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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.

Task: Answer a multiple choice question and explain the reason for choice. Assessment focus: simple circuits and switches.

Students use keywords to label a simple circuit, and then explain how someone would know if the circuit is on or off.

Task: Give examples of described energy transformations, and name energy transformations involved with named objects.

Task: Select the corect term for stored energy, identify the type of stored energy of three examples, and describe energy transformations. Assessment focus: potential energy.

Students investigate magnetic repulsion using two magnets and pieces of iron. They are assessed on their understanding of like poles repelling.

Task: Answer a multiple choice question about the material attracted to magnets, select which magnet of four is strongest, and give a reason for choice. Assessment focus: magnetism.

Students design a low energy house.

Students are provided with a map of NZ showing the average annual rainfall in different areas. Students interpret this information to answer three short answer questions, and then construct a bar graph that shows the rainfall for nine North Island locations.

Task: Use written text about farming's contribution to climate change to complete a flow chart, and answer questions about the two texts. Assessment focus: interpreting, using, and comparing different types of text.

Students interpret two cartoon-style drawings of the enhanced greenhouse effect and write a short description of the artist’s message, as they see this.

Students complete a plant record for a tree by making observations.

For this practical, students use different sized balls to demonstrate and explain solar and lunar eclipses.

Students draw a graph from some information they are given about the heating of meths in a water bath. Students then explain in terms of particles what is happening for the sloping section and the flat section of the graph.