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Students answer two multiple-choice questions about star movement during an evening and star colour and temperature.

Students are given a key list of words associated with earthquakes. Student use these and their own knowledge to write a paragraph explaining five key points about earthquakes.

Students are asked to explain how a stone from the top of a mountain could become sand on a beach. Students then identify the most likely way stones 'move' from the tops of mountains to the coast.

Students answer three questions about the Hubble Space Telescope.

Students are provided with a newspaper article titled 'Gentle quake the latest in swarm' and use this to answer three questions.

Students are asked to identify two impending signs of a volcanic eruption and to describe four geological events that are linked to volcanic eruptions.

Students review their knowledge of greenhouse gases and the effects of global warming. They identify areas where they are unsure, as well as things they know.

Students use a diagram of a solar eclipse to answer four questions.

For this task students select two kinds of activity from those labelled on a diagram of an erupting volcano. Students write a description and the problems or dangers associated with each activity.

Students interpret a map showing concentrations of ozone in the atmosphere and then answer some questions about the ozone issue. This resource assesses the ability to interpret data, and also knowledge of the ozone layer and associated issues.

Students are provided with a sequence of diagrams showing the erosion of a waterfall by a river over time. Students complete diagrams for two other waterfall erosion sequences. Each waterfall has different combinations of layers of soft and hard rocks.

Students are provided with a diagram and asked to identify the type of geological process that it represents. Students are also required to explain what happened.

Students are given a diagram of a glacier, and asked to identify natural hazards and the possible effect of increased temperature on the position of the glacier snout.

Students formulate questions about glaciers and climate change to show awareness that informed opinions are based on inter-related aspects of evidence rather than individual instances.