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Students measure images of objects on a centimetre ruler.

Students construct a dot plot of fish seen at an aquarium from a tally chart, and answer questions interpreting the results.

Students answer questions about a bar graph which shows the number of different types of animals at the zoo.

Students identify negative and positive numbers on a number line and suggest real life experiences that would involve negative numbers.

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 match each of seven circuit symbols provided to its respective name. Then the students use the symbols to complete the simple circuit diagram as described.

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.

A diagram showing the position of Earth in each of the four seasons has been provided. Students use this diagram to identify the season we would experience in New Zealand at each of the numbered places.

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 view four sequential diagrams on fossilisation, and then write explanations about this process using the diagrams and their own knowledge.

Students complete a diagram of a geyser by writing the correct labels from a given selection. Students are also required to answer what causes the water to heat up.

From a given list students select the correct name for each of four labelled features on a weather map. They then identify a pattern to name a pressure reading number.

Students are provided with a diagram that shows some ways water moves in a water cycle. Students are required to explain what is happening in three places and explain how water that falls as snow might get to the sea.

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

Task: Students answer questions about feeding relationships in a rocky shore ecosystem. Assessment focus: interpreting a food web.

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 describe what makes two boats move and change direction.

In this practical task students predict, and then measure the temperature of water from a range of familiar sources.

Task: Explain how to use the magnet to remove a drawing pin out of a glass of water without putting the magnet in the glass, touching the glass with hands, or spilling the water. Assessment focus: using knowledge of magnetism to solve a problem.

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

Students are asked to explain why the Southern Cross appears not to be in the same place in the night sky that it was a few months previously.