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

Students carry out and make observations about water in a straw, and suction. Students are then required to explain their observations.

Students describe the images seen in flat and convex mirrors.

Explain what affects the distance travelled by toy cars, and why they eventually stop. Assessment focus: science explanations using ideas about forces and energy.

Task: Predict, observe and explain what will happen when a balloon containing another balloon filled with water is thrown. Assessment focus: making and explaining predictions and observations.

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.

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

For this practical task students complete a table of observations for the following substances: vinegar, baking soda, and vinegar and baking soda mixed together.

Plan an investigation to find out which of two students' predictions is correct, and identify how to recognise what a result would look like. Assessment focus: identifying what to measure or compare to answer a science question.

Task: Describe what happens to ice in a glass of water, giving reasons, and explain where water forming on the outside of the glass comes from. Assessment focus: changes of state.

For this practical task students use their knowledge about the properties of gases to explain their observations when they blow up a balloon that is inside a bottle and a balloon that is not inside a bottle.

In this practical task students investigate the effect of temperature on viscosity. Students describe and explain what has happened.

Pictures are given of the life cycles of three different animals (hawk, turtle and deer). Students identify which stage the animal's survival is most in danger and give explanation of why it is not safe. Students also give one special feature that helps this animal survive at this time.

Students identify the variables to be kept constant, and the variable to be different, when they plan a fair test to show if green plants need light to grow.

Drawings of four different seeds are provided. Students explain how each seed is dispersed.

Task: choose 3 features of a mosquito and say how they help it survive. Assessment focus: adaptations for survival.

Students are provided with six drawings of different types of insects. They use the drawings to explain two features of insects and to explain differences between the insects illustrated.

Task: Answer questions about the fire triangle. Assessment focus: elements necessary for combustion.

Task: Select the most suitable thermometer to use for different purposes and answer two questions about scale. Assessment focus: making measurements decisions.

Task: Interpret data from tables. Assessment focus: data interpretation.

Task: investigate reflection of light using a torch and mirror. Assessment focus: angle of reflection.

Task: Label a diagram. Assessment focus: relative positions of Earth and Sun for each season.

Students use two diagrams of the night sky to answer a multiple-choice question on each.

Students use the Beaufort Scale of wind speed to categorise diary entries about the wind in Auckland.