Use evidence resources

Students are asked to give a useful property for each of four materials used in different situations.

In this practical students are first required to identify as many uses of paper they can think of. Then, using samples of different paper types, they identify particular uses for that type of paper and reasons why the paper is used for this purpose.

Students use a list that has some properties of glass to help them answer four questions about glass use.

Task: Describe and compare some physical properties of plastic objects and identify the properties scientists might use for classifying materials. Assessment focus: classifying using physical properties.

Students answer three questions about information found on a bottle of bleach.

Students use a table on solubility/insolubility of 16 compounds to determine the validity of four statements and justify with evidence from the table.

Information on particle size and boiling point is provided for three alcohols. Students use this to place these substances in order of particle size and increasing boiling point.

Students select which type of sugar would dissolve fastest and explain why.

Students are provided with drawings of three methods to collect gases and the characteristics of four gases. Students match the gases with the method of collection that would need to be used.

Students label six diagrams as an element, compound, or mixture.

Students decide if each of three sentences about solids, liquids, and gases is true or false and then give a reason for their answer.

Students draw diagrams to show the particle arrangement in a solid, liquid, and a gas. Students then describe the differences in arrangement and movement of the particles for each of these states.

Students decide whether four statements about particular nature of matter are true or false and then give a reason for their answer.

Task: Read a table to answer questions about when birds are likely to visit a native garden for food. Assessment focus: interpreting a table.

Students are provided with some information on the diet of eight NZ birds. Students use this information to fill in a table that identifies which birds are herbivores, omnivores, and carnivores.

Students are given a diagram and information on the ratios of black- to grey-coated possums. Students answer questions relating to this information as well as identifying a method that could be used to determine the percentage of each coat colour.

Students answer questions about the materials that pass through the placenta between the mother and the baby.

Students answer three questions about data contained in pie graphs about the food wild cats eat.

Students read some notes about kākāpō, and answer questions on how the kākāpō is distinct from other parrots, and why these birds are endangered.

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

Students are provided with four diagrams of different types of fossils. Students are asked to explain the type of information each of these fossils could provide.

This NEMP task assesses knowledge about plants and animals.

For this NEMP task students write about parts of the snail that help it survive.

For this NEMP task students write about the parts of a praying mantis that help it survives.

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