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For this task students are asked to explain the cause of weathering of rocks and to identify the hardest and the softest rock in a column of rock.

Task: Complete a diagram of part of the water cycle and answer a question about rain. Assessment focus: Question a) – the water cycle and conventions of diagrams; question b) – evaporation of a solution.

Task: Match the parts of a water cycle to the parts represented in a model of the water cycle and compare how they are the same and different. Assessment focus: interpreting a model.

Task: Answer questions about what happens to water in open and closed containers and compare to the water cycle. Assessment focus: evaporation, the water cycle.

Students use a table of some substances and their pHs to answer four questions.

Task: Students draw to show their ideas about what happens when a puddle dries up. Assessment focus: evaporation.

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

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

Students demonstrate their knowledge of solid, liquid, and gas particles by drawing the particle arrangement for wax vapour, molten wax, and candle wax.

Students are given the formula of two different types of chlorophyll. Students name all the elements present, and how the number of atoms differs between the chlorophylls.

Students are given some information about four gases. They use this information and a key to identify the four gases.

Students interpret the diagrams of mixtures, solutions, and pure substances. Then they draw diagrams to represent other combinations of substances.

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

Students draw a graph from some information they are given about the heating of meths in a water bath. Students then explain in terms of particles what is happening for the sloping section and the flat section of the graph.

Students use diagrams of substances with labelled atoms to write their chemical formula.

Students answer a multi choice question and draw and explain their understandings about heat convection in a hot water cylinder. Assessment focus: Using science ideas to explain heat convection.

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

Task: Explain the science messages communicated in a cartoon. Assessment focus: decomposition and photosynthesis.

Task: Use written text about farming's contribution to climate change to complete a flow chart, and answer questions about the two texts. Assessment focus: interpreting, using, and comparing different types of text.

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

Students are provided with information about a genetic trait. They develop genotypes for the parents involved and then complete a punnet square for these.

Using characteristics found in peas, students construct two punnet squares and then answer questions on these.

Task: Students interpret a graph to answer questions, and use background knowledge to justify their responses. Assessment focus: control of body temperature in different types of animals.

Task: identify micro-organisms. Assessment focus: using an identification key

This task is about describing the behaviour of light rays.