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This practical task requires students to plan a method to determine which magnet is the strongest. Students carry out their plan, record results and write a conclusion.

For this practical task students follow a plan to determine the effects of a weak acid on different building materials. Students need to put their results into a table and write a conclusion.

This practical task requires students to use methods of separation to separate a mixture of salt, sand, and iron filings. Students explain how they did this and the property of the substance that they used.

Students outline four ways of improving a given plan for an investigation to make it a fair test.

For this practical task students determine the viscosity of different household susbstances such as golden syrup, cooking oil, fruit juice etc. Students complete the experiment and construct a chart showing their results and observations.

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.

Students conduct a statistical investigation about their prediction of the most common words used in English. They make graphs, describe their shape, and compare their own graph with ones that other students produce.

Students state what things will affect how far a cube will travel when flicked in the middle with a ball-point pen, and conduct an experiment to see what happens in practice.

Students compare drawings of a healthy and unhealthy plant, collect data, and decide which data distinguishes them. This is a mathematics/science resource.

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

Task: Identify the variables for testing how fresh water and salt water affect rusting. Assessment focus: planning a fair test.

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.

Students are provided with a situation where the bank on the school field is eroding. They are asked to write a plan for a tree-planting programme that would help to slow down the erosion.

This practical task requires students to first plan how they could find out which liquid flows the best. Then they carry out their plan, record their results, and write a conclusion.

Task: Predict which of three balls dropped from different heights will squash most, explain why, and design an investigation to test prediction. Assessment focus: acceleration and fair testing.

This whole investigation requires students to find out how spring stretch is affected by different masses pulling on it. There is also a section for planning a similar investigation and a processing section using some provided data.

Task: Select cards to show how to control the variables of an investigation into the rolling distance of marbles on different surfaces. Assessment focus: controlling variables.

Task: Process and interpret data in a table to identify the best paper to use for a game. Evaluate the reliability of the collected data. Assessment focus: using evidence to answer a question.

This practical task requires students to plan, process, and evaluate an investigation on types of fruit and the voltage that each can produce.

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

Students are given some solids and liquids for this practical task. They plan how they would find out which liquids are solvents for any given solid, carry out the task, and write a conclusion.

Task: Plan a fair test to see which of two solar showers of different colours heats up more. Assessment focus: controlling variables.

This practical task assesses students' ability to design and carry out a fair test on the relationship between slope and rates of erosion.

Task: Students make predictions about evaporation rates of instances where surface areas are a factor, select which variable is being investigated in both examples and explain their answer. Assessment focus: Using knowledge of surface area to make predictions.

Task: Sequence drawings of a bean seedling to show order of events during germination. Assessment focus: germination.