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Students use stimulus material to answer a number of questions relating to temperature change in materials which are at different distances from a heat source.

This resource assess students' understanding of circuits when they explain what is wrong in five different circuit diagrams.

Task: Describe how the light rays move through a glass prism.

Students select which of five compass orientations best show the direction of a magnetic field at four different locations.

Students answer a multiple choice question about what happens when a magnetised object is cut in half, and then draw the lines of the magnetic field around two magnets.

Task: draw a diagram showing how a periscope works. Assessment focus: reflected light.

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 explain a plastic recycling symbol. This resource assesses an aspect of knowledge helpful for making decisions about recycling.

Students read a map of a new school, and answer questions about the placement of some trees. They are assessed on their ability to suggest the trees' impact on the school environment.

Students use a diagram of a solar eclipse to answer four questions.

Students are given a diagram that is used to describe the surface temperature and brightness of stars. Using the diagram and information provided, students indicate where different stars would be located.

For this assessment students read a paragraph of information about the stars. They use this to complete a table that summarises all this information.

Task: Investigate the length of shadows in relationship to the sun's position. Assessment focus: interpreting a model.

Task: Complete a diagram of the length and position of a shadow of a flagpole. Assessment focus: shadows in relation to sun's position.

Task: Answer questions about the temperature and brightness of types of stars. Assessment focus: interpreting a graph.

Task: Answer questions about types of solar eclipse. Assessment focus: interpreting diagrams.

Task: Answer questions about a diagram, and explain how we get day and night. Assessment focus: day and night.

A diagram showing the position of Earth in each of the four seasons has been provided. Students use this diagram to identify the season we would experience in New Zealand at each of the numbered places.

For this task students understanding of tides is explored. Students are asked to identify where high tides occur when the Moon is in a certain position and how often high tides occur.

Students are provided with a star map showing the path of comet Haley-Bopp 1997. Students use this map to answer three questions.

Students are provided with two star maps as seen from Wellington at two different times of the year. Students are asked to explain why the stars on the map appear in different parts of the sky depending on the time of the year.

Students answer two multiple-choice questions about full Moon and lunar eclipses.

Students are provided with information about the Earth's interior. Using this information and a provided scale, students construct and label a scale diagram of the Earth's interior.

Using a stimulus diagram showing plate tectonics, students explain why the following geological features or events; earthquakes, mid-ocean ridge, ocean trench, and volcanoes are present.

Students are provided with a diagram of a roadside cutting. They are asked to mark the fault line and the youngest rock layer in this cutting. Students then suggest two explanations for the pattern shown in the diagram.