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

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

Students review their knowledge of greenhouse gases and the effects of global warming. They identify areas where they are unsure, as well as things they know.

Students list four properties of copper metal and state if each property is physical or chemical. Students then explain how copper sulfate solution can be separated.

Explain how to test if a solution is an acid or not, and describe and explain what happens if rusty nails are put in an acid. Assessment focus: acid reactions.

Task: Answer six true or false questions. Assessment focus: Definitions of genetic terms.

Task: Give examples of described energy transformations, and name energy transformations involved with named objects.

Task: Select the corect term for stored energy, identify the type of stored energy of three examples, and describe energy transformations. Assessment focus: potential energy.

Task: Answer two questions about melting and two questions about dissolving. Assessment focus: describe and explain melting and dissolving.

Task: Read a short piece of narrative. Identify and explain the behavioural adaptations of oystercatchers. Assessment focus: interpreting text to identify behavioural adaptations and their purposes.

Students use a circuit diagram to answer questions about how removing bulbs affects the other bulbs in the circuit. Assessment focus: Electrical circuits

Task: Students read a pH scale to determine how it shows the increasing strength of an acid and a base solution and decide from different pH products what the effect would be on an acidic soil. Assessment focus: interpreting a pH scale.

Task: Using the given pH, classify 10 common substances as acidic, basic, or neutral. Assessment focus: knowledge of the pH scale

Using a diagram of a torch, students explain the function of the following parts; cell, metal cone, metal strip, spring, and switch. Students also draw a circuit diagram for the torch.

Task: Answer questions about how a seesaw works and use an equation to calculate how to balance the seesaw.

Task: Transfer information from a table to a graph, label the bottom axis and describe the pattern of the data. Assessment focus: graph construction; graph interpretation.

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.

Task: interpret data from a table and complete two calculations. The context is balancing a see-saw. Assessment focus: using a scientific formula to identify trends.

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.

Students indicate on a circuit diagram where they would place switches in order to achieve various situations, such as the lamps being on, off, and other combinations.

Students are given six different circuit diagrams. They state how brightly these bulbs will glow when compared to another circuit.

Students are provided with an illustration of two different circuits. Students are required to draw the two illustrations as circuit diagrams.

This resource assess students' understanding of circuits when they explain what is wrong in five different circuit diagrams.

Students are given stimulus material on the stopping distance of a toy car released from different heights. Students write an aim, the best way to present the results, identify the measurement required in order to calculate the average speed, and write a conclusion for the investigation.

Students indicate how brightly a bulb would glow in three different circuits. Students then use pictures of four appliances, showing the arrangement of their cells, to draw circuit symbol diagrams illustrating this cell arrangement.