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Students convert between millilitres, litres, pints and gallons, and kilometres and miles.

A brief poem about hedgehogs is read to students who then answer retrieval and inferential questions.

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

Students interpret distance-time graphs for a number of scenarios.

Task: Answer questions about the surface of water in a water cooler on a moving train. Assessment focus: forces.

For this assessment students read a paragraph of information about the stars. They use this to complete a table that summarises all this information.

Students are provided with a diagram showing layers of rock and three possible results of changes that could occur. Words and phrases are provided to help students answer several short answer questions about the possible cause of the changes.

A diagram representing an area of a civil emergency is provided and students are asked to identify the geological event that has caused this. Students then give six hazards or problems that could result from this geological event.

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

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

For this practical students are required to investigate how the use of pulleys affects the effort force needed to raise a load. Students gather results, write a conclusion, and describe two situations in which a pulley system would be useful.

Students read a passage about a proposed fair test and then list four variables that need to be controlled.

From a diagram of an experimental set up, students answer questions based on fair testing principles. Questions cover the control of variables, and measurement of results.

Task: Identify which variables should be kept the same to compare reaction times. Assessment focus: control of variables.

Students interpret information about unnamed planets and their length of year to answer questions about their distance from the Sun and the order of these planets from the Sun.

Students are given a mind map showing some properties of carbon dioxide. Students identify each of these as either a physical or chemical property.

Using provided data students decide which of three liquids would freeze if placed in a freezer. Students explain what happens to particles when they freeze and how the level changes due to freezing.

Students decide whether four statements about particular nature of matter are true or false and then give a reason for their answer.

Students explain the mistake in each of six sentences about elements, compounds or mixtures.

A description of two 'reactions' with household chemicals is outlined. For each students identify if the reaction is chemical or physical and provide an explanation for their answer.

Students use diagrams to answer questions about atoms, elements, compounds, and mixtures. They are then asked to use these words to describe the differences between diagrams.

Students use a table of information on melting points and boiling points of six different substances to answer questions about states of matter.

Task: Demonstrate understanding of the pupil reflex of the eye, and apply this to answering questions about sunglasses safety. Extension questions probe understanding of who decides on and applies safety standards. Assessment focus: effect of UV light on the eyes and how it can be mediated by simple sunglasses technology.

Students answer questions about fractions of different wholes (units).

Task: Answer two questions about pruning loppers. Assessment focus: levers.