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Task: Answer questions about a key for metals: Assessment focus: recognising the purpose of a specific key.

Students are provided with a graph of the heating curve for octane. Students use this to answer questions about state, temperatures, and changes of state.

Students are provided with a table that gives them some properties of five different materials. They answer four short answer questions that involve interpreting information from the table.

Students place in order, four diagrams showing the steps for making copper sulphate crystals.

Students answer one multiple-choice question about how the mass of a burning object changes.

This task requires students to give three ways of keeping a sandwich fresh for lunch.

Task: Complete two sentences. Assessment focus: definitions of permanent and temporary change.

Students are given two equations describing the burning of petrol. Students identify each as either complete or incomplete combustion and then describe two disadvantages of incomplete combustion.

Students identify in which order candles will go out and explain their answer. Assessment focus: the role of oxygen in combustion.

Task: Decide whether described situations are examples of melting or dissolving, provide further examples, and describe what happens when something melts, and when something dissolves. Assessment focus: definitions of melting and dissolving.

Students explain why the metal where some lemon juice had been spilt appears shiny.

Students answer two multiple-choice questions on pH.

Students decide if a statement is correct and then give a reason for their answer. Assessment focus: Using science ideas to explain a view.

Students write down three features of plastic that makes it useful in the home.

Students state if each of four jars containing different substances would sink or float.

Assessment focus: insulation.

Select which materials are transparent, opaque, or translucent. Assessment focus: vocabulary of a material property.

Students answer 2 multiple choice questions about condensation. The assessment focus is on identifying where the condensation has come from.

This task assesses students' understanding of the states of matter by requiring them to draw and label diagrams of water as a solid, liquid , and gas.

Students classify six common substances as either a solid, liquid, or a gas. Students then group these substances into elements, mixtures, or compounds.

Task: Describe where water goes when washing is drying and from a swimming pool, and discuss factors that affect this process. Assessment focus: evaporation.

Task: Describe changes to iron as it is heated or cooled. Assessment focus: changes to metals as they are heated and cooled.

Students write down three reasons why aluminium could be a good material for house frames instead of wood.

Students explain why metal is used to make cutlery, and describe a disadvantage of plastic cutlery.

Students explain why most of a saucepan is made of metal but has a handle made of wood.