9K Task Sheet (L5-7)
Explain the flight of an aeroplane
Use your knowledge and
understanding of forces to
explain the flight of this
aeroplane.
Task: Draw force diagrams to
show the aeroplane when it is:
 still;
 accelerating and lifting off;
 flying at a steady height
and at a steady speed;
 slowing down and landing.
Key words:
accelerate, ascending (going up), descending (going down), drag, friction, gravity, lift,
reaction force, slow down, speed up, steady height, steady speed, thrust, weight
Level ladder:
What is your target level? Use the level ladder to help you reach it:
To get
level
5
You might have:
When the plane is still, ascending, descending, accelerating, at steady speed and slowing
down:




6
When the plane is still, ascending, descending, accelerating, at steady speed and slowing
down:





7
Drawn force diagrams to show direction of the force.
Labelled force arrows using key words.
Identified pairs of forces as balanced or unbalanced or drawn arrows clearly to
show this.
Estimated the size of the forces.
Drawn force diagrams to show the size and direction of the force.
Labelled force arrows using key words.
Identified pairs of forces as balanced or unbalanced or drawn arrows clearly to
show this.
Explained why forces are balanced or unbalanced.
Estimated the size of the forces, using the correct units.
As for level 6, but also:


Explained why “reaction force” must exist.
Explained why friction increases as speed increases using the Big Idea of Particles.
Y9 Level-Assessed Tasks  Badger Publishing Ltd
9I Task Sheet (L5-7)
Wiring a house
The electric circuits in a house involve energy transfers.
Use the diagram of a house to describe and explain your ideas about energy and electricty.
Use the level ladder below to help you achieve your target.
Task:
Use the diagram above to help you design a
circuit so that the upstairs and downstairs
lights can be turned off separately.
Use a model to explain the circuit. Describe
the energy transfers in the circuit.
Identify the useful and non-useful
(waste) energy
transfers.
Key words: conductor, current, insulator, voltage
energy transfer by heating, by lighting, by electricity
Level ladder:
What is your target level? Use the level ladder to help you reach it:
To get
level
You might have:
5




Drawn a circuit diagram using standard circuit symbols.
Described the job of the house electricity supply, wires, bulb and switch.
Described materials in the circuit as conductors and insulators.
Drawn a simple model to explain some parts of the circuit.
6
 Drawn a circuit diagram using standard circuit symbols.
 Explained the job of the house electricity supply, wires, bulb and switch.
 Drawn a model of electricity to explain how the circuit works, using the terms
current and voltage correctly.
 Explained why the parts of your model are like the real circuit components.
 Described the limitations of the model circuit compared to the actual circuit.
7
 Drawn a circuit diagram using standard circuit symbols.
 Drawn a model of electricity to explain how the circuit works, using the terms
current and voltage correctly.
 Explained why the parts of your model are like the real circuit components.
 Explained the limitations of the model circuit compared to the actual circuit.
 Used a model of electricity to describe the energy transfers in a circuit.
Y9 Level-Assessed Tasks  Badger Publishing Ltd
7D Task Sheet (L3-5)
Why do the Cheeky Girls look slightly different?
The Cheeky Girls are identical twins. They were both born on 31st October 1982.
Both the Cheeky Girls look very similar,
although there are some differences.
An internet user has posted a question
on the Cheeky Girls website forum:
CheekyBoi: The Cheeky Girls are supposed to be IDENTICAL twins,
but I can C that Monica is taller than Gabriella and their faces
look slightly different. Not that IDENTICAL are u! R U just
sisters that dress the same?
Task:
Write a reply to CheekyBoi. Explain why the Cheeky Girls look so alike.
Make a list of characteristics the Cheeky Girls might have that are different and explain
why these differences may occur.
Start your reply: Dear CheekyBoi, I have been doing a topic on Variation in Science at
school. The reasons there are some differences between the Cheeky Girls are…
Key words:
ability to sing, eye colour, hair colour, height, mass, nose shape
Level ladder:
What is your target level? Use the level ladder to help you reach it:
To get
level
You might have:
3
 Stated simply why the Cheeky Girls look similar.
 Listed some characteristics that will be the same and some that might be
different (use the key words list).
4
 Described two characteristics which are inherited, two which are environmental
and two which are caused by both (use the key words list).
 Predicted which characteristics could come from their parents.
5
 Described two characteristics which are inherited, two which are environmental
and two which are caused by both (use the key words list).
 Explained why certain characteristics are inherited and others are caused by
the environment.
 Predicted and explained which characteristics could come from their parents.
Y7 Level-Assessed Tasks  Badger Publishing Ltd
7G Task Sheet (L3-5)
How does an ice cube melt?
Some students were watching an ice cube in a beaker as it slowly melted.
They were wondering why it melts.
Task:
Draw a poster that explains why an ice cube melts when left out of the freezer.
Key words:
gas, liquid, solid
float, flow, hard, heavy, light, pouring, runny, steam, wet
compressible, shape, size, volume
boiling, evaporating, freezing, melting, solidification
fixed, moving randomly, particles, states of matter, vibrating
Level ladder:
What is your target level? Use the level ladder to help you reach it:
To get
level
You might have:
3
 Drawn a melting ice cube.
 Stated what solids, liquids and gases are like.
4




