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Students use the term force to explain why a heavier hammer could drive nails into denser material and explain density.

Students carry out a simple experiment with static electricity and then explain their findings.

Students carry out a simple experiment to illustrate refraction. They then explain why this happened.

Students are asked to explain why the Southern Cross appears not to be in the same place in the night sky that it was a few months previously.

Students explain two ways to make salt dissolve faster when in cold water.

Students complete a table for six common objects by stating the material used to make each object and a useful property of that material.

Students are given information and a diagram about a drink bottle overflowing when it had been put into the freezer. Students are asked to explain why this happened and how they could prevent it.

In this practical task students investigate the effect of temperature on viscosity. Students describe and explain what has happened.

Students state whether each of nine common objects are transparent or opaque.

Students outline four tests they could do to find out if a newly described substance is a metal.

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.

Drawings of four different seeds are provided. Students explain how each seed is dispersed.

Students give two reasons why it is an advantage for a porcupine fish to inflate its body and have its spines stick out when it is in danger.

Task: choose 3 features of a mosquito and say how they help it survive. Assessment focus: adaptations for survival.

Task: Select the most suitable thermometer to use for different purposes and answer two questions about scale. Assessment focus: making measurements decisions.

Students are provided with a diagram of a thermometer and they answer questions on its use, how it works, and then read the temperatures from four thermometers.

Task: Answer questions about data in a table. Assessment focus: pulleys.

Task: Label a diagram. Assessment focus: relative positions of Earth and Sun for each season.

Students are provided with a diagram and asked to identify the type of geological process that it represents. Students are also required to explain what happened.

This resource assesses students' understanding of erosion. Students order a set of diagrams showing the process of erosion in a river and write an explanation of how cliff erosion occurs by the sea.

For this task students explain the causes to the difference in height of water levels in a lake during spring, summer, and winter.

Data from a test of comparative strengths of different magnets is provided. Students graph the data and make a conclusion.

Task: Answer questions about car tyres. Assessment focus: friction; air pressure.

Task: Answer a multiple choice question about the material attracted to magnets, select which magnet of four is strongest, and give a reason for choice. Assessment focus: magnetism.

Task: Answer questions about recycling aluminium by interpreting a fact file. Assessment focus: Recycling.