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Students carry out a simple experiment to illustrate refraction. They then explain why this happened.

Students predict and investigate the way in which a concave and a convex lens distort the image of a pencil.

Task: Select which picture correctly shows an ice cube in a glass of water and select correct explanation. Assessment focus: density of ice.

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

Task: Answer two questions about variables in an investigation about insulation and complete a graph. Assessment focus: fair testing.

Students are provided with four illustrations of situations where using electricity could be dangerous. Students are asked to explain why each situation is dangerous.

Students identify where heat is lost from a house, explain ways to reduce heat loss and suggest ways to reduce heat loss.

Task: complete 2 diagrams. Assessment focus: centre of gravity.

Task: Answer a multiple choice questions about what would be seen on earth if a meteor hit the moon, and explain why that answer is correct. Assessment focus: how sound and light travel.

Task: Answer questions about what happens to the light form a torch. Assessment focus: light.

Task: Match definitions to terms about light rays. Assessment focus: scientific vocabulary.

Task: Answer questions about the surface of water in a water cooler on a moving train. Assessment focus: forces.

This practical task requires students to make observations and draw diagrams about diffusion that occurs when food colouring is added to water.

Students explain the differences between the terms; genotype and phenotype; and homozygous and heterozygous.

Task: Answer questions about frog's skin adaptations, and use this information to think about consequences of chytrid fungus for Archey's frogs. Assessment focus: using information to think about management of native endangered species.

This practical task requires students to test a number of circuits and to give reasons why some of the circuits do not work while others do. Students also look at other circuits and explain what happens to the brightness of the bulb.

Identify from four circuit diagrams which bulbs will light up. Assessment focus: electrical circuits.

Students answer four questions on echoes and sound insulation.

Students interpret a circuit diagram to decide whether a bulb will glow with different settings of two switches.

Task: Select the correct reason why a bird on a power line does not get electrocuted and select pictures of danger of electrocution, justifying choice. Assessment focus: understanding of the route taken by electricity/electrocution.

Task: Answer questions about a table comparing the energy usage and lifespan of different sorts of lights, and use this information to complete a second table to describe advantages and disadvantages of each. Assessment focus: reading a technical table.

From a collection of familiar objects, students identify all those that can be a source of light. They then explain the term 'source of light'.

Task: Answer two questions about light shades. Assessment focus: reflection.

Task: Identify colours and surfaces that keep things cool. Assessment focus: heat absorption.

Task: investigate reflection of light using a torch and mirror. Assessment focus: angle of reflection.