Knowledge resources

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

Students explain the differences between the terms; genotype and phenotype; and homozygous and heterozygous.

Identify from four circuit diagrams which bulbs will light up. Assessment focus: electrical circuits.

Students answer four questions on echoes and sound insulation.

Task: Select the correct reason why a bird on a power line does not get electrocuted and select pictures of danger of electrocution, justifying choice. Assessment focus: understanding of the route taken by electricity/electrocution.

From a collection of familiar objects, students identify all those that can be a source of light. They then explain the term 'source of light'.

Task: Answer two questions about light shades. Assessment focus: reflection.

Students are asked to explain the meaning of the terms, recycle, reduce, and reuse.

Students answer three short answer questions on weather, frost, and clouds.

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 given a diagram of a fly and are asked to give three reasons why this animal is not a spider.

Students identify which one of the four drawn animals is not an insect, and then give a reason for their choice.

Task: sort pictures into specified groups and identify features that are common to each group. Assessment focus: classification of insects/non-insects.

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

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.

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

Students name things that are protected by paint. Students also explain why metal needs protecting.

Students identify three different places where food can be put to keep it cool. Students also explain why keeping food cool is beneficial.

Students review their knowledge of greenhouse gases and the effects of global warming. They identify areas where they are unsure, as well as things they know.

Students match photographs of bird beaks to the correct beak description and type of food it would eat.

Task: select which group pictures of animals belong to. Assessment focus: classification of small animals.

Students outline four tests they could do to find out if a newly described substance is a metal.

Students write down three reasons why aluminium could be a good material for house frames instead of wood.

Students explain why metal is used to make cutlery, and describe a disadvantage of plastic cutlery.

Students explain why most of a saucepan is made of metal but has a handle made of wood.