5
 Drawn a simple particle diagram for each state.
 Described some differences between the particle arrangement of
each state.
 Described the particle movements.
Used most key words correctly.
Described what solids, liquids and gases are like.
Used the correct words for each state.
Named and described the changes between each state.
Y7 Level-Assessed Tasks  Badger Publishing Ltd
8L Task Sheet (L5-7)
Designing ear defenders
People who work in noisy places need to wear ear defenders
to protect their ears from damage.
Task:
Using your knowledge and understanding of sound and hearing, design a pair of ear
defenders.
They should be made of a hard outer case and materials filling it to reduce the
sound reaching your ears.
 Draw your design on a piece of A4 paper.
 Label the materials you use.
 Give reasons for your choice of materials.
 Use your scientific knowledge of sound to explain how your ear defenders will
work.
Key words:
absorb, air particles, amplitude, insulator, loud, pitch, plastic, quiet, reflect,
soundwave, vibrations
Level ladder:
What is your target level? Use the level ladder to help you reach it:
To get
level
You might have:
5




Chosen suitable materials to make the ear defenders.
Stated a reason for your choice of materials, using scientific knowledge.
Drawn simple particle diagrams to show how the ear defenders will work.
Drawn diagrams to show where sound will be reflected and where it will be absorbed.
6
 Chosen suitable materials to make the ear defenders.
 Explained your choice of materials using detailed scientific knowledge and
understanding.
 Used detailed particle diagrams to compare the speed at which sound will move
through the materials you have chosen.
 Explained how the ear defenders will work using the Big Idea of Energy Transfer.
7
Follow the instructions for level 6, using detailed scientific knowledge and understanding,
and also:
 Used detailed particle diagrams and energy to explain how the ear defenders work.
 Explained how the ear defenders will work using the Big Idea of Energy Transfer.
Y8 Level-Assessed Tasks  Badger Publishing Ltd
7H Task Sheet (L5-7)
What happens to sugar in a cup of tea?
Task:
Draw a poster that explains what happens to the sugar that is put in a cup of tea.
Make sure you use the key words correctly.
Try to describe and explain melting using particle theory.
Key words:
dissolve, solute, solution, solvent, sugar, tea
Level ladder:
What is your target level? Use the level ladder to help you reach it:
To get
level
You might have:
5
 Drawn simple particle diagrams of the sugar and tea.
 Described the particle behaviour simply of the sugar and the tea.
 Described simply how the sugar dissolves, using the Big Idea of Particles.
6




Drawn an accurate particle diagram of dissolving.
Explained, in detail, how the sugar crystals dissolve in the tea.
Explained the differences between melting and dissolving.
Described how mass is conserved.
7





Drawn an accurate particle diagram of dissolving.
Explained the differences between melting and dissolving.
Explained how mass is conserved.
Used detailed scientific knowledge of particle theory to explain dissolving.
Used the idea of energy or forces in your explanations.
Y7 Level-Assessed Tasks  Badger Publishing Ltd
7L Task Sheet (L5-7)
Jupiter’s moons
In 1610, the astronomer Galileo Galilei looked through his telescope and saw the
planet Jupiter. He made drawings of what he saw through his telescope and recorded
how long each moon took to orbit Jupiter. The drawing and information is recorded
below.
Name of Moon
Time to orbit
Jupiter (in Earth
years)
Io
1.7
Europa
3.5
Ganymede
7.1
Callisto
16.7
Task:
Use your knowledge and understanding of the solar system topic and the
information above to answer these questions in as much detail as possible.
 How do the moons stay in orbit around Jupiter?
 What is the name of each of the moons in the diagram?
 Which moon would look the brightest from the surface of Jupiter?
Level ladder:
What is your target level? Use the level ladder to help you reach it:
To get
level
You might have:
5




Explained simply how the moons stay in orbit around Jupiter.
Drawn the diagram, identified Jupiter and named the four moons.
Explained how you decided which moon was which.
Listed the order of brightness for each moon as seen from Jupiter’s
surface, explaining your reasons.
6




Explained how the moons stay in orbit around Jupiter.
Drawn the diagram, identified Jupiter and named the four moons.
Explained how you decided which moon was which.
Drawn a simple diagram to explain how the moons could be seen from
Jupiter and explain which moon would appear brightest.
7




Explained how the moons stay in orbit around Jupiter.
Drawn the diagram, identified Jupiter and named the four moons.
Explained how you decided which moon was which.
Drawn a simple diagram to explain how the moons could be seen from
Jupiter and explain which moon would appear brightest.
Identified any assumptions made in answering the questions and suggested
alternative explanations.

Y7 Level-Assessed Tasks  Badger Publishing Ltd
8B Task Sheet (L5-7)
What happens to our bodies when we exercise?
Jane likes playing football.
When she plays football, she uses more energy than usual.
Some of her body systems work faster than normal.
Task:
Describe what happens to her circulation system
and her breathing system when she plays football.
Explain why these changes happen.
Draw diagrams to help explain your ideas.
Top tips:
Describe what is happening to her
body systems, organs and cells.
Key words:
carbon dioxide, diffusion, energy, food, glucose, heart, lungs, oxygen,
respiration, water
Level ladder:
What is your target level? Use the level ladder to help you reach it:
To get
level
You might have for each heading:
5




Described the changes that happen to Jane’s body when she plays football.
Described the jobs of body organs in each system, using key words.
Described where the body gets energy from.
Listed the substances the body needs when exercising and described how they
are transported around the body.
6





