KS3 Topic Revision

Electricity and Magnetism

Topic Page
How do we describe electricity? 1
How can we investigate electricity? 2
What is electrical resistance? 3
How are current and charge linked? 4
What can magnets do? 5
How do magnets work? 6
What do magnetic field lines look like? 7
What is an electromagnet? 8
How does electromagnetism help make a motor? 9
What is static electricity? 10
Prove it Questions 11-13
Prove it Mark Scheme 14-17
Prove it Review 18

AFL #1 Lesson 1- How can we

describe electricity?
We use circuit symbols to draw diagrams of electrical circuits, with straight
lines to show the wires. The diagram shows some common circuit symbols.

Think of what we usually call a single battery, like the type you put in a torch. In
physics, each of these is called a cell. It is only when you have two or more of
these cells connected together that you call it a battery. Do not confuse electrical
cells with the cells in living organisms.

The idea of a circuit diagram is to use circuit

symbols instead of drawing each component in the
circuit. Always try to make the wires straight lines.
Do not be tempted to make them wiggly because
the whole point is to make it easier to see what is
connected to what.

If you have to draw a circuit diagram: draw the

circuit symbols first, then draw all the wires using a ruler and do not let the wires
cross each other.

Current is a measure of how much electric charge flows through a circuit. The
more charge that flows, the bigger the current.

Current is measured in amperes (A). For example, 20 A is a bigger current than 5

A. The word ‘ampere’ is often abbreviated to ‘amp’, so people talk about how
many amps flow.

Potential difference is a measure of the difference in energy between two parts

of a circuit. The bigger the difference in energy, the bigger the potential
difference.

Potential difference is measured in volts (V).

For example, 230 V is a bigger potential
difference than 12 V. Instead of talking about
potential difference, people often talk about
voltage, so you may hear or see ‘voltage’
instead of ‘potential difference’.

Electricity and the atom

In wires, the charge is carried by electrons,

which are able to move from atom-to-atom.

AFL #1 Lesson 2- How can we investigate electricity?

In a series circuit, if you follow the circuit diagram

from one side of the cell to the other, you should pass
through all the different components, one after the
other, without any branches.

In a series circuit, if a lamp breaks or a component is

disconnected, the circuit is broken, and all the components stop working. Series
Stafford Manor High School Science Department KS3 Revision: Electricity and Magnetism

circuits are useful if you want a warning that one of the components in the circuit
has failed. They also use less wiring than parallel circuits.

The current is the same everywhere in a series circuit. It does not matter
where you put the ammeter, it will give you the same reading.

The current in a series circuit depends upon the number of cells. The more cells
you add, the greater the current (cells must all face in the same direction).

If you put more lamps into a series circuit, the lamps will be dimmer than before
because less current will flow through them.

In a series circuit the potential difference is shared between the components.

In a parallel circuit, different components are

connected on different branches of the wire. If you
follow the circuit diagram from one side of the cell to
the other, you can only pass through all the different
components if you follow all the branches.

In a parallel circuit, if a lamp breaks or a component is

disconnected from one parallel wire, the components
on different branches keep working. Unlike a series circuit, the lamps stay bright
if you add more lamps in parallel. Parallel circuits are useful if you want
everything to work, even if one component has failed. Therefore, our homes are
wired up with parallel circuits.

When two components are connected in parallel, the current is shared

between the components. The current is shared when it reaches the branches,
then adds again where the branches meet.

Each branch will receive the same potential difference, as is provided by the
battery.

Ammeters are placed in series

and they measure the current.

Voltmeters are placed in

series and they measure the
potential difference.

AFL #1 Lesson 3- What is electrical resistance?

The wires and the other components in a circuit reduces the flow of charge
through them. This is called resistance.

The resistance increases when you add more components in series. For example,
the resistance of two lamps is greater
than the resistance of one lamp, so less
current will flow through them.
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Stafford Manor High School Science Department KS3 Revision: Electricity and Magnetism

The more lamps, the greater the resistance and the lower the current

Calculating resistance

Resistance = potential difference ÷ current

The unit of resistance is the ohm (Ω). For example, a 2 Ω component has a
greater resistance than a 1 Ω component and will reduce the flow of charge
through it more effectively.

To find the resistance of a component, you need to measure the potential

difference across it and the current flowing through it.

Worked example:

A current of 3 A flows through a 240 V lamp. Calculate the resistance of the

lamp.

