start, although the highest ability will want to complete all of the questions.
Questions answered from the 1st column give you 1 chilli each. Column 2, each question is worth 2 chillis etc. At the end, count the chilli’s that the student has and this suggests a current working at grade.
Could be used to assess prior knowledge. Homework (easy to mark and suggest how to move forward as focused around skills of using equations).
Also use for plenary and as part of “low stake” tests - build up a series of “mini-marks” on a tracker sheet before larger tests so students can identify their strengths and weaknesses.