Described and explained the changes to Jane’s body when she exercises.
Drawn a cell diagram and described what substances cells need for respiration.
Described what happens to the waste products of respiration.
Explained where the substances come from and how they get to the cells.
Written the word equation for respiration.
7
 Used detailed scientific knowledge and understanding to explain the changes to
Jane’s body during exercise.
 Drawn a cell diagram and described what substances cells need for respiration.
 Made links between the two body systems for respiration to take place in the
cells.
 Explained, in detail, what happens in the body cells during respiration.
Y8 Level-Assessed Tasks  Badger Publishing Ltd
7B Task Sheet (L3-5)
The race to make a baby
Describe and explain what happens when a sperm and egg meet to make a baby.
You can do this by writing a short story or a cartoon strip.
These are the five headings you must include:
1.
2.
3.
4.
5.
The sperm race begins.
Meeting the egg.
The journey to the womb.
Growing in the womb.
Time to be born.
For each heading, make sure you clearly show where it takes place.
Describe the main events that happen.
Use as many scientific words as you can to describe what happens.
Key words:
birth, egg, embryo, fertilisation, foetus, implantation, ovary, penis, placenta,
sperm, vagina, womb
Level ladder:
What is your target level? Use the level ladder to help you reach it:
To get
level
You might have:
3
 Drawn some pictures to show:
- Lots of sperm swimming to the egg.
- Sperm and egg meeting.
- Foetus growing in the womb.
 Labelled some parts of the diagrams.
 Written a short sentence to describe what happens for some of the events.
4
For each heading:
 Correctly used the key words in the cartoon.
 Identified and named the major parts of the reproductive system correctly.
 Simply described fertilisation and implantation using the key words.
5
For each heading:
 Simply described each stage using the key words accurately.
 Identified the place in the reproductive system each event takes place.
 Described what happens to cells during fertilisation.
Also:
 Simply described and drawn the sperm and egg cell.
 Labelled the main parts of each cell.
Y7 Level-Assessed Tasks  Badger Publishing Ltd
9F Task Sheet (L5-7)
Displacement disco
Use your knowledge and understanding of displacement reactions and particles to draw a
cartoon to model a displacement reaction.
Your teacher will show you the reaction between an iron nail and some copper sulphate.
Task:
Draw a cartoon to explain what is happening in the reaction.
Imagine the molecule is made up of a couple, a man and a
woman.
At the disco there is a metal atom, who is much more
attractive than the other metal.
So the less attractive metal loses it’s partner to the more
attractive metal.
Key words: displacement reaction, metal, non-metal, particle
Level ladder:
What is your target level? Use the level ladder to help you reach it:
To get
level
You might have:
5




Drawn cartoon characters to represent the chemicals in the reaction.
Identified which metal is more reactive than the other, using the reactivity series.
Identified the elements and compounds.
Described the appearance and properties of the materials before and after the
reaction (classified as metals or non-metals).
6
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




Drawn cartoon characters to represent the particles in the reaction accurately.
Written the word equation for the reaction.
Used some symbols to represent the elements.
Explained the link between the reactivity series and the displacement reaction.
Described why the substances can be classified as elements or compounds.
Explained if the mass of the beaker and its contents will stay the same throughout
the reaction.
7
Followed the instructions for level 6, but used detailed knowledge and understanding to
describe and explain, and:
 Related the cartoon events to the events in the real reaction.
 Accurately written the word and balanced symbol equation.
 Used these key words accurately: atom, molecule, element, compound.
Y9 Level-Assessed Tasks  Badger Publishing Ltd
7F Task Sheet (L3-5)
What happens when a candle is alight?
Task:
Draw a poster to explain what changes occur when a candle is lit.
Use the top tips and level ladder below to help you reach your target level.
Top tips:
 Draw a candle like the one below.
 Label where there is a change of state happening and
where there is a chemical reaction happening.
 Write down the differences between a physical and
chemical change.
 Draw particle diagrams to show the changes of state.
Key words:
burning, chemical change, condensation, evaporation, fuel, melting, physical change,
solidify, wax
Level ladder:
What is your target level? Use the level ladder to help you reach it:
To get
level
You might have:
3
 Identified a physical change.
 Identified a chemical change.
 Stated if you think the change is reversible or irreversible.
4
 Described a physical change, using scientific vocabulary.
 Described a chemical change, using scientific vocabulary.
 Described one difference between a physical and a chemical change.
5





Used key words accurately.
Drawn simple particle diagrams and described the physical change.
Drawn simple particle diagrams and described the chemical change.
Explained the difference between a physical and a chemical change.
Identified the reactants and the products of the reaction.
Y7 Level-Assessed Tasks  Badger Publishing Ltd
9C Task Sheet (L5-7)
How does a plant grow?
Use your knowledge and understanding of plants and photosynthesis to explain how a
plant grows from a seed.
Task: Draw a poster to show how a plant grows.
Top Tips:
• Use your knowledge and understanding of photosynthesis
to explain the process.
• Use arrows and “close ups” to describe or explain
photosynthesis.
• Try and include the key words below.
Key words: biomass, carbon dioxide, chlorophyll, diffusion,
leaf, minerals, photosynthesis, plant cell, root hair cell,
roots, stem, stomata, transpiration, water
Level ladder: What is your target level? Use the level ladder to help you reach it:
To get
level
You might have:
5






Drawn a plant, labelling the major organs and describing the job of each organ.
Drawn a cell in the leaves.
Labelled some parts of a plant cell.
Explained how the plant gets the substances it needs for photosynthesis.
Described an energy transfer involved in photosynthesis.
Written a simple word equation for photosynthesis.
6
 Drawn a plant, labelling the major organs and explaining the job of each organ.
 Drawn, labelled and explained how some of the cells in the roots and leaves are
adapted to their jobs.
 Explained how the mass of a plant increases as it grows.
 Written the word equation for photosynthesis.
 Explained how the substances for photosynthesis enter and leave the plant.
 Explained how plants respire.
 Explained the energy transfers involved with photosynthesis and respiration in
plants.
7
Followed the instructions for level 6, but used detailed knowledge and understanding to
describe and explain how the process of photosynthesis is related to plant growth, and:
 Explained the word and symbol equation for photosynthesis.
 Discussed the limitations to plant growth.
Y9 Level-Assessed Tasks  Badger Publishing Ltd
9L Task Sheet (L5-7)
Weight a moment!
Four aliens are on Earth playing a game on a see-saw. There are 4 seats on the sea-saw.
The end seats are 2m from the pivot, the middle seats are 1m from the pivot.
They want to try to sit on the sea-saw together and make it balance. They can only sit on
the seats, nowhere else on the see-saw.
Can they do it?
Task:
Using your knowledge and understanding of turning forces (moments), work out
which two aliens can sit on the see-saw and make it balance. Follow the
instructions in the level ladder to help you with your answer.
moment = force x distance from pivot
Key words:
anticlockwise moment, balanced, clockwise moment, mass, unbalanced, weight
Level ladder:
What is your target level? Use the level ladder to help you reach it:
To get
level
You might have:
5




