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Students draw up a table to illustrate results of how indicators change when placed into four different liquids.

For this practical students use provided definitions to classify 12 objects as either transparent, translucent, or opaque.

Students draw a line from each paper type to a description of each paper's properties.

Students respond to questions about the relationship between diagonals, triangles and polygons; then write a rule to describe the pattern.

Students interpret a line graph of the weight of a baby over 12 weeks and answer questions about weight, forecasting and the rate of change.

Students use cubes to construct part of a spatial pattern and answer questions on how to continue it.

Students identify and write in missing entries from a conversion table, answer questions interpreting the table, and state the rule for conversion.

Using grids, students enlarge shapes by different scale factors.

Students complete a table showing pattern sizes and children's chest measurements. They answer two questions interpreting the pattern, and state the rule as a word equation.

Students use problem-solving strategies to work out how to carry two men and two children across a river using one canoe. Students record their solution on a sheet provided.

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.

Students demonstrate their understanding of a graph showing the relationship between the cost of different bottles of drink and the amount each bottle contains. They then explain which bottle of drink is the best value for money paid.

Students complete and interpret a graph to answer questions about time, distance and speed.

Students interpret information from a flowchart to calculate the total costs of different sized groups staying in a motel for varying lengths. They also complete a linear algebraic equation to show the costs of one group's stay.

For this practical students observe some activities which illustrate melting and dissolving. They write sentences about what they observe and then write what they think melting and dissolving mean.

Students answer two questions about the number of seats available as more tables are added to a row, and state a rule for the pattern.

Students are provided with an unfinished graph and asked to identify what three things are needed so that the graph is then complete. Students are also asked to identify the type of graph.

Task: Draw, using symbols, circuit diagrams of three described circuits. Assessment focus: using conventions of circuit diagram; knowledge of circuit construction.

Students indicate how brightly a bulb would glow in three different circuits. Students then use pictures of four appliances, showing the arrangement of their cells, to draw circuit symbol diagrams illustrating this cell arrangement.

Students are given stimulus material on the stopping distance of a toy car released from different heights. Students write an aim, the best way to present the results, identify the measurement required in order to calculate the average speed, and write a conclusion for the investigation.

Students are provided with a newspaper article titled 'Gentle quake the latest in swarm' and use this to answer three questions.

Students prepare a persuasive speech on an issue they have strong opinions about. Features of persuasive speech are outlined. ARB scoring guides A, B, and C are suitable for this task.

For this practical task students complete a table of observations for the following substances: vinegar, baking soda, and vinegar and baking soda mixed together.

Students are given six different circuit diagrams. They state how brightly these bulbs will glow when compared to another circuit.

Task: Investigate mass required to lift a small rock when changing distance from pivot. Assessment focus: levers.