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Students answer short questions to demonstrate their understanding that candles need oxygen to burn.

Students read a passage about a genetic characteristic found in a family. They use this information to complete a representation of an inheritance diagram by shading in and naming the persons of this family. Lastly a question about dominance and recessiveness is asked.

Task: Describe how features of the New Zealand long-tailed bat help it to survive. Assessment focus: identifying features for survival.

Decide if a described investigation is a fair test, and explain the decision. Assessment focus: identifying fair testing.

Task: Process and interpret data in a table to identify the best paper to use for a game. Evaluate the reliability of the collected data. Assessment focus: using evidence to answer a question.

Task: Sequence drawings of a bean seedling to show order of events during germination. Assessment focus: germination.

Task: Place in order six statements about a series of food chain related events in a beech forest, and justify decisions. Assessment focus: interdependence.

Task: describe how different features of a racing car help it go fast. Assessment focus: technological responses to forces.

Students compare cars from different eras. They describe how different features of modern cars make them safer. The task assesses students' understanding of how technology can make cars faster and safer.

Task: students investigate the rolling distance of marbles on different surfaces. Assessment focus: processing information to answer a question.

Task: Answer questions about car tyres. Assessment focus: friction; air pressure.

Task: Identify colours and surfaces that keep things cool. Assessment focus: heat absorption.

For this practical task students make observations about the effect of coloured lights on different coloured objects. Students then draw some conclusions about their findings.

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.

Task: Select which picture correctly shows an ice cube in a glass of water and select correct explanation. Assessment focus: density of ice.

Task: Predict which of three balls dropped from different heights will squash most, explain why, and design an investigation to test prediction. Assessment focus: acceleration and fair testing.

Task: Answer questions about what happens to the light form a torch. Assessment focus: light.

Task: Answer a multiple choice questions about what would be seen on earth if a meteor hit the moon, and explain why that answer is correct. Assessment focus: how sound and light travel.

Students formulate questions about glaciers and climate change to show awareness that informed opinions are based on inter-related aspects of evidence rather than individual instances.

Task: Answer questions about recycling aluminium by interpreting a fact file. Assessment focus: Recycling.

Students use the Modified Mercalli intensity scale to assign magnitudes to three described earthquakes. Then they interpret data about the distance from an epicentre, and explain why, from given information, one earthquake might be more damaging than another.

Students use diagrams of rock layers to answer questions concerning geological history, oldest layer, and to account for the presence of fossils.

This task consists of two multiple-choice questions on humidity.

Students identify three different places where food can be put to keep it cool. Students also explain why keeping food cool is beneficial.

Students name things that are protected by paint. Students also explain why metal needs protecting.