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Students draw a line from each genetic term to its correct definition.

Students are required to match plant parts with their function.

A bar graph showing the percentage of endangered species threatened by predation, competition, and/or habitat loss is given. Students use this graph to answer questions and explain the terms; predation, competition, and habitat loss.

Three multiple choice questions ask students to identify the most likely times for sun rise, sun set, and which diagram best illustrates night and day.

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

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.

Task: Use a diagram to answer questions about seasons and day and night. Assessment focus: relationship of Sun and Earth.

Task: Identify examples of experiencing sound. Assessment focus: sound.

Task: Identify direction of currents and explain reason for pattern. Assessment focus: convection patterns.

Using a diagram of a crab, students explain some of the crab's adaptations.

Task: Explain how a change in the cockle population has affected one or more organisms in a food web in the short and long term. Assessment focus: Sorting observations and inferences; reading food chains and; using a food web diagram to predict impact of change.

15 names of elements and symbols are provided. Students shade in those squares where the symbol correctly matches the name.

Using provided information students answer three multiple-choice questions about numbers of atoms, elements, molecules and compounds.

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.

Students select the correct written definition of the words element, compound, and mixture.

Students answer three multiple-choice questions about atoms, elements, and atomic number.

Task: Complete a table to show how energy is transformed in eight objects and describe the energy transformations in two others. Assessment focus: energy transformation.

Four diagrams showing different ways plants store food (tuber, bulb, corm, and a tap root) are provided. Students are asked to identify which method of food storage different plants use. Three short answer questions are also included.

Students are provided with a series of six labelled diagrams showing a bean seed germinating and developing into a small plant with leaves. Students write sentences describing what is occuring at each stage.

Task: Identify adaptations of 3 animals that live under the soil, and design an animal that could live underground. Self-assess the design by considering given criteria. Assessment focus: adaptations that enable an animal to live underground.

Students are provided with drawings of the main types of fingerprints. Students then make their own fingerprint and those of three other students. They then classify and describe the differences between these prints.

Task: Answer two questions about judging model aeroplanes. Assessment focus: reading tables.

Students use keywords to label a simple circuit, and then explain how someone would know if the circuit is on or off.

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.

Students use a diagram to answer questions about water reserves, the main difference between lake and sea water, and to explain how water in the ocean could end up falling as snow in the mountains.