Resistance = potential difference ÷ current

= 240 V ÷ 3 A = 80 Ω

If you plot a graph of current against potential difference for a

wire, you get a straight line. The gradient of the line is equal to
the resistance of the wire.

Conductors and insulators of electricity

Different materials have different resistances: an

electrical conductor has a low resistance, an electrical insulator has a high
resistance

The table lists some examples of conductors and insulators:

Conductors Insulators
Metal elements Most non-metal elements, e.g. oxygen
Graphite (a form of carbon, a non- Diamond (a form of carbon, a non-
metal element) metal element)
Mixtures of metals, e.g. brass, solder Plastic
Salt solution Wood
Liquid calcium chloride Rock

AFL #1 Lesson 4- How are current and charge linked?

Electric current is the rate of flow of electric charge. No current can flow if
the circuit is broken - for example, when a switch is open.

Electric current flows when electrons move through a conductor, such as a metal
wire. Metals are good conductors of electricity.

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Stafford Manor High School Science Department KS3 Revision: Electricity and Magnetism

Electricity passes through metallic

conductors as a flow of negatively
charged electrons. The electrons are
free to move from one atom to
another. We call them a sea of
delocalised electrons. Materials
that are insulators do not have a sea
of delocalised electrons.

Current was originally defined as the flow of charges from positive to negative.
Scientists later discovered that current is actually the flow of negatively charged
electrons, from negative to positive. They termed the original definition
‘conventional current’ so as not to confuse it with the newer definition of
current.

Calculating current

The amount of charge transferred by a current depends on the size of the current
and how long it is flowing for. Charge can be calculated using the following
equation:

Electrical charge = current x time

We measure charge in a unit called coulombs (C).

Worked example:

A charge of 20 C flows for 5 s. Calculate the size of the current.

Charge = current x time

20 = current x 5

Current = 20 ÷ 5 = 4 A

Direct current

When the charges all flow around a circuit in

one direction, this is known as direct current.
Batteries and solar cells supply DC
electricity.

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Stafford Manor High School Science Department KS3 Revision: Electricity and Magnetism

AFL #2 Lesson 5- What can magnets do?

Magnetism is a non-contact force that affects magnetic materials within a

magnetic field. Magnetic material can be magnetised or will be attracted to a
magnet.

Most materials are not magnetic, but some are. These metals are magnetic:

Iron Steel Cobalt Nickel

A bar magnet is a permanent magnet. This means that its magnetism is there all
the time and cannot be turned on or off. A bar magnet has two magnetic poles:
 north pole (or north-seeking pole)
 south pole (or south-seeking pole)

The north pole is normally shown as N and the

south pole as S

Attract and repel

If you bring two bar magnets together, there are two things that can
happen, attraction and repulsion:
 if you bring a north pole and a south pole together, they attract and the
magnets stick together
 if you bring two north poles together, or two south poles together, they
repel and the magnets push each other away

We say that opposite poles attract, and like poles repel.

The compass

A compass is made of:

 a magnetic needle mounted on a pivot (so it can turn
freely)
 a dial to show the direction

The north pole (north-seeking pole) of the compass needle

points towards the Earth’s North Pole. If the needle points to
the N on the dial, you know that the compass is pointing
north. This lets you navigate outdoors using a map.

Geographical North attracts the north pole of a magnet, so for this reason what
we call the North Pole must be a magnetic south pole.

Testing for magnets

How can you test if a piece of metal is actually a magnet? Seeing if it sticks to a
magnet is not a good test, because unmagnetised iron, steel, cobalt and nickel
objects will also do this. So, you can only show that an object is a magnet if it
repels a known magnet.

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Stafford Manor High School Science Department KS3 Revision: Electricity and Magnetism

AFL #2 Lesson 6- How do magnets work?

Magnetic materials contain tiny areas known as magnetic domains; they are
like tiny magnets within the material. In a magnet the domains are all lined up in
the same direction, in unmagnetized material they all face in different directions

Magnetic material becomes an ‘induced magnet’, when placed inside a

magnetic field. If a piece of iron is connected to a magnet then paperclips can be
attracted to the iron, however the paperclips fall from the iron if the magnetic is
removed. An induced magnet is only magnetic when inside a magnetic field.

