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Students answer five questions interpreting data on temperature decrease in three different types of cups.

Students use stimulus material to answer a number of questions relating to temperature change in materials which are at different distances from a heat source.

Students are given stimulus material on the stopping distance of a toy car released from different heights. Students write an aim, the best way to present the results, identify the measurement required in order to calculate the average speed, and write a conclusion for the investigation.

Students answer a multiple choice question about what happens when a magnetised object is cut in half, and then draw the lines of the magnetic field around two magnets.

Task: Investigate the length of shadows in relationship to the sun's position. Assessment focus: interpreting a model.

Students are provided with a diagram showing layers of rock and three possible results of changes that could occur. Words and phrases are provided to help students answer several short answer questions about the possible cause of the changes.

Student view an online animation of cliff erosion and then write a description of what they observe about this process.

For this task students identify what may cause clouds to be at different heights and then interpret weather information to answer a multiple-choice question about fog.

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.

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

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.

Describe methods for speeding up and slowing down melting of an ice cube using one of three provided objects, and explain why the methods would work. Assessment focus: planning an investigation.

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.

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.

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.

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

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 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.

Task: Look at the arrangement of fibres for four different paper towels, arrange an appropriate sequence of instructions, carry out the instructions and then communicate the data in an appropriate graph that will help answer the question. Different elements of the nature of science are embedded throughout the tasks. Assessment focus: planning and carrying out a fair test, using evidence to answer a question.

Students explain adaptations of kangaroos and horses to protect their young.

Students give reasons for and against saving endangered animals or plants.

Students work out area, length and angles of a shape after enlargement.

Students calculate the area of composite shapes.

Students read statements about a stem-and-leaf graph and indicate whether the statements are true or false.

Students are asked four short questions that explore their understanding of the Earth's rotation, Earth's revolution, and seasons.