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Task: Answer questions about relationships between mass and stretch. Assessment focus: identifying patterns in data.

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

Task: Answer questions about a table comparing the energy usage and lifespan of different sorts of lights, and use this information to complete a second table to describe advantages and disadvantages of each. Assessment focus: reading a technical table.

Students interpret a map showing concentrations of ozone in the atmosphere and then answer some questions about the ozone issue. This resource assesses the ability to interpret data, and also knowledge of the ozone layer and associated issues.

Students interpret information about unnamed planets and their length of year to answer questions about their distance from the Sun and the order of these planets from the Sun.

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

Task: Design a station on Mars. Assessment focus: problem solving to meet human needs in a different environment.

For this practical task students investigate some features of craters, complete a table, and explain what they found out. Students then use a diagram showing some craters on the Moon to write as much information as they can about these craters.

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

Students are provided with a sequence of diagrams showing the erosion of a waterfall by a river over time. Students complete diagrams for two other waterfall erosion sequences. Each waterfall has different combinations of layers of soft and hard rocks.

Students are provided with a diagram and asked to identify the type of geological process that it represents. Students are also required to explain what happened.

Students are given a diagram of a glacier, and asked to identify natural hazards and the possible effect of increased temperature on the position of the glacier snout.

This practical task assesses students' ability to design and carry out a fair test on the relationship between slope and rates of erosion.

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

This resource assesses students' understanding of erosion. Students order a set of diagrams showing the process of erosion in a river and write an explanation of how cliff erosion occurs by the sea.

For this task students explain the causes to the difference in height of water levels in a lake during spring, summer, and winter.

For this task students are provided with a table of weather observations for a day in September. Students are required to write a weather report using headings that have been provided.

Students are provided with data showing the temperature and the cloud cover over a one week period. Students use this information to identify the two nights that would be the best to protect plants outside from possible frost damage and also to identify why protection is needed on such nights.

This task requires students to determine the best way to dissolve Milo the quickest. Students are given the opportunity to determine this by trial and error, then they are asked to write up their result and a conclusion.

For this practical task students determine the viscosity of different household susbstances such as golden syrup, cooking oil, fruit juice etc. Students complete the experiment and construct a chart showing their results and observations.

This practical task has students investigate the surface area of three objects and whether this influences the rate of evaporation. Students fill in a table, and calculate the water loss and answer questions to show their understanding.

Students use a table about properties of different materials to answer questions about this, and to group the materials listed into two groups.

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.