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Students explain two ways to make salt dissolve faster when in cold water.

Students are given information and a diagram about a drink bottle overflowing when it had been put into the freezer. Students are asked to explain why this happened and how they could prevent it.

In this practical task students investigate the effect of temperature on viscosity. Students describe and explain what has happened.

Students state whether each of nine common objects are transparent or opaque.

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

Drawings of four different seeds are provided. Students explain how each seed is dispersed.

Students give two reasons why it is an advantage for a porcupine fish to inflate its body and have its spines stick out when it is in danger.

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

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.

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.

Data from a test of comparative strengths of different magnets is provided. Students graph the data and make a conclusion.

Students are asked to give a useful property for each of four materials used in different situations.

Students select which type of sugar would dissolve fastest and explain why.

This NEMP task assesses knowledge about plants and animals.

Task: Describe problems caused by cutting down trees on a bank. Assessment focus: erosion.

Students interpret a table of children's votes for their favourite All Black to answer questions about chance.

Students are asked four short questions that require them to use a table that contains a count of the kind of books borrowed from a library for a month.

Students answer two questions about preventing erosion and flooding by a river.

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 and calculate a percentage related to a bar graph of the ways students travel to school.

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 are asked to study a stem-and-leaf graph on armspan of students and answer questions interpreting the data.