Refine Current Search

Students identify the changes of state that are occurring in a diagram showing the separation of fresh water from seawater.

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 answer questions about genotype and phenotype in cats, and explain a breeding result for the genetic characteristic 'taillessness'.

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

This task is about describing the behaviour of light rays.

Task: Use a diagram to match shadows to a time of day. Assessment focus: shadows.

Task: Identify the position of the sun and the time of day when the shadows shown is formed. Assessment focus: shadows.

Task: Answer questions about rowing. Assessment focus: levers.

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

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

In this practical task students investigate the effect of temperature on viscosity. Students describe and explain what has happened.

Students identify the variables to be kept constant, and the variable to be different, when they plan a fair test to show if green plants need light to grow.

Task: choose 3 features of a mosquito and say how they help it survive. Assessment focus: adaptations for survival.

Task: Select the most suitable thermometer to use for different purposes and answer two questions about scale. Assessment focus: making measurements decisions.

Task: Answer a multiple choice question about the material attracted to magnets, select which magnet of four is strongest, and give a reason for choice. Assessment focus: magnetism.

Students answer three questions about information found on a bottle of bleach.

Task: Students use a labelled diagram of a pitcher plant to answer questions about survival. Assessment focus: features for survival.

Task: Identify from an experiment the preferred living conditions of slaters, and use a fact file to suggest reasons why. Assessment focus: interpreting results of an investigation.

Select from multiple choice options. Assessment focus: classification features of insects and mammals.

Task: Use a Venn diagram to interpret a food web based on the vegetable garden. Assessment focus: using diagrams to identify relationships between organisms; using systems thinking to describe these relationships.

Students are provided with five diagrams of different arrangements of atoms. They select which diagram represents water, graphite, oxygen, and carbon monoxide.

Students are given the definitions for permanent and temporary change. The students then give two examples from the kitchen of each type of change.

Students read about sexual and asexual reproduction in plants, identify an asexual plant by budding characteristics and answer two questions on the advantages of asexual reproduction.

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