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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.

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.

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.