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Task: Students answer questions about what will make mountain bike riders go faster. Assessment focus: Air resistance.

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

Students write a story about the water cycle using a given sequence of events that take place.

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.

This practical task requires students to describe to a partner their observations about an ice cube melting. Students then develop questions about what they observe.

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

For this practical task students follow a plan to determine the effects of a weak acid on different building materials. Students need to put their results into a table and write a conclusion.

Task: Identify which variables should be kept the same to compare reaction times. Assessment focus: control of variables.

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

Students read some information about testing the absorbency of different papers. They outline two features that need to be kept the same if the tests were to be fair.

Students answer five questions about 'fair testing' for an outlined investigation.

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

Task: Plan a fair test to see if adding salt water to water affects how long it takes to freeze. Assessment focus: managing variables.

For this practical task students use their knowledge about the properties of gases to explain their observations when they blow up a balloon that is inside a bottle and a balloon that is not inside a bottle.

This practical task requires students to sort some common items from hardest to softest. Students then explain a test that they used to help determine this.

For this practical task students complete a table of observations on nine common materials. Students then use their results to group the materials according to similar properties.

Students outline a test they could do to show if a substance is a metal or not.

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

Students are provided with some information about testing leaves for starch. They are required to match the steps in the process with their purpose, and to explain what substance is present that turns iodine blue-black.

Students are given diagrams of an experiment on photosynthesis using pond weed. Students are asked to put the diagrams of the experiment into the correct order, to give an aim, identify the gas produced, name the process in plants that produces this gas, and to write a conclusion for the experiment.

For this practical task students are provided with four types of plant storage organs. They classify examples as one of these types of food storage organ. Students also look at the tap root and a tuber and describe the main differences between them.

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.

Task: Answer questions about how a thermometer works. Assessment focus: expansion of water on heating.

Task: Answer questions about relationships between mass and stretch. Assessment focus: identifying patterns in data.

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.