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Students classify 12 common substances as either a compound, mixture, or element.

Students draw a graph from some information they are given about the heating of meths in a water bath. Students then explain in terms of particles what is happening for the sloping section and the flat section of the graph.

Students identify the producers, herbivores, and carnivores in four illustrated food chains. Students then explain each of these terms and explain what the arrows in food chains mean.

Task: Read a story about a cat and use the information to draw a food chain. Assessment focus: Using information to construct a food chain.

Students use a diagram that shows a food web to answer five questions about the information within the food web.

Using characteristics found in peas, students construct two punnet squares and then answer questions on these.

Students colour in three fish according to given instructions. They then explain the advantage of this colour pattern for each fish.

Students are provided with an unfinished graph and asked to identify what three things are needed so that the graph is then complete. Students are also asked to identify the type of graph.

Using illustrations from five different beech trees and a key, students are asked to identify which type of beech tree each leaf comes from.

Students use a key to classify and describe a number of the illustrated insects and spiders.

For this practical students are required to investigate how the use of pulleys affects the effort force needed to raise a load. Students gather results, write a conclusion, and describe two situations in which a pulley system would be useful.

Task: Investigate mass required to lift a small rock when changing distance from pivot. Assessment focus: levers.

Task: Answer two questions about setting up a fair test and another about insulating houses. Assessment focus: controlling variables.

Task: Answer two multiple choice questions. Assessment focus: managing variables.

Task: Use displacement to measure volume. Assessment focus: displacement.

Task: Identify patterns in a table and suggest ways to make a toy travel further. Assessment focus: interpreting data; energy; forces.

Students read a passage about a proposed fair test and then list four variables that need to be controlled.

Task: Make a sound gun and use it to investigate what happens to a candle when the end of the sound gun is tapped. Assessment focus: sound waves.

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.