Drawn several arrangements of two aliens on the see-saw.
Indicated that the see-saw is balanced or unbalanced for each arrangement.
Stated whether it is possible for all four aliens to balance the see-saw together.
Used simple calculations to make some decisions, using some units.
6




Drawn several arrangements of two–four aliens on the see-saw.
Explained why the see-saw is balanced or unbalanced for each arrangement.
Explained whether it is possible for all four aliens to balance the see-saw together.
Used equations and shown calculations to make decisions, using units accurately.
7




Drawn several arrangements of two–four aliens on the see-saw.
Explained that the see-saw is balanced or unbalanced for each arrangement.
Explained whether it is possible for all four aliens to balance the see-saw together.
Used detailed and accurate equations and shown calculations to explain decisions.
Y9 Level-Assessed Tasks  Badger Publishing Ltd
8C Task Sheet (L5-7)
The dodgy barbeque
At her birthday garden party, Chloe’s dad cooked beef burgers on a barbeque for the guests.
Everybody was very hungry and so Chloe’s dad cooked the burgers quickly. They were burnt
on the outside. After a couple of mouthfuls, a few guests complained that their burgers were
cold in the middle, so Chloe’s dad put them back on the barbeque to heat them through. A few
hours later, some of the guests had bad stomach pains and a few vomited. The next day, many
of the guests were being sick and had diarrhoea.
Task: Use the information above to explain why the
Food poisoning fact file:
guests had food poisoning and the body’s response to
the infection.
Food poisoning can be caused by bacteria
called Salmonella.
You can do this either by:
• drawing a cartoon strip to show the stages of
infection;
A small number of the bacteria on meat
can cause food poisoning. These bacteria
enter the body and reproduce by dividing
in the same way as cells in the body. Each
bacterium can divide every 20 minutes.
• writing an exciting story to show how the infection
takes hold and is defeated.
Make sure you include:
1. How bacteria can enter the body.
2. Which barriers the bacteria must overcome when
entering the body.
3. How the bacteria reproduce in the digestive system.
4. What the body can do to fight the infection.
5. How the body can prepare itself for a future
infection from the same bacteria.
When it enters the body, it reacts with
chemicals in the digestive system and
causes food poisoning.
Key words: antibodies, bacterium
(bacteria), food poisoning, illness,
immune, infection, small intestine,
stomach, stomach acid, white blood
Level ladder: What is your target level? Use the level ladder to help you reach it:
To get
level
You might have:
5





Explained simply why the guests got food poisoning.
Described the body’s defences against the bacteria.
Explained why it takes a few hours before a person feels ill.
Described how the body fights the infection.
Explained how food poisoning can be prevented.
6





Explained why the guests got food poisoning.
Explained how some human body cells are specialised to stop bacteria entering it.
Explained, using diagrams, how the bacteria divide in the body.
Explained how the body responds to the infection.
Explained the body’s response if it was infected by the same type of bacteria again.
7
Followed the instructions for level 6, using detailed scientific knowledge and
understanding, and also:


Used numerical methods to estimate the number of bacteria that are in the
body after a few hours.
Made comparisons of the sizes of bacteria and human cells.
Y8 Level-Assessed Tasks  Badger Publishing Ltd
8J Task Sheet (L5-7)
Scrap heap magnet challenge!
At metal scrap heaps, metals can be moved and sorted using a large
electromagnet.
How do you think a scrap
heap magnet works?
Task:
Describe what a scrap heap magnet can do.
Explain how a scrap heap magnet works.
Key words:
attract, electromagnet, iron, magnet, magnetic, magnetism, permanent magnet,
repel, steel
Level ladder:
What is your target level? Use the level ladder to help you reach it:
To get
level
You might have:
5




Drawn a series of diagrams to describe how a scrap heap magnet works.
Described how the scrap heap magnet works.
Drawn a simple circuit diagram to explain how the machine works.
Stated the types of material a scrap heap magnet can and cannot move.
6





Drawn a series of diagrams to explain how a scrap heap magnet works.
Explained how the scrap heap magnet works.
Drawn an accurate circuit diagram to explain how the magnet works.
Described the types of material a scrap heap magnet can and cannot move.
Described a way the strength of the electromagnet could be increased.
7





Drawn detailed diagrams to explain in detail how a scrap heap magnet works.
Explained how the scrap heap magnet works.
Explained how the strength of the electromagnet can be varied.
Drawn an accurate circuit diagram to explain how the magnet works.
Described the types of material a scrap heap magnet can and cannot move.
Y8 Level-Assessed Tasks  Badger Publishing Ltd
8K Task Sheet (L5-7)
Light effects!
A group of pupils have a ray box, a mirror,
a glass block and a prism.
Task: For each block, describe what happens when the ray is directed at it.
Use as much scientific knowledge and understanding in your answers as you can.
Key words: opaque, reflect, shine, source, transparent
dispersion, reflection, refraction
angle of incidence, angle of reflection, incident ray, reflected ray, spectrum
Level ladder:
What is your target level? Use the level ladder to help you reach it:
To get
level
You might have:
5
 Identified the source of light.
 Described what will happen when the ray is shone at the mirror; drawn an accurate
ray diagram to show this.
 Described what will happen when the ray is shone at the glass block; drawn a ray
diagram to show this.
 Described what will happen when the ray is shone at the prism.
 Used the first two lines of key words correctly.
6