Making a magnet

In an induced magnet, wen the magnetic

material is moved away from a magnet the
domains return to a random state. It is
possible to make a more permanent magnet
by repeatedly rubbing a piece of magnetic
material, in the same direction, with a
strong magnet. Materials that remain
magnetised for long periods of time are known as hard magnetic materials.
Materials that are quick to lose their magentism are known as soft magnetic
materials.

The Earth’s magnetism

The Earth’s core contains molten iron and nickel,

this produces a giant magnetic field surrounding
the Earth. The Earth behaves as if it contains a
giant magnet. It produces a magnetic field in
which the field lines are most concentrated at the
poles. This magnetic field can be detected using
magnetic materials or magnets.

The Earth’s magnetic field affects the needles in

compasses.

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Stafford Manor High School Science Department KS3 Revision: Electricity and Magnetism

AFL #2 Lesson 7- What do magnetic field lines look like?

A magnet creates a magnetic field around it. You cannot see a magnetic field, but
you can observe its effects.

You can use a plotting compass or iron filings to detect a

magnetic field:

1. put a piece of paper over a magnet (this stops the

iron filings sticking to the magnet)
2. sprinkle iron filings onto the paper
3. gently tap the paper to spread the filings out
4. observe and record the results
Iron filings show the magnetic field around this bar magnet

It would be difficult to draw the results from the sort

of experiment seen in the photograph, so we use a
plotting compass to draw simple magnetic field
lines instead.

1. Place the magnet in the centre of a sheet of

plain paper.
2. Place the plotting compass close to the magnet.
3. Use a pencil to draw a dot where the compass points.
4. Move the compass so that the back of the arrows is facing the dot and
draw a fresh dot where the arrow is pointing.
5. Repeat this until you return to the magnet.
6. Repeat 2-5 for additional field lines

In the diagram, note that:

 each field line has an arrowhead on it
 the field lines come out of the north pole and
go into the south pole
 the field lines are more concentrated at the
poles
The magnetic field is strongest at the poles,
where the field lines are most concentrated.

Field lines also show what happens to the magnetic fields of two magnets during
attraction or repulsion.

Field lines lead from one

magnet to the other when the

← magnets attract each other.

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Stafford Manor High School Science Department KS3 Revision: Electricity and Magnetism

Field lines do not lead from one magnet to the other when the magnets repel

each other. →

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Stafford Manor High School Science Department KS3 Revision: Electricity and Magnetism

AFL #3 Lesson 8- What is an electromagnet?

When electric current flows in a wire, it

creates a magnetic field around the wire.
This effect can be used to make
an electromagnet. A simple electromagnet
comprises a length of wire turned into a coil
and connected to a battery or power
supply.

You can make an electromagnet stronger

by doing these things:
 wrapping the coil around a piece of
iron (such as an iron nail)
 adding more turns to the coil
 increasing the current flowing through the coil

There is a limit to how much current can be passed safely through the wire
because the resistance of the wire causes heating.

Electromagnets have some advantages over permanent magnets. For example:

 they can be turned on and off
 the strength of the magnetic field can be varied

These properties make electromagnets useful for picking up scrap iron and steel
in scrapyards. They are also used in MRI scans, electric bells, and particle
accelerators.

An electromagnet being used in a scrapyard

The magnetic field of an electromagnet

The magnetic field around an electromagnet is just the same as the one around a
bar magnet. It can, however, be reversed by reversing the current (turning the
battery around).

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AFL #3 Lesson 9- How does electromagnetism help make a motor?

The magnetic field around a current carrying wire is

circular, the direction of the field depends on the direction
the current is flowing through the wire. The field can be
investigating with a plotting compass, in the same way as
we investigate the field around a bar magnet.

If you put a length of wire in a magnetic field and pass a DC current through it
(such as from a battery), the wire will move. This is called the motor effect.
Electric motors use the forces produced by magnetic fields to produce a turning
motion.

To make a simple DC motor, you need:

 two bar magnets

 a coil of wire wrapped around something to support it
 an axle for the coil of wire to spin around
 two half rings (‘split rings’)

The two bar magnets are held so that the north pole of one magnet faces the
south pole of the other magnet. The coil of wire is mounted in the gap between
the two magnets. The split rings make electrical contact with the coil and reverse
the current every half turn. When electric current flows through the coil, a force
is exerted on the coil, causing it to spin.

