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Task: Identify the colours on a taxi sitting under a red streetlight. Assessment focus: Coloured light can be produced by blocking some parts of the spectrum.

For this task students are asked two questions about early Polynesian navigation. Students need to identify features of the environment that explorers would have used to navigate home and to find new land.

Students answer two multiple-choice questions about lightning and determine how far away a thunderstorm is by doing a calculation.

Students answer questions that involve converting between different ways of telling time.

Students answer questions about the difference between a range of given times in minutes.

Students answer questions that involve calculating the capacities of different situations.

Students identify the error in three statements made about the perimeter and area of given objects.

Students answer four questions on echoes and sound insulation.

A short extract on how chocolate fish are made is the subject of this assessment on listening. It has 5 multiple-choice questions.

Students convert units of weight - milligram, gram, kilogram, and tonne, in order to answer questions about potatoes.

Students calculate the cost of multiple CDs given the unit cost for a single CD.

Students interpret distance-time graphs for a number of scenarios.

Students are provided with a geological time scale which they use to interpret and answer a number of questions.

Task: Use displacement to measure volume. Assessment focus: displacement.

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

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.

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.

Task: Read a table to answer questions about when birds are likely to visit a native garden for food. Assessment focus: interpreting a table.

Students convert units of weight - grams and kilograms - to answer questions a range of food items.

Students show their understanding of stem-and-leaf graphs of ages by classifying questions as true or false.

Students are provided with a food web based on organisms of the rocky shore and sea. Students use this to answer questions about food chains in the food web.

Students are asked four short questions that explore their understanding of the Earth's rotation, Earth's revolution, and seasons.

Task: match seed description to a dispersal method. Assessment focus: seed dispersal.

Task: Use a diagram to answer questions about seasons and day and night. Assessment focus: relationship of Sun and Earth.

The resource consists of two multiple-choice questions about solubility and saturated solutions.