Knowledge resources

Task: identify two features that enable a sea lion to live in water. Assessment focus: adaptations.

Task: multiple choice questions and interpreting a diagram. Assessment focus: phases of the moon.

Task: Select which state of water applies to a list of places where water can be found. Assessment focus: states of water.

Task: Match terms with definition. Assessment focus: science vocabulary.

Students are asked to match six everyday objects to the main energy transformation that occurs in each of these objects.

Task: Include three given words in an explanation about how ramps work. Assessment focus: work, distance and force.

Task: Identify the colours on a taxi sitting under a red streetlight. Assessment focus: Coloured light can be produced by blocking some parts of the spectrum.

Task: Answer questions about the surface of water in a water cooler on a moving train. Assessment focus: forces.

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

Task: Answer three questions. Assessment focus: condensation.

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.

Students are given some information on levers. They use this to label the pivot, load, and effort force on four other common examples of levers.

For this task students look at a diagram showing household electrical wires and then answer some questions about these.

Students name the force that delivers water to households from a water tower and then explain advantages and disadvantages of a wind-powered pump compared to a petrol-powered pump.

Students use a diagram of a circuit to answer questions about which bulbs are in parallel and which are in series. Students are also required to put a switch into the circuit diagram provided.

Task: Predict which objects will float. Assessment focus: flotation.

Task: Identify seasons from events described. Assessment focus: seasons.

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 classify six common substances as either a solid, liquid, or a gas. Students then group these substances into elements, mixtures, or compounds.

The resource consists of two multiple-choice questions about solubility and saturated solutions.

Students identify in which order candles will go out and explain their answer. Assessment focus: the role of oxygen in combustion.

This assessment task provides students with four statements on recycling. Students circle whether each statement is true or false to determine their understanding of recycling.