A simple DC motor

The diagram shows:

1. the coil of wire has an electrical
current running through it
because it is connected to the
cell
2. this generates a magnetic field
around the wire
3. the current is turned on and off
at the correct time so the
magnetic field of the wire
interacts with that of the two
magnets
4. this makes the coil rotate

The speed of the motor can be increased by:

 increasing the strength of the magnetic field
 increasing the current flowing through the coil

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AFL #3 Lesson 10- What is static electricity?

Atoms and electrons

All substances are made of atoms. These are often called

particles. An atom is electrically neutral - has no overall
electrical charge. However, each atom contains even smaller
particles called electrons.
 Each electron has a negative charge.
 If an atom gains an electron, it becomes negatively
charged.
 If an atom loses an electron, it becomes positively charged.

When you rub two different materials together electrons can move from one
substance to another when objects are rubbed together. If you rub a balloon on
your sweater, you can get the balloon to stick to the wall or to your hair. This is
because of static electricity. This only works for electrically insulated objects and
not with materials like metals, which conduct.
 electrons move from your sweater to the balloon
 the balloon becomes negatively charged and the sweater becomes
positively charged (it lost the same number of electrons as the balloon
gained)

A charged object creates an electric field. You cannot see an electric field, but it
surrounds the charged object. If another charged object is moved into the
electric field, a force acts on it. The force is a non-contact force because the
charged objects do not have to touch for the force to be exerted.

Two charged objects will:

 repel each other if they have like charges (they are both positive or both
negative)
 attract each other if they have opposite charges (one is positive, and the
other is negative)

Charged objects will also attract small, uncharged objects. This is why a
charged plastic comb or ruler, or a party balloon, can pick up small pieces of
paper. The only way to tell if an object is charged is to see if it repels another
charged object.

Static electricity is useful in paint spraying.

The liquid being sprayed is given the same
charge so that the droplets repel and create a
fine mist.

These droplets are attracted to the object,

because it is the opposite charge. This gives an
even coat, saves time and wastes less paint.

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Stafford Manor High School Science Department KS3 Revision: Electricity and Magnetism

Prove it Questions:

How can we describe electricity?

1 Draw circuit symbols for a cell, a battery, a lamp and a voltmeter.

(2) (2)
2a What is current? (1)
2b What is potential difference? (1)
2c Tony has set up a simple circuit with one cell, two lamps and some
leads.
Explain how Tony could change the brightness of her lamps. (2) (4)
3 Compare current and potential difference (4) (4)

How can we investigate electricity?

1 Draw a series circuit with one cell, two lamps and some leads. (2) (2)
2a Add a voltmeter and an ammeter to your series circuit (2)
2b Describe what each component does. (2) (4)
3 Compare the current through two lamps in a series a circuit with the
current through two lamps in a parallel circuit. (4) (4)

What is electrical resistance?

1a What is electrical resistance? (1)

1b What are the units of electrical resistance? (1) (2)
2a Describe how adding a resistor into a circuit could affect the
brightness of a bulb. (1)
2b Name one good conductor and one good insulator of electricity. (1)
2c Bob has a circuit set up, he measures the current as 1.5 A and the
potential difference is 12 V. Calculate the resistance of Bob’s circuit.
(2) (4)
3 Think about a length of wire that you might use a science lesson. We
have metal wire covered in plastic and metal connectors at the end.
Explain why the wires need to contain these different parts to do
their job correctly. (4) (4)

How are current and charge linked?

1a What is direct current? (1)

1b Identify one source of direct current. (1) (2)
2a How has our understanding changed from the early ideas of
‘conventional current’? (2)
2b John has a simple circuit and measures that 900 C of charge flows in
30 seconds. Calculate the current that transferred this charge. (2) (4)
3 Explain why metals are good conductors. (4) (4)
What can magnets do?
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Stafford Manor High School Science Department KS3 Revision: Electricity and Magnetism

1 Name three magnetic metals. (2) (2)

2a Describe how you would get two magnets to repel. (1)
2b Explain how a compass works. (3) (4)
3 Explain how you could test if a piece of metal is just magnetic or
actually a magnet. (4) (4)

How do magnets work?

1a What do we call the areas within magnetic material that act like tiny
magnets? (1)
1b How are these areas arranged in a magnet? (1) (2)
2a How could we magnetise an iron needle? (2)
2b Explain how the method from the “2a” magnetises the iron needle.
(2) (4)
3 Explain how we know that the geographical north pole and magnetic
north pole are not the same. (4) (4)

What do magnetic field lines look like?

