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For this NEMP task students show the changes to a trip meter on a speedo after specified distances are travelled.

Task: Draw, using symbols, circuit diagrams of three described circuits. Assessment focus: using conventions of circuit diagram; knowledge of circuit construction.

This practical resource requires students to demonstrate some phases of the Moon.

Students draw up a table to illustrate results of how indicators change when placed into four different liquids.

Students read some information about testing the absorbency of different papers. They outline two features that need to be kept the same if the tests were to be fair.

For each of eight provided situations students identify whether each is an example of evaporation, condensation or neither of these.

Students draw diagrams to show the particle arrangement in a solid, liquid, and a gas. Students then describe the differences in arrangement and movement of the particles for each of these states.

Students are provided with some information on the diet of eight NZ birds. Students use this information to fill in a table that identifies which birds are herbivores, omnivores, and carnivores.

For this NEMP task students write about the parts of a praying mantis that help it survives.

Students explain adaptations of kangaroos and horses to protect their young.

Task: Identify direction of currents and explain reason for pattern. Assessment focus: convection patterns.

Students identify the producers, herbivores, and carnivores in four illustrated food chains. Students then explain each of these terms and explain what the arrows in food chains mean.

On a diagram students indicate how a cliff face might look different in 100 years from now, and explain the probable cause of this.

Students answer questions about time and average speed given a rate of walking.

Students express a distance as a percentage of the distance of a whole journey, and calculate percentages or fractions of parts of the journey.

Students complete number sequences, and identify different rules for sequences that begin with the same numbers.

Students determine the probability of finding a lost cat in various locations marked on a grid map.

Using the equipment supplied students make a series circuit according to a circuit diagram. Then students are asked to construct another circuit using different criteria and draw as a circuit diagram.

Students match each of seven circuit symbols provided to its respective name. Then the students use the symbols to complete the simple circuit diagram as described.

Students are asked to match six everyday objects to the main energy transformation that occurs in each of these objects.

Students answer questions from a histogram of distance of discus throws. Calculation is required.

Students construct and label a bar graph of the colour of passing cars from data in a table and answer questions interpreting the results.

Students demonstrate their understanding of a graph showing the relationship between the cost of different bottles of drink and the amount each bottle contains. They then explain which bottle of drink is the best value for money paid.

Students interpret information from a flowchart to calculate the total costs of different sized groups staying in a motel for varying lengths. They also complete a linear algebraic equation to show the costs of one group's stay.

Students use cubes to construct part of a spatial pattern and answer questions on how to continue it.