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Three multiple choice questions ask students to identify the most likely times for sun rise, sun set, and which diagram best illustrates night and day.

Students answer two multiple choice questions about fair testing in the context of static electricity.

Students are provided with a graph of the heating curve for octane. Students use this to answer questions about state, temperatures, and changes of state.

Students look at two diagrams. The first shows iron nails in test tubes with boiled water or tap water, the second shows iron nails with moisture either present or absent. Students answer five questions about these investigations.

Students are given an outline of an investigation on metal corrosion and a graph of some results. Students' ability to interpret the graph and knowledge of fair testing is assessed via short answer questions.

Task: Identify the features of three animals, name their classification group, and answer two questions comparing features of the groups. Assessment focus: classification of animals.

Students are given four pictures, and are asked to draw a circle around the picture that is not a bird, and then give a reason for their choice. Similarly, they circle animals that are not mammals, fish, and molluscs.

Task: Show the relationship of birds' beaks and feet to the food they eat. Assessment focus: adaptations.

Students decide on the variables that will make an experiment about boiling water a fair test. Assessment focus: Recognising multiple variables.

Task: Plan a fair test to see which of two solar showers of different colours heats up more. Assessment focus: controlling variables.

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.

Students answer two multiple-choice questions about star movement during an evening and star colour and temperature.

For this task students are asked two questions about early Polynesian navigation. Students need to identify features of the environment that explorers would have used to navigate home and to find new land.

Students are given a key list of words associated with earthquakes. Student use these and their own knowledge to write a paragraph explaining five key points about earthquakes.

For this task students are provided with a diagram of a landslip and an example of a possible cause of this. Students are required to list four other possible causes of landslips.

Students answer two multiple-choice questions about lightning and determine how far away a thunderstorm is by doing a calculation.

Task: Students draw a fruit tree for each season of the year. Assessment focus: Seasonal changes of fruit trees.

Students follow a story about searching for gold on an island. In the process they answer five questions about landforms.

For this practical students make observations on water flow from three holes set at different heights in a container. They also investigate the effect on water flow if the top is on or off the container.

Students answer three questions about the Hubble Space Telescope.

Students list four things that wouldn't work and the problems this would cause if there was a power cut to their home.

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

Students answer questions about energy transformation.

Assessment focus: insulation.

This task assesses students' understanding of the states of matter by requiring them to draw and label diagrams of water as a solid, liquid , and gas.