7
Followed the instructions for level 6, using detailed scientific knowledge and
understanding, and also:
Identified the source of light.
Explained what will happen when the ray is shone at the mirror.
Explained what will happen when the ray is shone at the glass block.
Explained what will happen when the ray is shone at the prism.
Drawn and labelled accurate ray diagrams to explain what happens when the ray is
shone at each object.
 Used all the key words correctly.
 Compared and contrasted reflection, refraction and dispersion.
Y8 Level-Assessed Tasks  Badger Publishing Ltd
9A Task Sheet (L5-7)
How can I get more eggs?
A chicken farmer has a
flock of chickens. She
has noted how many and
the size of the eggs each
chicken lays. She wants
to use the information to
decide who to breed to
get larger and more eggs
from her chickens.
Task: Explain how you
would get a flock of
chickens which lay high
numbers of large eggs
everyday. Use the
instructions in the level
ladder to help you
explain your ideas.
Chickens (females)
Marjory
Fern
Rosemary
Average number of
eggs per week – 5
Average size of
eggs - large
Average number of
eggs per week – 8
Average size of
eggs - medium
Average number of
eggs per week – 10
Average size of
eggs - small
Cockerels (males) (and information about their
mothers’ egg laying)
Brian
Bob
Average number of
eggs per week – 6
Average size of
eggs - large
Average number of
eggs per week – 8
Average size of
eggs - small
Level ladder: What is your target level? Use the level ladder to help you reach it:
To get
level
5
You might have:




Chosen a chicken and a cockerel to breed together to get more and bigger eggs, stating a
scientific reason.
Identified at least two environmental and two inherited characteristics.
Described simply how to selectively breed chickens.
Suggested other factors that will affect the number and size of eggs laid.
6





Used the Big Idea of Cells to explain your choice of chicken and cockerel to breed.
Used simple genetic diagrams to predict the offspring produced.
Explained the factors affecting variation in chicken characteristics.
Explained how to selectively breed chickens to ensure they will reliably lay large eggs regularly.
Suggested the problems with selective breeding in this way and discussed alternative artificial
breeding techniques.
7



Followed all level 6 criteria using detailed scientific knowledge and understanding.
Explained variation amongst the chickens, maybe using graphs.
Used genetic diagrams to explain your ideas, using reasonable assumptions of recessive and
dominant characteristics.
Made quantitative predictions of how many offspring will produce more eggs or bigger eggs.

Y9 Level-Assessed Tasks  Badger Publishing Ltd
8I Task Sheet (L5-7)
Heat in the kitchen
During a Food Technology lesson, some students were wondering why the metal spoon gets
hot, but the wooden handle of the saucepan does not.
Use your knowledge and understanding to explain how the energy is transferred from the
cooker to the end of the wooden spoon.
Task:
Show how the energy from
the gas ring is transferred
to the end of the spoon.
Describe how the energy
is transferred.
Use particle diagrams
to show what is happening.
Key words: conduction, conductor, convection, energy transfer, evaporation, heating,
insulator, radiation
Level ladder: What is your target level? Use the level ladder to help you reach it:
To get
level
You might have:
5






Drawn or used a diagram of the saucepan and spoon.
Used the key words metal, wood, water, insulator and conductor to label the diagram.
Drawn arrows to show heat energy transfers from the gas ring to the spoon handle.
Stated why energy is transferred from the hob to the spoon.
Identified energy transfers by conduction, convection and radiation.
Used a simple particle diagram to explain conduction.
6



Drawn or used a diagram of the saucepan and spoon.
Described the diagram using the key words metal, wood, water, insulator and conductor.
Used simple energy transfer diagrams to show heat energy transfers from the gas ring to the
spoon handle.
Explained why energy is transferred from the hob to the spoon.
Used particle diagrams to explain conduction and convection.


7





Drawn or used a diagram of the saucepan and spoon.
Described the diagram using the key words metal, wood, water, insulator and conductor.
Used particle diagrams and energy transfer diagrams to show heat energy transfers from the
gas ring to the spoon handle.
Explained in detail why energy is transferred from the hob to the spoon.
Used detailed scientific knowledge and understanding to compare energy transfer by
conduction, convection, radiation and evaporation.
Y8 Level-Assessed Tasks  Badger Publishing Ltd
9H Task Sheet (L5-7)
Why do we burn fuels?
Coal, oil and gas are fossil fuels.
Coal is mainly made of carbon.
Oil and gas are made of carbon and hydrogen.
We burn these fuels for many reasons.
Task:
Make a poster to explain why we burn fuels.
Describe what happens when we burn fuels.
Explain why these reactions are so useful.
Use pictures and diagrams to help explain
your ideas.
Key words: burn, carbon dioxide, combustion, water
Level ladder:
What is your target level? Use the level ladder to help you reach it:
To get
level
You might have:
5
 Explained why fuels are useful.
 Described what happens when we burn fuels, identifying the reactants and
the products.
 Used a simple particle model to explain some changes.
 Identified some useful energy transfers.
 Identified some elements, compounds or mixtures correctly.
 Described some environmental problems with burning fossil fuels.
6






Used a particle model to explain the reactions.
Explained, in detail, why fuels are useful.
Described the energy transfers that take place.
Written the word equation for the reactions.
Used some chemical symbols or formulae.
Explained some environmental problems with burning fossil fuels.
7






