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

Students answer questions and make time calculations based on a camp timetable.

Task: Using the given pH, classify 10 common substances as acidic, basic, or neutral. Assessment focus: knowledge of the pH scale

For this assessment students read a paragraph of information about the stars. They use this to complete a table that summarises all this information.

Students are provided with a diagram showing layers of rock and three possible results of changes that could occur. Words and phrases are provided to help students answer several short answer questions about the possible cause of the changes.

A diagram representing an area of a civil emergency is provided and students are asked to identify the geological event that has caused this. Students then give six hazards or problems that could result from this geological event.

Student view an online animation of cliff erosion and then write a description of what they observe about this process.

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

For this task students are provided with three pie graphs on water. Students are required to interpret these to answer four short answer questions.

Using diagrams of 6 different common situations, students are asked to identify each situation as evaporation, condensation, or neither.

Students interpret a table on the properties of plastics by answering a series of short questions.

Using characteristics found in peas, students construct two punnet squares and then answer questions on these.

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

Students read a passage about a proposed fair test and then list four variables that need to be controlled.

From a diagram of an experimental set up, students answer questions based on fair testing principles. Questions cover the control of variables, and measurement of results.

Task: Identify which variables should be kept the same to compare reaction times. Assessment focus: control of variables.

Students give two pieces of information a scientist could learn from placing bands on the legs of birds.

Students are provided with pictures of birds and fish and then asked to describe how fish and birds look different and how they look similar.

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 interpret information about unnamed planets and their length of year to answer questions about their distance from the Sun and the order of these planets from the Sun.

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.

Students are given a mind map showing some properties of carbon dioxide. Students identify each of these as either a physical or chemical property.

Using provided data students decide which of three liquids would freeze if placed in a freezer. Students explain what happens to particles when they freeze and how the level changes due to freezing.

Students decide whether four statements about particular nature of matter are true or false and then give a reason for their answer.

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