1 Sketch a bar magnet and draw the magnetic field lines surrounding
it. (2) (2)
2a What type of compass do we use to detect magnetic fields? (1)
2b Explain what happens to magnetic field strength as you move further
away from the poles of a magnet. (3) (4)
3 Use diagrams to help you explain why opposite magnetic poles
attract and like poles repel. (4) (4)

What is an electromagnet?

1a Give two uses of an electromagnet. (1)

1b What type of field is created around a wire when electric current
flows through it? (1) (2)
2a Describe how to make a simple electromagnet. (2)
2b Describe how to make the electromagnet from “2a” stronger. (2) (4)
3 Explain the advantages of using an electromagnet rather than a
magnet. (4) (4)

How does electromagnetism help make a motor?

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Stafford Manor High School Science Department KS3 Revision: Electricity and Magnetism

1a Describe the motor effect? (2) (2)

2a Describe how you would build a simple d.c. motor. (2)
2b Explain how a simple d.c. motor works. (2) (4)
3a Explain how to increase the speed of an electric motor? (2)
3b How do you think you could make the electric motor spin in the
opposite direction? (2) (4)

What is static electricity?

1a What charge does an electron hold? (1)

1b How can electrons be moved from one substance to another? (1) (2)
2a When can static charges produce attractive forces? (1)
2b Describe how static electricity can be used to help in paint spraying
in bike frame. (3) (4)
3 A balloon is rubbed on a woollen jumper. The balloon becomes
negatively charged.
Compare the charges produced on the balloon and the woollen
jumper. (4)
(You should explain how each object became charged within your
answer.) (4)

Prove it Mark Scheme:

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Stafford Manor High School Science Department KS3 Revision: Electricity and Magnetism

How can we describe electricity?

1 2 correct = 1 mark, 4 correct = 2 marks

(2)
2a Flow of charge (1)
2b The energy per unit charge/carried by each electron (1)
2c 2 from:
He could add another cell (battery) (1) to provide more energy (1)
He could put the lamps in parallel rather than series (1) (4)
3 Maximum of any three comparison from here:
Current is measure in amps (1), with an ammeter (1), the ammeter
must be placed in series (1)
Potential difference is measure in volts (1), with a voltmeter (1) and
must be placed in parallel (1)
Plus, this comparison:
Current is the flow of charge, whereas potential difference is the
energy between two points (1) (4)

How can we investigate electricity?

(2) (2)
2a
Only one of the voltmeters needed (it can
be in any of the places shown) (1)

Ammeter could be either side of the lamps

or even in between them (1)

2b Ammeter measure the current (1), voltmeter measure the potential

difference/voltage (1) (4)
3 In a series circuit the same current passes through both lamps (1)
In a parallel circuit the current splits at each junction (1) the current
is shared between the different branches/lamps (1)
The current joins back together where the branches re-join (1) (4)

What is electrical resistance?

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Stafford Manor High School Science Department KS3 Revision: Electricity and Magnetism

1a How difficult it is for current to flow (1)

1b The ohm (Ω) (1) (2)
2a Adding a resistor will make the bulb dimmer (1)
2b Good conductor- Any metal:
Good insulator- plastic, wood (other suitable examples)
You need both correct to get 1 mark (1)
2c R = 12 ÷ 1.5 (1)
R = 8 Ω (1) (4)
3 The metal wire is a conductor (1), the wires need to allow current to
flow (1) so has low resistance (1)
The plastic is an insulator (1), this is the part we touch (1) so needs
to be an insulator (1) with high resistance (1)
Metal connectors need to transfer current from wire to component
(1) so need to be a conductor (1) with low resistance (1) (4)

How are current and charge linked?

1a Current which flows in one direction (1)

1b Batteries and solar cells (panels) (1) (2)
2a Conventional current had charges moving from positive to negative
(1)
We now know it is negative charges (electrons) moving from
negative to positive (1)
2b John has a simple circuit and measures that 900 C of charge flows in
30 seconds. Calculate the current that transferred this charge. (2)
900 = current x 30 (1)
900 ÷ 30 = 30 A (1) (4)
3 Good conductors allow current to flow easily (1)
Current is the flow of charge (1)
Electrons have a negative charge (1)
In metals electrons are free to move (from one atom to another) (1)
‘sea of delocalised electrons’ (1) (4)

What can magnets do?

