Knowledge resources

Task: draw a diagram showing how a periscope works. Assessment focus: reflected light.

Students use a diagram of a solar eclipse to answer four questions.

Task: Answer questions about types of solar eclipse. Assessment focus: interpreting diagrams.

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

For this task students understanding of tides is explored. Students are asked to identify where high tides occur when the Moon is in a certain position and how often high tides occur.

Students answer two multiple-choice questions about full Moon and lunar eclipses.

Students answer questions about major natural events that happened on the Earth in one week by interpreting a diagram showing these.

Students complete a diagram of a geyser by writing the correct labels from a given selection. Students are also required to answer what causes the water to heat up.

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 are provided with a diagram that shows some ways water moves in a water cycle. Students are required to explain what is happening in three places and explain how water that falls as snow might get to the sea.

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

Students draw up a table to illustrate results of how indicators change when placed into four different liquids.

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

Students are provided with five diagrams of different arrangements of atoms. They select which diagram represents water, graphite, oxygen, and carbon monoxide.

Students answer a multi choice question and draw and explain their understandings about heat convection in a hot water cylinder. Assessment focus: Using science ideas to explain heat convection.

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 required to write the number of some parts in the life cycle of a butterfly into a diagram of the life cycle of a butterfly.

For this practical task students are assessed on their understanding of the life cycle of a butterfly by putting pictures (of eggs, caterpillar, pupa, emerging butterfly, and butterfly) into the correct sequential order and answering some questions.

Students are provided with information about a genetic trait. They develop genotypes for the parents involved and then complete a punnet square for these.

Using the genetic characteristic for ear lobes, students answer questions about the genotype, and construct a punnet square.

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

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

Task: Identify adaptations of 3 animals that live under the soil, and design an animal that could live underground. Self-assess the design by considering given criteria. Assessment focus: adaptations that enable an animal to live underground.

Students describe what makes two boats move and change direction.

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