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Students classify five described changes as either a chemical or a physical change.

A description of two 'reactions' with household chemicals is outlined. For each students identify if the reaction is chemical or physical and provide an explanation for their answer.

Students consider the potential for chemical change when a range of everyday substances are mixed. They use logical reasoning to work out the consequences of four pairs of reactions.

Task: Students describe two features of a skull that suggest it comes from a herbivore. Assessment focus: features of a herbivore's skull.

Task: Students decide what sort of animals two skulls belong to. A self-assessment checklist is included. Assessment focus: using evidence to identify carnivores and herbivores.

In this task, students look for patterns in electron arrangement in the periodic table. They use their ideas to place missing elements in the table, answer some questions about the patterns, and use the patterns to predict the properties of some elements.

Students interpret data presented in a frequency table to calculate percentages and make comparisons.

Students use given ratios to determine the number of people performing kapa haka.

Students read a one-page article on DNA testing and answer four selected response questions about the aim and purpose of the article.

This comprehension task assesses student ability to find the main idea of a transactional text about a Māori naturalist/scientist. Students are asked to read a text, identify the main idea from three choices provided, and then justify why they think their choice is right.

Students read about sexual and asexual reproduction in plants, identify an asexual plant by budding characteristics and answer two questions on the advantages of asexual reproduction.

Students draw a line from each genetic term to its correct definition.

Students are required to give reasons why the samples used to survey New Zealand school students on their favourite sports, may not be representative of the population.

Students construct a back-to-back stem-and-leaf graph of softball throwing distances from two sets of data.

Using data given in a table, students are required to construct a double line graph on the axes provided.

Students answer questions about a line graph showing scores in a cricket game. An understanding of slope is needed.

Students interpret back-to-back stem-and-leaf graphs. Knowledge of the median is required.

Students are required to match plant parts with their function.

Students perform calculations using standard form.

Students interpret a line graph showing the distance travelled and the time for two car journeys and answer questions about time, distance and speed.

A bar graph showing the percentage of endangered species threatened by predation, competition, and/or habitat loss is given. Students use this graph to answer questions and explain the terms; predation, competition, and habitat loss.

Students complete number pairs, and write the equations for three 'number machines'.

Students explain the terms discrete and continuous data.

Students select the correct algebraic expression describing practical situations.

Students explain the variables in a linear equation involving speed and distance. They then solve the equation by substitution.