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Task: Investigate mass required to lift a small rock when changing distance from pivot. Assessment focus: levers.

Students write a story about the water cycle using a given sequence of events that take place.

For this task students are provided with a diagram showing the landmasses that originally made up Gondwanaland. Students are required to identify and use their own knowledge to indicate the evidence which indicates that these landmasses were once joined together.

Students identify where they face after making clockwise and anticlockwise turns.

Students order given temperatures from lowest to highest.

This task requires students to interpret a tree diagram of art materials and identify the number of different possibilities from various combinations presented.

Students are given a diagram of a glacier, and asked to identify natural hazards and the possible effect of increased temperature on the position of the glacier snout.

Students predict and investigate the way in which a concave and a convex lens distort the image of a pencil.

Students identify where heat is lost from a house, explain ways to reduce heat loss and suggest ways to reduce heat loss.

This practical task requires students to make observations and draw diagrams about diffusion that occurs when food colouring is added to water.

This practical task requires students to test a number of circuits and to give reasons why some of the circuits do not work while others do. Students also look at other circuits and explain what happens to the brightness of the bulb.

Task: sort pictures into specified groups and identify features that are common to each group. Assessment focus: classification of insects/non-insects.

Students complete addition and subtraction story problems using the vertical algorithm.

Students are given a partially completed table which details materials which are used as either conductors or insulators of heat. Students complete the table by indicating whether the materials conduct or insulate heat or give an example of its use.

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

Using a stimulus diagram showing plate tectonics, students explain why the following geological features or events; earthquakes, mid-ocean ridge, ocean trench, and volcanoes are present.

Students answer questions involving negative numbers about rising and falling water levels.

A lively narrative about a pig hunt provides the context for this listening comprehension resource. Students recall information and make inferences.

Students are provided with some information about testing leaves for starch. They are required to match the steps in the process with their purpose, and to explain what substance is present that turns iodine blue-black.

For this NEMP task students write about parts of the snail that help it survive.

The results of three different crosses between long-haired and short-haired rabbits have been provided. Students state, with a reason which characteristic is dominant and complete a punnet square for one of the crosses.

Students interpret the diagrams of mixtures, solutions, and pure substances. Then they draw diagrams to represent other combinations of substances.

Students are provided with drawings of three methods to collect gases and the characteristics of four gases. Students match the gases with the method of collection that would need to be used.

Students interpret a tree diagram to answer questions about the probability of selecting certain combinations.

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