Science resources

Students use a table of some substances and their pHs to answer four questions.

Explain how to test if a solution is an acid or not, and describe and explain what happens if rusty nails are put in an acid. Assessment focus: acid reactions.

This task assesses student ability to find the text features of a science report about one of our native birds. The task is essentially a literacy task in the context of scientific writing, and can also be accessed from the English Bank.

Students use a table about properties of different materials to answer questions about this, and to group the materials listed into two groups.

In this NEMP task students conduct a test to identify whether a number of substances are acid, base or neutral. They also answer a question about neutralising. Assessment focus: testing acid or base.

Students interpret distance-time graphs for a number of scenarios.

Task: Using the given pH, classify 10 common substances as acidic, basic, or neutral. Assessment focus: knowledge of the pH scale

This task assesses student ability to find the text features of an explanation of a scientific idea.

This practical task assesses students' ability to identify the features of four invertebrate groups using labels and animal cards.

For this practical task, students join 'dominos'. They match an animal feature on the initial 'domino' with the appropriate animal picture on the next 'domino'.

Students construct three different sized parachutes from plastic bags. They then carry out a fair test to see which sized parachute is the most effective. Students answer questions about fair tests, collect and record their results, and make a conclusion.

Task: identify micro-organisms. Assessment focus: using an identification key

Task: Match terms with definition. Assessment focus: science vocabulary.

Task: Identify patterns in a table and suggest ways to make a toy travel further. Assessment focus: interpreting data; energy; forces.

Task: Describe which cyclist uses more energy and why. Assessment focus: forces created by air resistance.

Students are given a graph that shows how many days it took for bread placed in different areas to grow mould. Students use this graph to answer three short questions.

Using the information provided on unattached and attached ear lobes, students complete a family tree for this genetic trait.

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

Task: Answer six true or false questions. Assessment focus: Definitions of genetic terms.

Notes on reproduction in some animals have been provided, and students are asked to give reasons for the different processes.

Students answer questions about conditions necessary for germination, seed dispersal, and parts of a flower. Assessment focus: plant reproduction.

Task: Watch a video of two sofas burning, record the results, and use the evidence to make inferences about fire retardants. Assessment focus: using observations to provide evidence.

This task is about describing the behaviour of light rays.

Task: Match statements about materials that sound travels through, with corresponding science idea. Assessment focus: choosing evidence to support a science idea.

Students place five statements in order to show how sound travels from its source to the brain.