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Students answer three multiple-choice questions about atoms, elements, and atomic number.

Students use a table of some substances and their pHs to answer four questions.

From a diagram of an experimental set up, students answer questions based on fair testing principles. Questions cover the control of variables, and measurement of results.

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.

For this practical task students follow a plan to determine the best temperature for the reaction of rennet with milk. Students need to make observations and write a report on their findings.

Task: Identify which variables should be kept the same to compare reaction times. Assessment focus: control of variables.

Students answer five questions about 'fair testing' for an outlined investigation.

Students outline four ways of improving a given plan for an investigation to make it a fair test.

Task: Plan a fair test to see if adding salt water to water affects how long it takes to freeze. Assessment focus: managing variables.

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.

Task: Measure 100mL of water into three different pieces of equipment. Weigh the result and calculate the precision of using that piece of equipment. Assessment focus: measuring and evaluating the accuracy of equipment.

This practical task requires students to carry out three tests to find out if each element is a metal or non-metal.

Students outline a test they could do to show if a substance is a metal or not.

Students are given an experimental setup of heating water with a burning peanut and are asked how they could change this in three ways to get a greater temperature increase. Students are also asked to give two important experimental conditions that should remain the same if the experiment was repeated.

Students use a table on solubility/insolubility of 16 compounds to determine the validity of four statements and justify with evidence from the table.

Information on particle size and boiling point is provided for three alcohols. Students use this to place these substances in order of particle size and increasing boiling point.

Students label six diagrams as an element, compound, or mixture.

Task: Use understandings about heat energy and insulation to describe how adaptations help Emperor penguins survive in Antarctica. Assessment focus: adaptations for keeping warm in cold conditions.

Students explain the mistake in each of six sentences about elements, compounds or mixtures.

Students explain the terms physical and chemical change. Then they read a passage of text and identify the six changes that have occurred and state if each change is a physical or a chemical change.

A description of two 'reactions' with household chemicals is outlined. For each students identify if the reaction is chemical or physical and provide an explanation for their answer.

Using provided information students answer three multiple-choice questions about numbers of atoms, elements, molecules and compounds.

Students select the correct written definition of the words element, compound, and mixture.

This practical task has two parts. The first part of this practical requires students to observe the effects of different indicators on different substances. Students use these results to identify if some other substances are acid, alkali, or neutral.

This practical task consists of two parts. Students test various substances with hydrochloric acid, iodine solution, and universal indicator, and then complete a table with their observations. The second part requires students to identify four unknown solids using their tests and results from part one.