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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.

Students select the correct written definition of the words element, compound, and mixture.

Task: Complete a table to show how energy is transformed in eight objects and describe the energy transformations in two others. Assessment focus: energy transformation.

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

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

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.

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.

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

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.

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