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Students calculate the volume of three different cuboid-shaped fish tanks given the height, length and width.

This task is about students selecting 'always', 'maybe' or 'never' to describe the probability of a range of probability events happening.

Students use a table on solubility/insolubility of 16 compounds to determine the validity of four statements and justify with evidence from the table.

For this practical task students investigate convection currents when tea leaves are placed into a beaker of water that is being heated. They are asked to make observations and to provide an explanation of what they have observed.

This practical task is about heat absorption. From a given list students choose the equipment they would use to heat cold tap water as much as possible. Students complete the investigation, explain why each piece of equipment was selected, and record their results.

Students answer two questions about exercise times for an incrementing fitness programme. They identify an expression relating time exercised to the number of weeks on the programme, and explain why this pattern couldn't continue indefinitely.

This assessment task has students writing a short conversation between friends, using speech marks that have been modelled in the task.

Students construct a line graph from provided data, and then write a summary about the data.

In this practical students are first required to identify as many uses of paper they can think of. Then, using samples of different paper types, they identify particular uses for that type of paper and reasons why the paper is used for this purpose.

Students indicate whether a series of statements apply to lunar eclipses, solar eclipses, or both.

Task: Design a station on Mars. Assessment focus: problem solving to meet human needs in a different environment.

This task requires students to determine the best way to dissolve Milo the quickest. Students are given the opportunity to determine this by trial and error, then they are asked to write up their result and a conclusion.

Students are given some solids and liquids for this practical task. They plan how they would find out which liquids are solvents for any given solid, carry out the task, and write a conclusion.

Students investigate energy transfer by colliding marbles, explaining their observations, and what happens to the energy of the moving marble on impact.

Students describe the images seen in flat and convex mirrors.

This practical task assesses students' ability to design and carry out a fair test on the relationship between slope and rates of erosion.

This grammar resource has a focus on verbs. Students identify verbs in sentences, and answer questions on the active or passive voice.

This practical task requires students to follow an experimental design that investigates various forms of insulation. They are required to gather results, make a conclusion, and identify the variables.

Task: Interpret data from tables. Assessment focus: data interpretation.

Students select which graph matches a given statement.

For this practical task students record their observations as an egg is poached in water.

For this practical task students determine the viscosity of different household susbstances such as golden syrup, cooking oil, fruit juice etc. Students complete the experiment and construct a chart showing their results and observations.

Students are provided with two photographs of an area, one before a tree planting programme and one five years later. Students are asked to write an article on how tree-planting helps the environment.

From given examples, students define four root words then complete a chart of root words and their meanings.

Using data from three different locations, students calculate the time difference between the arrival of P and S waves and the distance of each location from an earthquake's epicentre. Students use these distances to locate the epicentre on a map of NZ.