1 Any three from: Iron, nickel, cobalt, steel

(1 or 2 correct = 1 mark, all 3 correct = 2 marks) (2)
2a Bring like poles together to get them to repel (e.g. N & N, S & S) (1)
2b 3 from:
A magnetic needle is mounted on a pivot (1), the north end of the
needle always points north (1), line up ‘north’ on the dial (1) use the
dial to work out which direction you are facing (1) (4)
3 Does it attract (stick) to a magnet (1)
Turn the magnet (or the object around) (1)
Does it now repel? (1)
If yes, it’s a magnet (or if no, then it just magnetic material) (1) (4)
How do magnets work?

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Stafford Manor High School Science Department KS3 Revision: Electricity and Magnetism

1a Magnetic domains (1)

1b They are all lined up in the same direction (1) (2)
2a Repeatedly rub it with a strong magnet (1) In the same direction (1)
2b At first the magnetic domains inside the needle are not lined up (1)
Rubbing it with the magnet causes the domains to line up (1)
When the domains are all lined up, we have a magnetised needle (1)
Hard magnetic materials will stay magnetised for longer than soft
magnetic materials (1) (4)
3 The Earth has magnetic field (like that of a giant magnet) (1)
North pole of a magnet (or compass) is attracted to a south pole (1)
North pole of a magnet point ‘north’ (geographical north) (1)
(geographical) ‘north’ pole must be a magnetic south pole (1) (4)

What do magnetic field lines look like?

1 1 mark for 4 correct field lines

1 mark for arrows in the correct direction

(2)
2a Plotting compass (1)
2b Field strength gets weaker as you move further away (1)
Filed lines become less concentrated (1)
More concentrated = stronger or less concentrated = weaker (1) (4)
3 1 mark for each correct diagram (do not need as
many field lines as in the diagram) (2)
Opposite poles attract because:
Field lines lead from one magnet to the other (1)

Like poles repel because:

Field lines do not lead from one magnet to the other
(1)

(4)

What is an electromagnet?
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Stafford Manor High School Science Department KS3 Revision: Electricity and Magnetism

1a Scrap yard, MRI, electric bell, particle accelerator

2 correct answers needed for 1 mark
1b A magnetic field (1) (2)
2a Coil a length of wire (1)
Pass a current through the wire (1)
2b 2 from:
Add more turns (1), increase the current (1) wrap it around a nail
(or any piece of iron) (1) (4)
3 An electromagnetic can be turned on and off (1) this allows us to
pick objects up but also put them down again (1)
It can be turned up and down (1) it can be used to pick up lighter
objects or heavier objects (1) this can be useful to separate
magnetic materials out (1) (4)

How does electromagnetism help make a motor?

1a Pass a current through a length of wire (1) inside a magnetic field

(1) it will move/ feel a force (1) (2)
2a A coil of wire (1) placed inside a magnetic field (1) current passed
through the wire (1)
2b 2 from:
Current carrying wire has a magnetic field surrounding it (1) this is
placed inside a fixed magnetic field (in between the N & S poles of
magnets) (1) the two magnetic fields interact and cause the wire to
feel a force (1) if the current is turned off and on at the correct time
this causes the coil to spin (1) (4)
3a More turns of wire (1) or more current (1) creates a stronger
magnetic field around the coil (1), stronger magnetic field (1)
creates a larger force on the coil (1)
3b Swap the poles of the magnets round (N → S and S → N) (1),
change the direction of the current (1) (4)

What is static electricity?

1a Negative (1)
1b Rubbing two objects together (1) (2)
2a Two opposite charges will attract (‘negative and positive’) (1)
2b Three from:
The paint is given the same (+) charge (1), this creates a fine mist
(1) The bike frame is given the opposite (-) charge (1) this attracts
the paint droplets (1) This provides and even coat (1) and ensures
less paint is wasted (1) (4)
3 The balloon gains electrons (1)
The jumper loses electrons (1) so gains a positive charge (1)
The charge on the jumper and balloon are the same size (1) but
opposite in charge (1) (4)
Prove it Review:

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Stafford Manor High School Science Department KS3 Revision: Electricity and Magnetism

Once you have made your notes, answered the questions, marked
and improved your responses you should review your performance.
What level did you get? Is that at your target level? If not, then what
do you still need to learn to do even better next time around?

Marks Level
1-2 Emerging
3-4 Developing
5-7 Securing
8-10 Mastering

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