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Students are provided with five diagrams of different arrangements of atoms. They select which diagram represents water, graphite, oxygen, and carbon monoxide.

Students classify five described changes as either a chemical or a physical change.

Students consider the potential for chemical change when a range of everyday substances are mixed. They use logical reasoning to work out the consequences of four pairs of reactions.

15 names of elements and symbols are provided. Students shade in those squares where the symbol correctly matches the name.

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

The resource consists of two multiple-choice questions about solubility and saturated solutions.

Task: describe what would happen to four items of food when left in the sun. Assessment focus: change.

Students select the most appropriate method that could be used to separate five different mixtures.

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

Task: Answer three questions. Assessment focus: condensation.

Students use a table of information to answer questions about descriptions of different substances.

Task: Students make predictions about evaporation rates of instances where surface areas are a factor, select which variable is being investigated in both examples and explain their answer. Assessment focus: Using knowledge of surface area to make predictions.

Students are asked one multiple-choice and one short answer question about fair testing.

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

For this practical students make observations about dissolving, and plan and carry out an investigation to find out what makes sugar dissolve more quickly.

For this practical task students are assessed on their ability to observe changes that have occurred to 'popping' corn before and after it is heated. Drawings and written observations are required.

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.

This practical task investigates the effect of temperature on the rate at which corn pops. Students collect data and make a conclusion.

Describe methods for speeding up and slowing down melting of an ice cube using one of three provided objects, and explain why the methods would work. Assessment focus: planning an investigation.

This practical task requires students to describe to a partner their observations about an ice cube melting. Students then develop questions about what they observe.

This practical task requires students to make observations of the changes that occur in five common foods as they are cooked.

This practical task assesses students' ability to record and graph data, and draw conclusions, as they conduct an experiment on the rate at which an ice cube melts in different temperatures.

For this practical task students complete a table of observations for the following substances: vinegar, baking soda, and vinegar and baking soda mixed together.

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.

Plan an investigation to find out which of two students' predictions is correct, and identify how to recognise what a result would look like. Assessment focus: identifying what to measure or compare to answer a science question.