Explained, in detail, why fuels are useful.
Linked the Big Ideas of Particles and Energy Transfer in your explanations.
Written balanced symbol equations for each reaction.
Explained if the mass of fuel will stay the same throughout the reaction.
Described elements, compounds and mixtures in terms of particles.
Explained some environmental problems with burning fossil fuels.
Y9 Level-Assessed Tasks  Badger Publishing Ltd
7K Task Sheet (L5-7)
Journey of a car
Use your knowledge and understanding of
forces to explain the journey of this car.
Task:
Draw



force diagrams to show the car when it is:
still;
accelerating;
travelling at steady speed;
 slowing down.
Key words:
accelerate, balanced, decelerate, drag, friction, pull, push, reaction, steady speed,
unbalanced, weight
Level ladder:
What is your target level? Use the level ladder to help you reach it:
To get
level
When the car is still, accelerating, at steady speed and slowing down,
you might have:
5




Drawn force diagrams to show direction of the forces.
Labelled force arrows using key words.
Identified pairs of forces as balanced or unbalanced, or drawn arrows clearly to show this.
Estimated the size of the forces.
6





Drawn force diagrams to show the size and direction of the forces.
Labelled force arrows using key words.
Identified pairs of forces as balanced or unbalanced, or drawn arrows clearly to show this.
Explained why forces are balanced or unbalanced.
Estimated the size of the forces, using the correct units.
7







Drawn force diagrams to show the size and direction of the forces.
Labelled force arrows using key words.
Identified pairs of forces as balanced or unbalanced, or drawn arrows clearly to show this.
Explained in detail why forces are balanced or unbalanced.
Estimated the size of the forces, using the correct units.
Explained why “reaction force” must exist.
Explained why friction increases as speed increases using the Big Idea of Particles.
Y7 Level-Assessed Tasks  Badger Publishing Ltd
8A Task Sheet (L5-7)
The journey of a cheese sandwich
Task:
You must explain the journey of a cheese sandwich through your digestive system.
You can choose to explain your ideas through either:

writing a story;

drawing a cartoon.
Top tips:

Describe what happens in each organ of the digestive system.

Consider which food groups are in a cheese sandwich.

Use scientific ideas of cells and particles if you can.
Key words: absorption, anus, carbohydrate, digestion, dissolve, enzyme, fat, gullet,
hydrochloric acid, large intestine, liver, mouth, protein, small intestine, stomach, teeth
Level ladder:
What is your target level? Use the level ladder to help you reach it:
To get
level
You might have:
5




Named most of the organs of the digestive system, using key words.
Described what happens to the food in each organ.
Named the food groups in the cheese sandwich.
Explained why the body needs food.
6

Named all of the organs of the digestive system in order; you may have used
alternative scientific names.
Shown knowledge of the shape and position of the major organs in the body.
Explained what happens to the food in each organ.
Described why the body needs each of the food groups.
Described simply how enzymes are involved with digestion.
Explained how food is digested and absorbed using the Big Idea of Particles.





7







Described in detail all of the organs of the digestive system, relating structure to
the function of the system, organs and cells.
Shown knowledge of the shape and position of the major organs in the body.
Explained in detail what happens to the food in each organ.
Explained why the body needs each of the food groups.
Described how enzymes are involved with digestion.
Explained how food is digested, absorbed and transported to the cells using the Big
Idea of Particles.
Used the Big Idea of Energy to explain how cells use food.
Y8 Level-Assessed Tasks  Badger Publishing Ltd
7C Task Sheet (L5-7)
The rock pool food web
An ecologist has been studying a rock pool for a week. She has noted which plants and animals
she has seen and what they are eating. Below are her notes.
Rock Pool Feeding Relationships: observation notes
Monday:
I saw a shore crab eating some green seaweed. A sea anemone was eating by catching
small particles of floating plants and animals.
Tuesday:
Whelks are eating red and green seaweed. Small fish dart out from under rocks and
catch shrimps.
Wednesday:The shrimps seem to be eating all the time. They are eating microscopic plants and
animals. These organisms are called plankton. Animal plankton eats plant plankton in the
rock pool. It is likely that sea anemones are eating plankton too.
Thursday: Observed the shore crabs more closely today. One was eating a shrimp it had caught.
Another was eating a small fish, but I did not see it catch it. The crabs also eat whelks.
Friday:
Small fish nibble at sea anemones. Seagulls occasionally land next to the pool. I have
seen them eat small fish and crabs.
Task: Write down some daily and seasonal changes that might happen in the rock pool habitat.
Choose a predator and prey and write down some adaptations that help them to survive. Draw some
food chains or a food web using some or all of this information. Decide which type of feeder each
organism is (primary consumer, etc) and identify the producers.
Level ladder: What is your target level? Use the level ladder to help you reach it:
To get
level
5
You might have:




6





7




Drawn a simple food web that links at least three food chains.
Used some key words to describe how plants and animals get their food (e.g.
producer, primary consumer, carnivore).
Described at least one adaptation that helps a predator and prey to survive.
Described one daily and one seasonal change that affects the rock pool habitat.
Drawn a simple food web that links most of the organisms.
Used key words to describe how plants and animals get their food (e.g. producer,
primary consumer, carnivore).
Explained at least one adaptation that helps a predator and prey to survive.
Explained how daily and seasonal changes affect the rock pool organisms.
Used the Big Idea of Energy to explain how energy flows through the food chains in
the rock pool.
Drawn a detailed and organised food web, with all types of feeders correctly
identified.
Explained several adaptations that help a predator and prey to survive.
Explained daily and seasonal changes that affect the rock pool organisms.
Used the Big Idea of Energy to explain how energy flows through the food chains in
the rock pool.
Y7 Level-Assessed Tasks  Badger Publishing Ltd
9B Task Sheet (L5-7)
Healthy lifestyle?
When you go to a new doctor’s surgery, you have to fill in a form about your lifestyle.
Read what this male patient has written.
Question
Patient
Do you smoke?
If so, how much?
Do you drink alcohol?
If so, how often and how much?
Yes
10 a day
Yes
A few cans of larger in the evening and
spirits at the weekend
Once a week
1 hour at the gym
Crisps, chocolate bars
Eat potatoes with most meals, usually as chips
How often do you exercise?
What do you do?
What types of food do you snack on?
How often do you eat fresh fruit and vegetables?
Task: From this information, use your scientific knowledge and understanding to:




Identify what is healthy about the patient’s lifestyle.
Predict health problems the patient may have from their lifestyle.
Suggest some changes that they could make to their lifestyle to make it healthier.
Explain the short-term and long-term effects of the lifestyle on their body.
Key words: addiction, alveolus, arteries, bad breath, blood, cancer, cholesterol, cilia,
emphysema, fitness, heart, heart attack, lungs
Level ladder: What is your target level? Use the level ladder to help you reach it:
To get
level
5
You might have:





6





7





Identified some healthy and unhealthy parts of the patient’s lifestyle.
Suggested some changes the patient could make to be healthier, stating a scientific reason.
Stated the main organs or body systems and organs it can effect.
Described some health problems with smoking, drinking too much alcohol and eating too many
fatty foods.
Described the effects of exercise on the body.
Described the healthy and unhealthy parts of the patient’s lifestyle.
Suggested a range of changes the patient could make to be healthier, using scientific knowledge.
Explained the effects on the main body systems, organs and cells.
Explained a range of short-term and long-term health problems with smoking, drinking too
much alcohol and eating too many fatty foods.
Explained the effects of exercise on the body.
Explained the healthy and unhealthy parts of the patient’s lifestyle.
Suggested a range of changes the patient could make to be healthier, using detailed scientific
knowledge.
Explained the effects on the main body systems, organs and specialised cells.
Explained a range of short-term and long-term health problems with smoking, drinking too
much alcohol and eating too many fatty foods.
Explained the positive and negative effects of exercise on the body.
Y9 Level-Assessed Tasks  Badger Publishing Ltd
7I Task Sheet (L5-7)
Where does electricity come from?
We use electricity for many things.
Electricity can be generated in power stations
from coal or from wind turbines in windy places.
Task:
Make a poster that shows where electricity comes from.
Write a step-by-step description of how electricity is
generated using coal and wind.
Make a chain that shows the steps for generating electricity.
Key words:
boiler, burning, coal, electricity, energy resources, fuel, generator, non-renewable
resource, renewable resource, steam, sun, turbine, wind
energy transfers – by heating, by lighting, by moving, by sound
Level ladder:
What is your target level? Use the level ladder to help you reach it:
To get
level
You might have:
5





Drawn a diagram to explain how electricity can be generated using coal.
Drawn a diagram to explain how electricity can be generated using wind.
Described the difference between renewable and non-renewable resources.
Explained the original source of energy for both coal and wind.
On the diagrams, labelled some useful energy transfers.
6






Drawn a diagram to explain how electricity can be generated using coal.
Drawn a diagram to explain how electricity can be generated using wind.
Described the difference between renewable and non-renewable resources.
Explained the original source of energy for both coal and wind.
On the diagrams, labelled useful and non-useful energy transfers.
Described some advantages and disadvantages of using each energy resource.
7
 Drawn a detailed diagram to explain how electricity can be generated using coal.
 Drawn a detailed diagram to explain simply how electricity can be generated using
wind.
 Explained the difference between renewable and non-renewable resources.
 Explained the original source of energy for both coal and wind.
 On the diagrams, accurately labelled useful and non-useful energy transfers.
 Explained, in detail, the advantages and disadvantages of using each energy resource.
Y7 Level-Assessed Tasks  Badger Publishing Ltd
7J Task Sheet (L5-7)
How does a torch work?
A torch has a circuit in it. Use the
diagram of a torch to describe and
explain your ideas about
energy and electricty.
Use the level ladder
below to help you
achieve your target.
Task:
 Use the diagram above to help you explain how the torch works.
 Draw a circuit diagram of the torch.
 Use a model of an electric circuit to explain how the circuit works.
Key words: battery (cell), bulb, conductor, current, insulator, metal, plastic,
switch, voltage, wire
Level ladder:
What is your target level? Use the level ladder to help you reach it:
To get
level
You might have:
5
 Drawn a circuit diagram using standard circuit symbols.
 Described the job of the cells, wires, bulb and switch.
 Described materials in the torch as conductors and insulators.
6
 Drawn a circuit diagram using standard circuit symbols.
 Explained the job of the cells, wires, bulb and switch.
 Drawn a model of electricity to explain how the circuit works, using the
terms current and voltage correctly.
 Explained why the parts of your model are like the real circuit components.
 Described limitations of the model circuit compared to the actual circuit.
7
 Drawn a circuit diagram using standard circuit symbols.
 Drawn a model of electricity to explain how the circuit works, using the
terms current and voltage correctly.
 Explained why the parts of your model are like the real circuit components.
 Explained limitations of the model circuit compared to the actual circuit.
 Used a model of electricity to describe the energy transfers in a circuit.
Y7 Level-Assessed Tasks  Badger Publishing Ltd
8D Task Sheet (L5-7)
Why do predator and prey populations change?
Draw a cartoon to explain predator and prey cycles.
Task:
Choose a predator and a prey animal.
Draw a cartoon to show what happens to the predator and prey populations throughout the
year. Examples: polar bears and seals, foxes and rabbits, killer whales and seals.
Title:
Predator-Prey Cartoon
Predators eat prey.
Predators breed.
Less prey.
Less predators.
More prey.
Top tips:
• Show adaptations of predator and prey.
•
Give reasons for why the populations change.
Key words: decrease, increase, population, predator, prey
Level ladder: What is your target level? Use the level ladder to help you reach it:
To get
level
You might have:
5





