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Students answer questions about a ball travelling a number of full circles in a game of swing ball.

Students calculate the area of a block of land and calculate a width given the area. The questions also involve working with hectares.

Students answer multiple-choice questions about volume of fish tanks given their dimensions.

Students are given some information on levers. They use this to label the pivot, load, and effort force on four other common examples of levers.

Task: Transfer information from a table to a graph, label the bottom axis and describe the pattern of the data. Assessment focus: graph construction; graph interpretation.

Students indicate on a circuit diagram where they would place switches in order to achieve various situations, such as the lamps being on, off, and other combinations.

Students are provided with an illustration of two different circuits. Students are required to draw the two illustrations as circuit diagrams.

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

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 use diagrams of substances with labelled atoms to write their chemical formula.

Students are provided with information about a genetic trait. They develop genotypes for the parents involved and then complete a punnet square for these.

Using the principles of fair testing, students identify four factors that could affect the time it takes for electric jugs to boil water.

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 provided symbols to write formula and to draw diagrams of different compounds.

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 answer questions about a line graph showing scores in a cricket game. An understanding of slope is needed.

Students are required to match plant parts with their function.

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

Task: Complete a table to show how energy is transformed in eight objects and describe the energy transformations in two others. Assessment focus: energy transformation.

Using the information provided on unattached and attached ear lobes, students complete a family tree for this genetic trait.

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.