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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 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.

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.

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

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.

Using a labelled flower, students select the parts which are responsible for seed formation, pollen production, and bud protection.

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

Students draw the next two patterns in a spatial pattern, complete a table and questions about the pattern, and write a rule to describe the pattern.

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

Students answer questions about a bar graph showing favourite ice-cream flavours. No calculation needed.

Students complete a bar graph from information in a tally chart about the ages of students and interpret the data by answering questions.

Task: use a key to identify which major group 4 plants belong to. Assessment focus: using a key to classify plants.

Students answer questions about a stem-and-leaf graph which shows the distances some students threw a netball.

Students answer questions by interpreting a line graph of a snail's progress as it climbed up a wall.

Students show given times on an analogue clock, and answer a question about difference in time.

Students study a box-and-whisker graph of Social Studies marks for 4 classes. They answer questions interpreting the data, and comparing, range and best performance.

Students construct and label a histogram of tulip heights from data in a table. They also answer questions about range, mode, median and mean.

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

Students are required to write the number of some parts in the life cycle of a butterfly into a diagram of the life cycle of a butterfly.

Students use keywords to label a simple circuit, and then explain how someone would know if the circuit is on or off.

Task: Describe what sort of day it is easiest to see shadows, and answer 2 multiple choice questions about length of shadows and time of day. Assessment focus: shadows.

On a diagram of a flowering plant, students write in the name of each of the indicated plant parts. They are then asked to name the part that makes seeds, and makes food.

Students answer questions and make statements based on information presented in a frequency table.