Refine Current Search

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.

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

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.

Students identify three different places where food can be put to keep it cool. Students also explain why keeping food cool is beneficial.

Students are asked to give a useful property for each of four materials used in different situations.

Students answer three questions about information found on a bottle of bleach.

Students select which type of sugar would dissolve fastest and explain why.

This NEMP task assesses knowledge about plants and animals.

Task: Describe problems caused by cutting down trees on a bank. Assessment focus: erosion.

For this task students are provided with some weather information that includes the UV index. Students interpret this information to answer three short answer questions.

Students are provided with four illustrations of situations where using electricity could be dangerous. Students are asked to explain why each situation is dangerous.

Students use provided symbols to write formula and to draw diagrams of different compounds.

Students are provided with five diagrams of different arrangements of atoms. They select which diagram represents water, graphite, oxygen, and carbon monoxide.

Students use the periodic table and their own knowledge to complete the types of atoms present, and total number of atoms present for three compounds.

Students are given the definitions for permanent and temporary change. The students then give two examples from the kitchen of each type of change.

Students answer three questions by interpreting a weather map and other forecast information.

Students read about sexual and asexual reproduction in plants, identify an asexual plant by budding characteristics and answer two questions on the advantages of asexual reproduction.