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Students identify parts of algebraic equations and use the equations to calculate temperatures in the Antarctic at different times of the day.

Students interpret a circuit diagram to decide whether a bulb will glow with different settings of two switches.

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

Task: Match each part of a torch to its name, identify whether the torch in the diagram is on or off and provide evidence for opinion, and suggest ways to make the torchlight brighter. Assessment focus: parts of a torch and the function of some of these parts.

Using a diagram of a torch, students explain the function of the following parts; cell, metal cone, metal strip, spring, and switch. Students also draw a circuit diagram for the torch.

Task: Use data in a table to construct a graph and answer questions about the patterns. Assessment focus: interpreting tables and graphs.

Students answer five questions interpreting data on temperature decrease in three different types of cups.

Three key variables related to high altitude flight are displayed graphically. Students use the information provided to answer a series of questions about flight.

Students use stimulus material to answer a number of questions relating to temperature change in materials which are at different distances from a heat source.

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

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 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.

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

Task: Select the correct words to decribe what is happening to light as it travels through a drop of water. Assessment focus: scientific vocabulary.

Students answer a multiple choice question about what happens when a magnetised object is cut in half, and then draw the lines of the magnetic field around two magnets.

Students read a map of a new school, and answer questions about the placement of some trees. They are assessed on their ability to suggest the trees' impact on the school environment.

This practical resource requires students to demonstrate some phases of the Moon.

Using information about comets, students label a diagram of a comet and draw the orbit of a comet and the position of the comet in two places in its orbit.

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

Task: Investigate the length of shadows in relationship to the sun's position. Assessment focus: interpreting a model.

Task: Complete a diagram of the length and position of a shadow of a flagpole. Assessment focus: shadows in relation to sun's position.

Task: Answer questions about types of solar eclipse. Assessment focus: interpreting diagrams.

Students are provided with a star map showing the path of comet Haley-Bopp 1997. Students use this map to answer three questions.

Students answer two multiple-choice questions about full Moon and lunar eclipses.

Using a stimulus diagram showing plate tectonics, students explain why the following geological features or events; earthquakes, mid-ocean ridge, ocean trench, and volcanoes are present.