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In this practical task students predict, and then measure the temperature of water from a range of familiar sources.

Task: Explain how to use the magnet to remove a drawing pin out of a glass of water without putting the magnet in the glass, touching the glass with hands, or spilling the water. Assessment focus: using knowledge of magnetism to solve a problem.

Task: Make a sound gun and use it to investigate what happens to a candle when the end of the sound gun is tapped. Assessment focus: sound waves.

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

Students describe the images seen in flat and convex mirrors.

Students investigate energy transfer by colliding marbles, explaining their observations, and what happens to the energy of the moving marble on impact.

Choose which toy vehicle will roll further, and explain why. The two vehicles are set up under different conditions (ramps at different slopes, rolling onto different surfaces at the bottom). Assessment focus: science explanations using ideas about forces and energy.

For this practical task students investigate convection currents when tea leaves are placed into a beaker of water that is being heated. They are asked to make observations and to provide an explanation of what they have observed.

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

Students predict and investigate the way in which a concave and a convex lens distort the image of a pencil.

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

Students carry out a simple experiment to illustrate refraction. They then explain why this happened.

Task: read an article about releasing hand-reared kaka into a safe environment and answer questions about the research. Assessment focus: field investigations.

Students are asked to explain why the Southern Cross appears not to be in the same place in the night sky that it was a few months previously.

Task: Students match parts of statements about how Joan Wiffen worked like a scientist, and identify what skills or experiences helped her find fossils. Assessment focus: interpreting information about how scientists work.

This task requires students to develop questions about their local geology and name possible information sources.

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.

This practical task requires students to make observations of three different types of soils and record their observations in a chart.

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.

For this practical students make observations about dissolving, and plan and carry out an investigation to find out what makes sugar dissolve more quickly.

For this practical task students are assessed on their ability to observe changes that have occurred to 'popping' corn before and after it is heated. Drawings and written observations are required.

From a diagram of an experimental set up, students answer questions based on fair testing principles. Questions cover the control of variables, and measurement of results.

This practical task investigates the effect of temperature on the rate at which corn pops. Students collect data and make a conclusion.

Describe methods for speeding up and slowing down melting of an ice cube using one of three provided objects, and explain why the methods would work. Assessment focus: planning an investigation.

This practical task requires students to describe to a partner their observations about an ice cube melting. Students then develop questions about what they observe.