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This resource assess students' understanding of circuits when they explain what is wrong in five different circuit diagrams.

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

Task: Students use an image of an Australian lizard to explain what purpose is served by the lizard's tail looking like its head. Assessment focus: features for survival.

Students use a diagram of, and information about a measuring cup (a cone) to calculate and answer questions about volume.

Students use a circuit diagram to answer questions about how removing bulbs affects the other bulbs in the circuit. Assessment focus: Electrical circuits

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

Task: Students place in order four beakers of copper sulphate solution from most to least concentrated. They then explain what would happen if two beakers were put together, and explain the term "concentration". Assessment focus: solutions.

Students decide if each of three sentences about solids, liquids, and gases is true or false and then give a reason for their answer.

Students answer two multiple choice questions about fair testing in the context of static electricity.

Task: Students apply both their knowledge of the functions of roots and information from a model to explain why care is needed when transplanting trees. Assessment focus: interpreting diagrams.

Task: Answer questions about a table comparing the energy usage and lifespan of different sorts of lights, and use this information to complete a second table to describe advantages and disadvantages of each. Assessment focus: reading a technical table.

Students calculate increases in length, area, and volume, and relate this to the scale factor for an enlargement.

Students answer two multichoice questions giving explanations for their choice and two short answer questions.

In this task, students look for patterns in electron arrangement in the periodic table. They use their ideas to place missing elements in the table, answer some questions about the patterns, and use the patterns to predict the properties of some elements.

Students use a cross-section diagram of a canal to calculate area and volume.

Students use a diagram of, and information about oranges packed in a cylinder to calculate height, area and volume.

Students calculate circumference, circular and square area of a road sign.

From three different sized animal pictures and their enlargements, students are required to identify the scale factor and the length of an unknown side.

In a shape made up of triangles, students identify lines of symmetry for pairs of triangles and identify pairs of triangles which reflect through a line of symmetry.

Students build a rectangular prism and identify some of the interior right-angled triangles.

Using the context of carpark lines, students are required to apply their knowledge of angles on parallel lines to calculate unknown angles and identify a non-parallel line from a selection of lines.

Students use vectors and select correct vector diagrams for practical problems.

Students identify different parts of linear formulae which describe costs for buying and transporting clothing.

Students complete linear equations for three practical word problems.

Students use rates to solve word problems involving cooking and preserving.