Gather and interpret data resources

Task: Answer two multiple choice questions. Assessment focus: managing variables.

Students read a passage about a proposed fair test and then list four variables that need to be controlled.

Students carry out and make observations about water in a straw, and suction. Students are then required to explain their observations.

Task: Identify which variables should be kept the same to compare reaction times. Assessment focus: control of variables.

Students read some information about testing the absorbency of different papers. They outline two features that need to be kept the same if the tests were to be fair.

Students answer five questions about 'fair testing' for an outlined investigation.

Students give two pieces of information a scientist could learn from placing bands on the legs of birds.

Students are provided with pictures of birds and fish and then asked to describe how fish and birds look different and how they look similar.

Students are provided with six drawings of different types of insects. They use the drawings to explain two features of insects and to explain differences between the insects illustrated.

Students compare drawings of a healthy and unhealthy plant, collect data, and decide which data distinguishes them. This is a mathematics/science resource.

Select the correct pair to set up a fair test. Assessment focus: controlling variables.

Task: Describe what happens to ice in a glass of water, giving reasons, and explain where water forming on the outside of the glass comes from. Assessment focus: changes of state.

For this practical students are required to investigate how the use of pulleys affects the effort force needed to raise a load. Students gather results, write a conclusion, and describe two situations in which a pulley system would be useful.

Task: Students use recent information obtained from space exploration to show how and why beliefs have changed over time. Assessment focus: interpreting information about the provisional nature of science.

Task: Predict, observe and explain what will happen when a balloon containing another balloon filled with water is thrown. Assessment focus: making and explaining predictions and observations.

Task: use features to group small animals, identify differences between 3 animals, and identify the insects. Assessment focus: using features to group small animals.

Students look closely at a photograph taken on the beach and record their observations. They think and write about the consequences of the things they see.

Students combine their observations with some information provided to complete a story about what might have happened in the photograph.

Reading text to find information about how scientists work. Assessment focus: interpreting information about how scientists work.

Task: Students differentiate between simple observations and inferences, and between observations that require measurement and those that do not. Assessment focus: observing scientifically.

For this practical task students investigate and report on what they noticed about a model river and how different sized materials are moved by the water.

Students outline four ways of improving a given plan for an investigation to make it a fair test.

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.

This task requires students to order four photographs of the life cycle of the Paradise Duck. Students describe the changes that have occurred in each part of the lifecycle. NOTE: It is intended that this resource be used in colour.

This practical task requires students to order five photographs of the life cycle of a Harrier Hawk. Students describe the changes that have occurred in each part of the lifecycle. NOTE: This resource is intended to be used in colour.