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For this practical students make observations about dissolving, and plan and carry out an investigation to find out what makes sugar dissolve more quickly.

This practical task investigates the effect of temperature on the rate at which corn pops. Students collect data and make a conclusion.

This practical task requires students to plan and carry out a fair test to find out which paper type will soak up water the best.

Students answer three questions about data contained in pie graphs about the food wild cats eat.

Task: explain the effect of temperature on metal and wood. Assessment focus: the effect of heat on different materials.

This task assesses students' understanding of the states of matter by requiring them to draw and label diagrams of water as a solid, liquid , and gas.

Task: Students use observation and a key to identify native plants. Assessment focus: Using a classification key.

Students evaluate a fair test about whether salt or sugar solution dissolves faster.

Task: Identify which car will be coolest and explain why. Assessment focus: air currents.

Task: Answer two multiple choice questions. Assessment focus: forces.

Students suggest ways to prevent a steep bank slipping. The assessment focus is application of their knowledge about erosion.

For this practical task students cut out descriptions of body part functions and match these to the various labelled parts of a human.

Task: Select whether statements about the Moon are true or false. Assessment focus: the Moon.

Students answer one multiple-choice question about how the mass of a burning object changes.

This task requires students to give three ways of keeping a sandwich fresh for lunch.

Task: Complete two sentences. Assessment focus: definitions of permanent and temporary change.

Students explain why the metal where some lemon juice had been spilt appears shiny.

Students write down three features of plastic that makes it useful in the home.

From a collection of familiar objects, students identify all those that can act as sources of light.

From a key of terms (heat, kinetic, light, potential and sound), students select the word which describes some common examples of energy change.

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

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

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

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

Students write down three reasons why aluminium could be a good material for house frames instead of wood.