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Students decide if each of three sentences about solids, liquids, and gases is true or false and then give a reason for their answer.

Students draw diagrams to show the particle arrangement in a solid, liquid, and a gas. Students then describe the differences in arrangement and movement of the particles for each of these states.

Students decide whether four statements about particular nature of matter are true or false and then give a reason for their answer.

Students are provided with four illustrations of situations where using electricity could be dangerous. Students are asked to explain why each situation is dangerous.

Students identify the solids, liquids, and gases in three short passages.

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.

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.

Students use information on the properties of five different drinks in order to place them correctly into a key.

Students use a table of information on melting points and boiling points of six different substances to answer questions about states of matter.

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

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.

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.

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.