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For this NEMP task student draw the cross section indicated on 6 different food items.

For this NEMP task students perform calculations using fractions and mixed numbers.

For this NEMP task students complete a table showing fractions, percentages, and decimals that are equivalent.

Students answer a question about working out many kilometres were travelled in one hour from a given time to travel one kilometre.

For this practical task students draw on isometric paper different views of a model they have constructed.

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

Students work out the number of cans in a stack of a given height, and complete a sentence that states the rule.

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.

Students are provided with a diagram of a bag used in solar showers. They answer questions about this bag relating to heat absorption, heat transfer, and radiation.

Using the principles of fair testing, students identify four factors that could affect the time it takes for electric jugs to boil water.

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

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

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.

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.

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 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 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 are provided with a series of six labelled diagrams showing a bean seed germinating and developing into a small plant with leaves. Students write sentences describing what is occuring at each stage.

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.

Students indicate the links between different examples of vertebrate animals and their classification features by shading the correct links on the diagram provided.

Students explain two features of insects and explain how the wings differ between a fly and a butterfly.

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.