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Students use the term force to explain why a heavier hammer could drive nails into denser material and explain density.

Students outline four tests they could do to find out if a newly described substance is a metal.

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 use the periodic table and their own knowledge to complete the types of atoms present, and total number of atoms present for three compounds.

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

Students select the correct written definition of the words element, compound, and mixture.

Students are provided with a diagram of a bag used in solar showers. They answer questions about this bag relating to heat absorption, heat transfer, and radiation.

Using information about 'feeding links' between several different animals and plants students draw a food web to show all these links.

Task: Decide what information can or cannot be inferred from food chain diagrams. Assessment focus: reading food chains

Task: Identify from an experiment the preferred living conditions of slaters, and use a fact file to suggest reasons why. Assessment focus: interpreting results of an investigation.

Task: Identify how the kererū's adaptations contribute to its interactions with its ecosystem, and how knowing about kererū's' adaptations can benefit both it and people. Assessment focus: using understandings about adaptations to consider actions affecting the kererū.

Task: Identify how features/adaptations of a starfish help it survive, and decide whether the amount of evidence from scientists' observations supports or does not support their theory/inference. Assessment focus: using observations as evidence to inform theories.

Task: Answer questions about what happens to water in open and closed containers and compare to the water cycle. Assessment focus: evaporation, the water cycle.

Students build a triangular prism and identify some of the interior right-angled triangles.

This task is about finding the solutions for linear equations.

Students calculate the interior and exterior angles of a regular octagon and explain their calculations.

Students perform addition, multiplication, and percentage calculations based on information about the cost of buying and posting computer programs.

This resource assesses knowledge of speaking techniques and students answer questions on the speech opening, control of audience, speech notes, and closing of speech.

From a list of language techniques that writers use to emphasise a word or idea, students identify which ones have been used in some sentences and then write their own examples.

Students read a poem titled 'The Sea' and explain the meanings of some of the language used.

An account of a fishing adventure in a lagoon provides the content for this cloze exercise. Students use their vocabulary and knowledge of grammar to create well-formed sentences.

Students identify the different parts of algebraic expressions for the cost of repairing televisions.

Students work out the cost of items of clothing both before and after GST has been added to them.

Task: interpret data from a table and complete two calculations. The context is balancing a see-saw. Assessment focus: using a scientific formula to identify trends.

Use knowledge of insulation to answer questions about baked Alaska dessert, and how it compares to a chilly bin. Assessment focus: Interpreting diagrams, interpreting analogies, and using knowledge of insulation.