Knowledge resources

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

Task: Students answer questions about what will make mountain bike riders go faster. Assessment focus: Air resistance.

Students use the term force to explain why a heavier hammer could drive nails into denser material and explain density.

Students carry out a simple experiment with static electricity and then explain their findings.

For this task students select two kinds of activity from those labelled on a diagram of an erupting volcano. Students write a description and the problems or dangers associated with each activity.

Students draw a line from each paper type to a description of each paper's properties.

Students are given information and a diagram about a drink bottle overflowing when it had been put into the freezer. Students are asked to explain why this happened and how they could prevent it.

Students are asked to identify a solid, liquid, and a gas. They are also asked to write down two things that are generally true for each of these three states of matter.

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

Students state whether each of nine common objects are either soft or do not bend easily.

Students draw a circle around those objects that are hard.

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

Task: Students place in order four beakers of copper sulphate solution from most to least concentrated. They then explain what would happen if two beakers were put together, and explain the term "concentration". Assessment focus: solutions.

For this NEMP task students show their understanding of the life cycle, functions and parts of a tree.

Students are provided with some information about testing leaves for starch. They are required to match the steps in the process with their purpose, and to explain what substance is present that turns iodine blue-black.

Students are given diagrams of an experiment on photosynthesis using pond weed. Students are asked to put the diagrams of the experiment into the correct order, to give an aim, identify the gas produced, name the process in plants that produces this gas, and to write a conclusion for the experiment.

Task: Describe on a chart how a duck's features help it to survive, then infer what might happen if these features were changed in some way. Assessment focus: how adaptations aid survival.

Task: Students describe two features of a skull that suggest it comes from a herbivore. Assessment focus: features of a herbivore's skull.

Task: choose 3 features of a mosquito and say how they help it survive. Assessment focus: adaptations for survival.

Students explain two features of insects and explain how the wings differ between a fly and a butterfly.

Task: from a set of animals students identify which have observable features common to fish. They then use this information to identify which of the animals are fish. Assessment focus: classification of fish.

Task: Answer questions about the fire triangle. Assessment focus: elements necessary for combustion.

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

Students interpret a map showing concentrations of ozone in the atmosphere and then answer some questions about the ozone issue. This resource assesses the ability to interpret data, and also knowledge of the ozone layer and associated issues.

Students are provided with a sequence of diagrams showing the erosion of a waterfall by a river over time. Students complete diagrams for two other waterfall erosion sequences. Each waterfall has different combinations of layers of soft and hard rocks.