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Task: Complete two sentences. Assessment focus: definitions of permanent and temporary change.

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

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.

This practical task consists of two parts. Students test various substances with hydrochloric acid, iodine solution, and universal indicator, and then complete a table with their observations. The second part requires students to identify four unknown solids using their tests and results from part one.

Students are provided with a diagram of a moa and asked if each of seven sentences about moa is correct or incorrect.

For this practical students make observations on water flow from three holes set at different heights in a container. They also investigate the effect on water flow if the top is on or off the container.

Task: Use a key to identify six different metals from the descriptions provided. Assessment focus: using a key to identify metals.

This practical task has students investigate the surface area of three objects and whether this influences the rate of evaporation. Students fill in a table, and calculate the water loss and answer questions to show their understanding.

Students are given diagrams representing the three states of matter. Students answer four questions relating to these.

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

Students use diagrams to answer questions about atoms, elements, compounds, and mixtures. They are then asked to use these words to describe the differences between diagrams.

Task: Plan a fair test to see if adding salt water to water affects how long it takes to freeze. Assessment focus: managing variables.

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.

Select the correct pair to set up a fair test. Assessment focus: controlling variables.

Task: Predict, Observe, Explain, (POE) activity observing what happens to air in a balloon when it is heated. Assessment focus: behaviour of gases when heated and cooled.

For this practical students use provided definitions to classify 12 objects as either transparent, translucent, or opaque.

For this practical task students are assessed on their ability to record their observations of the decomposition of a cut slice of pumpkin over a two week time period.

Students identify which substances undergo a permanent change when they are mixed together.

Students outline four ways of improving a given plan for an investigation to make it a fair test.

Students answer five questions about 'fair testing' for an outlined investigation.

Students are given two equations describing the burning of petrol. Students identify each as either complete or incomplete combustion and then describe two disadvantages of incomplete combustion.

Students explain the terms physical and chemical change. Then they read a passage of text and identify the six changes that have occurred and state if each change is a physical or a chemical change.

Students explain two ways to make salt dissolve faster when in cold water.

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

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.