Refine Current Search

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 short answer questions on weather, frost, and clouds.

Students explain how two armoured reptiles' adaptations protect them from being eaten by predators.

Students work out the smallest and largest amounts of coins and notes in a piggy bank from statements about the number and type of money.

Students formulate questions about glaciers and climate change to show awareness that informed opinions are based on inter-related aspects of evidence rather than individual instances.

Students decide if a graph is suitable to display category data and explain the reasons.

Students complete a plant record for a tree by making observations.

Students are given an experimental setup of heating water with a burning peanut and are asked how they could change this in three ways to get a greater temperature increase. Students are also asked to give two important experimental conditions that should remain the same if the experiment was repeated.

Task: Complete chart to show how birds' feet and beaks are suitably adapted for their particular food and environment. Assessment focus: inference.

This resource assesses a student's ability to skim quickly and find the answers to eight questions about islands in the Pacific. It is a timed exercise.

Students compare different types of quadrilateral shapes and answer questions about which of a pair is a special case of the other one.

This resource requires students to answer questions about an index page.

Students work out and count the different meal combinations available as shown in a tree diagram.

Task: Select the corect term for stored energy, identify the type of stored energy of three examples, and describe energy transformations. Assessment focus: potential energy.

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

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.

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.

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

Task: Identify which variables should be kept the same to compare reaction times. Assessment focus: control of variables.

Students answer five questions about 'fair testing' for an outlined investigation.

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

Diagrams of four different vertebrate tails are illustrated. Students are required to name an animal that has each type of tail, and then explain how the animal uses this type of tail.

A description of two 'reactions' with household chemicals is outlined. For each students identify if the reaction is chemical or physical and provide an explanation for their answer.

Using provided information students answer three multiple-choice questions about numbers of atoms, elements, molecules and compounds.

Students complete subtraction equations by selecting from a range of numbers.