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Students use information on the properties of five different drinks in order to place them correctly into a key.

Students identify the changes of state that are occurring in a diagram showing the separation of fresh water from seawater.

Students are given the formula of two different types of chlorophyll. Students name all the elements present, and how the number of atoms differs between the chlorophylls.

Students are given some information about four gases. They use this information and a key to identify the four gases.

Students use diagrams of substances with labelled atoms to write their chemical formula.

For this task students use a diagram to explain the different seasons experienced in different hemispheres.

Students are provided with information about a genetic trait. They develop genotypes for the parents involved and then complete a punnet square for these.

Students are provided with a graph of lizard numbers on an island. They answer three questions about this graph.

Students answer questions about genotype and phenotype in cats, and explain a breeding result for the genetic characteristic 'taillessness'.

For this NEMP task students use a key to name five small animals. They answer a question about the gas animals need to survive.

Students use a chart that identifies some birds' eggs to answer short response questions.

Task: identify micro-organisms. Assessment focus: using an identification key

Using the principles of fair testing, students identify four factors that could affect the time it takes for electric jugs to boil water.

Students describe what makes two boats move and change direction.

Task: Use a diagram to match shadows to a time of day. Assessment focus: shadows.

Task: Identify the position of the sun and the time of day when the shadows shown is formed. Assessment focus: shadows.

Task: Answer questions about rowing. Assessment focus: levers.

Task: Answer questions about levers. Assessment focus: levers.

In this practical task students predict, and then measure the temperature of water from a range of familiar sources.

Task: Explain how to use the magnet to remove a drawing pin out of a glass of water without putting the magnet in the glass, touching the glass with hands, or spilling the water. Assessment focus: using knowledge of magnetism to solve a problem.

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

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.