Chosen the suitable predator and prey.
Described some of the adaptations of the predator and prey, giving reasons.
Described how the prey population changes when they are eaten by predators.
Explained how a change in the prey population effects the predator population.
Stated a reason why the populations change.
6






Chosen the suitable predator and prey.
Explained a range of adaptations of the predator and prey.
Explained how a change in the prey population effects the predator population.
Used detailed scientific knowledge and understanding to explain predator and prey cycles.
Explained how seasonal changes may affect the sizes of predator and prey populations.
Explained how predator adaptations may help them to survive in times of low prey populations.
7
Followed the instructions for level 6, using detailed scientific knowledge and understanding, and
also:


Considered the short-term and long-term effects of these cycles.
Used a quantitative model to explain the changes in population size.
Y8 Level-Assessed Tasks  Badger Publishing Ltd
8F Task Sheet (L5-7)
The iron and sulphur reaction
Watch the reaction between iron and sulphur.
Task:
Make a poster to explain how the particles behave in the reaction between iron and sulphur.
Key words: compound, element, mixture, reaction
Level ladder:
What is your target level? Use the level ladder to help you reach it:
To get
level
You might have:
5
 Identified the elements, compounds or mixtures.
 Described the appearance and properties of the materials before and
after the reaction (classified as metals or non-metals).
 Described how the mixture could be separated.
 Used a simple particle model to describe the change.
6
 Used a particle model to explain the reaction in detail.
 Described why the substances can be classified as an element,
compound or mixture.
 Explained the reaction using the Big Idea of Energy.
 Described why there are the same numbers of particles in the
beginning and at the end of the reaction.
 Written the word equation for the reaction.
7
Followed the instructions for level 6, using detailed scientific knowledge
and understanding, and also:
 Used symbols from the Periodic Table to write a symbol equation.
Y8 Level-Assessed Tasks  Badger Publishing Ltd
7A Task Sheet (L3-5)
Making a model cell
Task:
Imagine the Science Museum has asked you to make a model cell
for a display.
Make a model of a plant or animal cell.
Use the key words below to label each part of the model cell
clearly.
Make an information card, perhaps using a key, to describe
what cells are.
Your teacher may ask you to give a short presentation
about your model.
Key words:
cell, cell membrane, chloroplast, cytoplasm, nucleus, vacuole
controls the cell, lets some substances in and out of the cell, does photosynthesis,
stores cell sap, place where chemical reactions take place
Level ladder:
What is your target level? Use the level ladder to help you reach it:
To get
level
You might have:
3
 Made a simple model of a plant or animal cell.
 Identified a part of the cell correctly.
 Stated some simple facts about cells, e.g. how you see them, what
they do, what they are like.
4
 Made a model plant or animal cell and have labelled most parts
correctly using correct key words.
 Described what cells are like and what they do.
 Matched some parts of the cell to their job correctly.
5
 Made an accurate model plant or animal cell and have labelled all parts
correctly.
 Described what cells are like and what they do.
 Described the job of each part of the cell correctly.
Y7 Level-Assessed Tasks  Badger Publishing Ltd
8E Task Sheet (L5-7)
Explaining what happens when we burn magnesium metal
Watch the reaction when magnesium burns in air.
Task:
Explain what happens when
magnesium burns.
Top Tips:
• Try to use particle
diagrams to show what is
happening.
Key words: compound, element, metal, mixture, non-metal, reaction
Level ladder:
What is your target level? Use the level ladder to help you reach it:
To get
level
You might have:
5
 Identified the elements, compounds or mixtures.
 Described the appearance and properties of the materials before and
after the reaction (classified as metals or non-metals).
 Described what happens during the reaction.
 Used a simple particle model to describe the change.
6
 Used a particle model to explain the reaction in detail.
 Described why the substances can be classified as an element,
compound or mixture.
 Explained the reaction using the Big Idea of Energy.
 Explained why there are the same numbers of particles in the
beginning and at the end of the reaction.
 Written the word equation for the reaction.
7
Followed the instructions for level 6, using detailed scientific knowledge
and understanding, and also:
 Used symbols from the Periodic Table to write a balanced symbol
equation.
Y8 Level-Assessed Tasks  Badger Publishing Ltd
7E Task Sheet (L3-5)
How do antacid tablets work?
Indigestion is caused by your stomach acid rising up your gullet,
causing pain.
Antacid tablets are taken to relieve
this pain. The tablets contain alkalis
such as calcium hydroxide.
Task:
Describe how you think antacid tablets may work.
Use your knowledge and understanding of this topic to explain your ideas.
Present your ideas in writing and diagrams; you could draw a cartoon.
Key words:
acid, alkali, dissolve, neutralisation, pH scale, reaction, salt, water
Level ladder:
What is your target level? Use the level ladder to help you reach it:
To get
level
You might have:
3




Stated simply why people take antacid tablets.
Drawn a simple diagram to show what happens in the stomach.
Identified the two chemicals that react together.
Stated whether the reaction can be reversed or not.
4
 Described simply how an antacid tablet works.
 Drawn a simple diagram to show what happens in the stomach.
 Described the reaction between an acid and an alkali using scientific
words.
 Used most of the key words correctly in your description.
5
 Explained simply how an antacid tablet works.
 Drawn a simple particle diagram of acid and alkali particles reacting.
 Used the Big Idea of Particles to describe the reaction between an
acid and an alkali.
 Used most of the key words correctly in your explanation.
Y7 Level-Assessed Tasks  Badger Publishing Ltd