Knowledge resources

Students state whether each of nine common objects are transparent or opaque.

This practical task assesses students' understanding of the different features of the vertebrate groups. Students need to identify the larger group that their animal card belongs too, then work with other students with the same group to write down all the features of that group.

Students match each plant diagram to a description that matches the adaptation for each particular plant. They then explain two of their answers.

Task: Identify examples of experiencing sound. Assessment focus: sound.

Task: Answer questions about what happens to water in open and closed containers. Assessment focus: evaporation.

Task: Describe how the light rays move through a glass prism.

Students indicate how brightly a bulb would glow in three different circuits. Students then use pictures of four appliances, showing the arrangement of their cells, to draw circuit symbol diagrams illustrating this cell arrangement.

Students are provided with a newspaper article titled 'Gentle quake the latest in swarm' and use this to answer three questions.

This practical task assesses students' ability to identify the larger animal group that four vertebrate animals belong to and then identify the features that those groups have using labels.

Task: Students draw a labelled diagram of a plant indicating how it gets its energy. Assessment focus: photosynthesis.

Students are provided with two photographs of an area, one before a tree planting programme and one five years later. Students are asked to write an article on how tree-planting helps the environment.

Students are given six different circuit diagrams. They state how brightly these bulbs will glow when compared to another circuit.

Task: Answer questions about energy transformations of a yoyo. Assessment focus: energy transformations.

Students answer questions about energy transformation.

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

Students classify the type of energy used in seven given examples as being either potential energy, kinetic energy, or radiant energy.

Task: Complete a diagram to show where two people will sit on a seesaw to balance it, and explain answer.

Task: Answer questions about levers. Assessment focus: levers.

Assessment focus: insulation.

Task: Answer a multiple choice question. Assessment focus: displacement.

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

Task: Identify how to balance a ruler and give a reason for the answer. Assessment focus: balance.

On the outline provided, students colour in a rainbow. They then identify atmospheric conditions needed to see rainbows.

Task: Select which stirrer would feel hottest and explain why, and in which container soup would cool fastest, and explain why. Assessment focus: heat conduction.

Students are asked to identify two impending signs of a volcanic eruption and to describe four geological events that are linked to volcanic eruptions.