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Task: Answer questions about what happens to water in open and closed containers. Assessment focus: evaporation.

Students draw up a table to illustrate results of how indicators change when placed into four different liquids.

Students classify 12 common substances as either a compound, mixture, or element.

Students answer a multi choice question and draw and explain their understandings about heat convection in a hot water cylinder. Assessment focus: Using science ideas to explain heat convection.

Students identify the producers, herbivores, and carnivores in four illustrated food chains. Students then explain each of these terms and explain what the arrows in food chains mean.

For this practical task students are assessed on their understanding of the life cycle of a butterfly by putting pictures (of eggs, caterpillar, pupa, emerging butterfly, and butterfly) into the correct sequential order and answering some questions.

Students are provided with information about a genetic trait. They develop genotypes for the parents involved and then complete a punnet square for these.

Students answer questions about genotype and phenotype in cats, and explain a breeding result for the genetic characteristic 'taillessness'.

Students describe what makes two boats move and change direction.

Task: Answer questions about rowing. Assessment focus: levers.

Task: Answer questions about levers. Assessment focus: levers.

Task: Students answer questions about what will make mountain bike riders go faster. Assessment focus: Air resistance.

Students use the term force to explain why a heavier hammer could drive nails into denser material and explain density.

Students carry out a simple experiment with static electricity and then explain their findings.

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 draw a line from each paper type to a description of each paper's properties.

Students are given information and a diagram about a drink bottle overflowing when it had been put into the freezer. Students are asked to explain why this happened and how they could prevent it.

Students are asked to identify a solid, liquid, and a gas. They are also asked to write down two things that are generally true for each of these three states of matter.

Students state whether each of nine common objects are transparent or opaque.

Students state whether each of nine common objects are either soft or do not bend easily.

Students draw a circle around those objects that are hard.

Students outline four tests they could do to find out if a newly described substance is a metal.

Task: Students place in order four beakers of copper sulphate solution from most to least concentrated. They then explain what would happen if two beakers were put together, and explain the term "concentration". Assessment focus: solutions.

For this NEMP task students show their understanding of the life cycle, functions and parts of a tree.

Students are provided with some information about testing leaves for starch. They are required to match the steps in the process with their purpose, and to explain what substance is present that turns iodine blue-black.