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Students use keywords to label a simple circuit, and then explain how someone would know if the circuit is on or off.

Task: Describe changes to iron as it is heated or cooled. Assessment focus: changes to metals as they are heated and cooled.

Students place five statements in order to show how sound travels from its source to the brain.

Students answer short questions to show their knowledge of heat transfer through metal and plastic spoons.

Students indicate for each of six different variables those that need to be kept the same for an investigation about dissolving different types of sugar.

Students use a list that has some properties of glass to help them answer four questions about glass use.

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

For this practical task students investigate and report on what they noticed about a model river and how different sized materials are moved by the water.

Students identify where heat is lost from a house, explain ways to reduce heat loss and suggest ways to reduce heat loss.

Task: Answer questions about eggs put into water of different densities. Assessment focus: density.

Task: Answer two questions about variables in an investigation about insulation and complete a graph. Assessment focus: fair testing.

Task: Answer questions about how a thermometer works. Assessment focus: expansion of water on heating.

Task: Describe how energy is transformed in three situations. Assessment focus: energy transformation.

Students read a play and answer questions about the characters' actions, the setting, and text layout. SJ-1-2-1985. Text not provided.

Students read a poem then use information from it to make inferences. Text not provided.

Task: Draw, using symbols, circuit diagrams of three described circuits. Assessment focus: using conventions of circuit diagram; knowledge of circuit construction.

Task: Complete a table to show how energy is transformed in eight objects and describe the energy transformations in two others. Assessment focus: energy transformation.

This practical task requires students to sort some common items from hardest to softest. Students then explain a test that they used to help determine this.

Task: sort cards into groups. Assessment focus: classification

Students are provided with a situation where the bank on the school field is eroding. They are asked to write a plan for a tree-planting programme that would help to slow down the erosion.

For each of eight provided situations students identify whether each is an example of evaporation, condensation or neither of these.

Students use a diagram to answer questions about water reserves, the main difference between lake and sea water, and to explain how water in the ocean could end up falling as snow in the mountains.

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

For this practical task students complete a table of observations for the following substances: vinegar, baking soda, and vinegar and baking soda mixed together.

Students explain how the parts of a torch help it work.