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

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

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.

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

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.

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 are given an outline of an investigation on metal corrosion and a graph of some results. Students' ability to interpret the graph and knowledge of fair testing is assessed via short answer questions.

The liquid range for four common substances has been provided. Students use this to answer questions about melting point, boiling point, and state.

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

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