Gather and interpret data resources

This task requires a hyacinth bulb to be set up in a glass container. As it develops and grows students make observations.

Reading text to find information about how scientists work. Assessment focus: interpreting information about how scientists work.

Task: Identify the variables for testing how fresh water and salt water affect rusting. Assessment focus: planning a fair test.

Students indicate for each of six different variables those that need to be kept the same for an investigation about dissolving different types of sugar.

This practical assessment requires students to design and carry out tests on three properties of four different fabrics in order to find the most suitable fabric for the stated purpose.

This practical task requires students to use methods of separation to separate a mixture of salt, sand, and iron filings. Students explain how they did this and the property of the substance that they used.

Students look at two diagrams. The first shows iron nails in test tubes with boiled water or tap water, the second shows iron nails with moisture either present or absent. Students answer five questions about these investigations.

Select the correct pair to set up a fair test. Assessment focus: controlling variables.

Task: Students fill in a chart to select the best material for making 6 objects, and give reasons for their answers. Assessment focus: properties of materials related to use.

Students are provided with a narrative of two children who have gone back to the past at a time when dinosaurs existed. Students have a number of questions to answer during the narrative.

Students decide on the variables that will make an experiment about boiling water a fair test. Assessment focus: Recognising multiple variables.

Students explain how two armoured reptiles' adaptations protect them from being eaten by predators.

Task: Describe on a chart how a duck's features help it to survive, then infer what might happen if these features were changed in some way. Assessment focus: how adaptations aid survival.

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

Task: Describe what happens to ice in a glass of water, giving reasons, and explain where water forming on the outside of the glass comes from. Assessment focus: changes of state.

For this practical students are required to investigate how the use of pulleys affects the effort force needed to raise a load. Students gather results, write a conclusion, and describe two situations in which a pulley system would be useful.

Students first do the science activity Throwing Balloons 2 (PW2548) where they predict, observe, and explain what will happen when a balloon containing another balloon filled with water is thrown. Then the students do this writing task where they describe the balloon and what happened when it was thrown, and explain why they think it moved the way it did. Six annotated exemplars of student scripts (writing) are included under the "Working with Students" tab.

Students construct three different sized parachutes from plastic bags. They then carry out a fair test to see which sized parachute is the most effective. Students answer questions about fair tests, collect and record their results, and make a conclusion.

Students carry out and make observations about water in a straw, and suction. Students are then required to explain their observations.

This practical task requires students to use a plastic comb and wool to generate static electricity. Students investigate different materials to find those that are attracted to the static charge.

For this practical task students follow a plan to determine the effects of a weak acid on different building materials. Students need to put their results into a table and write a conclusion.