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For this practical task students create a sundial by marking observations and recording the time for each hour, and answer questions about shadows and sundials.

Task: interpret a graph of a car's journey and add to the graph to represent a further description of the journey. Assessment focus: graph interpretation.

For this task students are provided with a diagram showing the landmasses that originally made up Gondwanaland. Students are required to identify and use their own knowledge to indicate the evidence which indicates that these landmasses were once joined together.

Task: Answer a multiple choice question. Assessment focus: displacement.

Task: Answer questions about eggs put into water of different densities. Assessment focus: density.

Task: Identify how to balance a ruler and give a reason for the answer. Assessment focus: balance.

On the outline provided, students colour in a rainbow. They then identify atmospheric conditions needed to see rainbows.

For this practical students are required to investigate how the use of pulleys affects the effort force needed to raise a load. Students gather results, write a conclusion, and describe two situations in which a pulley system would be useful.

Task: Students answer questions about a soil food web. Assessment focus: reading a food web, systems thinking.

Students match each of seven circuit symbols provided to its respective name. Then the students use the symbols to complete the simple circuit diagram as described.

Task: Use data in a table to construct a graph and answer questions about the patterns. Assessment focus: interpreting tables and graphs.

In this task students compare two photographs of a river with normal flow and a river in flood. They make inferences based on their observations.

Task: select a card to show how to control the variables of an investigation into the rolling distance of marbles on different surfaces. Assessment focus: controlling variables.

Students use stimulus material to answer a number of questions relating to temperature change in materials which are at different distances from a heat source.

Task: Select which stirrer would feel hottest and explain why, and in which container soup would cool fastest, and explain why. Assessment focus: heat conduction.

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

Select which materials are transparent, opaque, or translucent. Assessment focus: vocabulary of a material property.

Students answer 2 multiple choice questions about condensation. The assessment focus is on identifying where the condensation has come from.

Task: Students match parts of statements about how Joan Wiffen worked like a scientist, and identify what skills or experiences helped her find fossils. Assessment focus: interpreting information about how scientists work.

Task: use a key to identify a fish, then complete a key to identify shellfish. Assessment focus: classification keys.

Task: Draw a line to match animals to their footprints, and explain why it may be useful to identify animals by their footprints. Assessment focus: using features to name animals.

Name the group various animals belong to. Assessment focus: classification.

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

Task: Answer questions about recycling aluminium by interpreting a fact file. Assessment focus: Recycling.

Task: Students answer questions about a Southern Ocean food web. Assessment focus: interpreting food webs.