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Students use time calculations to fill in missing data on a bus timetable, and answer questions from the timetable.

Task: Describe how energy is transformed in three situations. Assessment focus: energy transformation.

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 are given a graph that shows how many days it took for bread placed in different areas to grow mould. Students use this graph to answer three short questions.

This practical task requires students to order numbers with 2 decimal places from smallest to largest using digit cards. New numbers with 2 decimal places are then created with the digit cards.

Students carry out and make observations about water in a straw, and suction. Students are then required to explain their observations.

Task: Identify the colours on a taxi sitting under a red streetlight. Assessment focus: Coloured light can be produced by blocking some parts of the spectrum.

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

Students are required to describe the compass direction and distance that an ant travels toward different items of food positioned on a grid.

Students interpret a table of data in order to answer four questions on the properties of five different types of paper.

Students use a calendar to answer questions about the days flowers are planted.

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

Students are asked four short questions that explore their understanding of the Earth's rotation, Earth's revolution, and seasons.

Task: match seed description to a dispersal method. Assessment focus: seed dispersal.

Students show their understanding of stem-and-leaf graphs of ages by classifying questions as true or false.

Students convert units of weight - grams and kilograms - to answer questions a range of food items.

Task: Use a diagram to answer questions about seasons and day and night. Assessment focus: relationship of Sun and Earth.

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

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 provided with data showing the temperature and the cloud cover over a one week period. Students use this information to identify the two nights that would be the best to protect plants outside from possible frost damage and also to identify why protection is needed on such nights.

Students are provided with pictures of birds and fish and then asked to describe how fish and birds look different and how they look similar.

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.

Students are provided with six drawings of different types of insects. They use the drawings to explain two features of insects and to explain differences between the insects illustrated.

Students give two pieces of information a scientist could learn from placing bands on the legs of birds.

Task: Use displacement to measure volume. Assessment focus: displacement.